Education, A Vital Principle for Digital Library Development in Iran

7/28/2019 Education, A Vital Principle for Digital Library Development in Iran

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Proceedings

The 5th International Conference onAsia-Pacific Library and Information Education and Practice

Issues and Challenges of the Information Professions in the Digital Age

July 10-12, 2013Pullman Khon Kaen Raja Orchid Hotel

Khon Kaen City, Thailand


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A-LIEP 2013 | Thailand

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Table of Contents

1. Use of ICT by Visually Impaired Students in Indian University Libraries: A Study .............................. 1

Priya R Pillai

4. Information Literacy Competency in Research Process among Trainees of Malaysian

Teacher Education Institute ............................................................. ..................................................... 18

Siri Sena bin Baba Hamid and Mohd Sharif Mohd Saad

5. Designing Information Services Strategically: Experiences of TCSs Information

Resource Centre ...................................................................................................... ............................. 31

Dhanashree Date and Uday Ambre

6. Comparative Analysis of Writing Styles of Biology Textbooks in Junior-High and

High Schools ................................................. .................................................... .................................... 42

Takuma Asaishi7. Study of Electronic Journal Reading Behaviour of Academic Social Scientists in

Taiwan and China ................................................ ..................................................... ............................ 54

Mei-Ling Wang, Xi-Ming Xiao and Qinghua Zhu

8. A Study of the Importance and Feasibility of Performance Indicators for

Academic Libraries in Taiwan .................................................... ........................................................... 73

Hao-Ren Ke, Yi-Syuan Wang, Hsin-Ju Tsai and Yi-Chen Liu

9. Purchasing Power of Medical and Health Libraries in the Philippines in

acquiring online databases ....................................................... ............................................................ 85

Joenabie A. Encanto

10. Consortia and Resource Sharing among University Libraries in Bangladesh ................................. 97

Ms. Shohana Nowrin and Md. Shiful Islam

11. Chronological Observation of Japanese Schoolchildren's Book Reports ...................................... 109

Sachiko KUMA and Kyo KAGEURA

12. Learning Support in College Libraries in Japan toward Learning Commons ................................ 124

Saori Donkai and Chieko Mizoue

13. Social Sciences, Arts and Humanities Research Collaboration: with a focus on LIS .................... 132

Husriati Hussain and Kiran Kaur

15. Content Analysis of Khon Kaen University Theses on The Elderly ............................................... 146

Prasopporn Yuphin Brown and Poranee Sirichote

16. Marketing of Academic Library Services through Social Networking Sites: Implications of Electronic

Word-Of-Mouth ...................................................... ........................................................ ..................... 155Md. Abul Kalam Siddike, Kiran Kaur and M Nasiruddin Munshi

17. Awareness of Using Library Web 2.0 Services Among Malaysian Youth ..................................... 169

Mohd Ismail Abidin, Kiran Kaur and Mohd Ab Malek bin Md Shah

18. Use of Social Networking Sites: Facebook Group as a Learning Management System ............... 183

Md. Abul Kalam Siddike, Md. Shiful Islam and Hasanul Banna

19. Global Trends in LIS Education: An International Comparison of Graduate-Level

LIS Programs .............................................. ..................................................... ................................... 198

Makiko Miwa, Shizuko Miyahara, Yumiko Kasai and Hiroya Takeuchi

20. Survey on Practice and Experience of University Students Task Management:

Case of University of Tsukuba, Japan ........................................................ ........................................ 211

Ryoko Fukuzawa, Hideo Joho and Tetsuya Maeshiro


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Table of Contents

21. Development of Collaborative Digital Library for Secondary School Students in Thailand ........... 225

Suparp Kanyacome, Smarn Loipha and Somchai Numprasertchai

22. Teaching Intellectual Freedom in Japan and North America: Analyzing Japanese

Focus Group Interviews ................................................... .................................................... ............... 232

Noriko Asato

23. Categories of Friends on Social Networking Sites: An Exploratory Study..................................... 244

Xingang Zhang, Qijie Gao, Christopher S.G. Khoo and Amos Wu

24. Developing a Framework for Analyzing Organizational Stories .................................................. . 260

Lin-Ping Lee, Hong-Wang Liu, Dong-Min Shi, Christopher S.G. Khoo and Natalie Pang

25. Citation Analysis of the Availability of Conference Proceedings Cited in

Doctoral Dissertations ............................................... ........................................................ .................. 272Emi Ishita, Yukiko Watanabe, Naoya Mitani, Miki Horiuchi, Yuiko Higa, Takako Oda, and et al.

26. Application of SMS Technology for Library Services: A case study of Google SMS Channel ...... 283

Suresh Balutagi and Mallikarjun Angadi

27. Exploring the Development of the Museum Artifacts Knowledge Management System:

A Case Study at the National Palace Museum ...................................................... ............................. 294

Shu-Hui Chang and Mei-Ling Wang

28. A Study on the Perceptions of Librarians and Staff on the Impact of Technology on

the Organization and Personnel of Selected Academic Libraries in CALABARZON, Philippines ....... 324

Efren Jr Macanlalay Torres

29. Adequacy of Knowledge and Attitude Towards Information Technology of Student

Library Users at Selected Colleges and Universities in CALABARZON ............................................. 345

Ma. Lindie D. Masalinto, Josefa G. Carrillo, Ma. Xenia Z. Bitera, Consuelo Obillo and

Rufo S Calixtro Jr.

30. An Empirical Study of Housewives Information Practice in Taiwan.............................................. 351

Nei-Ching Yeh

31. Assessing Training Needs of LIS Professionals in University Libraries of Punjab

and Islamabad ................................................................................ .................................................... 363

Rubina Bhatti and Muhammad Nadeem

32. Communities Of Practice: Nurturing The Knowledge Sharing Environment ................................. 378

Geeta Albert, Mohd. Sharif Mohd.Saad and Ng Wai Peng

33. The Development for Value Creation Strategies of Rajabhat University Libraries ........................ 393Anansak Phuangok, Lampang Manmart and Kanyarat Kwiecien

34. Impact of ICT in Libraries of Teachers Training Institutions: A Study ........................................... 399

Shilpa S. Waghchoure and Hindurao S. Waydande

35. The University of Hawaii Library and Information Science Program as a Pacific Bridge:

Strategic Planning for the Asia - Pacific Future ................................................. .................................. 415

Andrew B. Wertheimer

36. Impact of ICT on College Libraries in India ................................................................................... 426

Shivshankar Ghumre

37. Librarians! Arise And Awake To Establish Your Identity ......................................................... ..... 432

A.Manoharan, M.Nagarajan and B.Kanagavel


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Table of Contents

38. Library Consortia in India for Networking & Resource Sharing ..................................................... 438

Shivshankar Ghumre and Subhash P Chavan

39. Mentoring in Libraries and Information Organisation, the Catalogue Librarian Perspectives ........ 444

M. A. Bello and Y. Mansor

40. Problems and Prospects of LIS Students & Professionals in India: an Overview ......................... 461

T.S.Seethalakshmi, E.M.Manimala and R.Abarna

41. Search by Image through the WWW: An Additional Tool for Information Retrieval ...................... 467

Paul Nieuwenhuysen

42. Skater, Slider, Shuffler and Starter: Modeling Academic Librarians Social Media

Presence Using Personas ................................................... ............................................................... 477

Niusha Zohoorian-Fooladi and A. Abrizah43. Staff Retention in Indonesian Libraries (Case Study School Librarians at Surabaya,

East Java) ..................................................... ....................................................... ............................... 493

Endang Fitriyah Mannan

44. There and Back Again: Is There a Need for GLAM Education? ................................................ .... 502

Katherine Howard

45. The Difference and Relationship Analysis of Competencies, Job Satisfaction and OrganizationalCommitment: A Conceptual Framework for Empirical Assessment of Indicators of

Job Performance ........................................................... ..................................................................... 512

Asad khan, Mohamad Noorman Masrek and Fuziah Mohamad Nadzar

47. Development of Intangible Cultural Heritage Knowledge Framework for Ontology

Construction ................................................. ..................................................... .................................. 528

Wirapong Chansanam and Kulthida Tuamsuk

48. Expert System Development Using Case-Based Reasoning: A Case of Thai Military

Intelligence ................................................... ..................................................... .................................. 536

Pratya Areekul, Kulthida Tuamsuk and Wanida Kan-arkard

49. How Long are You Looking at an Ad Banner?: An Exploration into Fixation Duration on

YouTube Clips ................................................................................... ................................................. 547

Chatpong Tangmanee

50. Digital Library Services@Indian Institute of Science: a Special Reference to J.R.D.

Tata Memorial Library Bangalore ..................................................... ................................................... 557

Pitty Nagarjuna,Krishna Murthy Muniyappa and M. Surulinathi

51. An Ontology Modeling for Drought Management Information System .......................................... 572

Nattapong Kaewboonma, Kulthida Tuamsuk and Marut Buranarach

52. Designing Online Collaborative Learning Activities to Enhance Student Experience in

Distance Education ................................................................................................... ......................... 582

Lyn Hay and Bob Pymm

53. A Study of the Curriculum of Indonesias Existing Five Graduate LIS Programs .......................... 595

L.Sulistyo-Basuki

54. Academic Libraries in the 21st Century in the Asian Region .......................... .............................. 611

Sujin Butdisuwan and E. Rama Reddy


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Table of Contents

55. Education; A Vital Principle for Digital Library Development in IranIranian Academic Librarians and LIS Educators Viewpoints ........................................................... .... 621

Behrooz Rasuli and Nader Naghshineh

56. Standardizing Government Hospital Libraries: Where Are We Now? ........................................... 638

Ma. Lindie D. Masalinto, Leonor N. Tiu, Elena A.Salinas, Jose Romano O. Jalop and

Elizabeth D. Malabanan

58. The Necessity of Information Literacy Education to Learners of ODL for Being a Lifelong

Learner in i-society ............................................................................................................................. 650

Faezeh Delghandi

60. Challenges in LIS education in India .................................................... ......................................... 655

Chetan Sudhakar Sonawane

61. Information Technology and Communication: A Discourse Analysis ............................................ 669

Pongsak Sangkhapinyo and Chollabhat Vongprasert

62. Information Literacy Integration in Learning and Teaching of the Social Studies, Religion

and Culture Courses at Primary School Level ................................................................ .................... 674

Krongkaew Kingsawat, Kanyarat Kwiecien and Kulthida Tuamsuk

63. Universiti Sains Malaysia Research Publication: A Bibliometric Study ......................................... 684

Mohd Ikhwan Ismail, Mohd Kamal Mohd Napiah and Abd Halim Ismail

64. Learning Styles: Factors Affecting Information Behavior of Thai youth ......................................... 697

Jutharat Changthong, Lampang Manmart and ChollabhasVongprasert

65. HR activities in NISCAIR, DRTC and NASSCOM (India)................................................ .............. 708

Sangita Gupta and Leela Dhar Mangi

66. State University Library Strategies to Support Education and Research in Indonesia

Universities in Terms of Strategic Leadership ................................................... .................................. 723

Nove E. Variant Anna and Endang Fitriyah Mannan

67. Internationalisation of Library and Information Science Education: Adopting Choice Based

Credit System (CBCS) in Indian Universities with special reference to Library and Information

Science in Mizoram University. ................................................. .......................................................... 733

Pravakar Rath and Moorttimatee Samantaray

68. ICT Literacy among LIS Professionals of Higher Educational Institutions in Pondicherry, India ... 740

R. Sevukan

69. The Implementation of Record Managers Roles in Engineering Faculty of University ofIndonesia (FTUI) ............................................................................................. .................................... 754

Dyah Puspitasari SriRahayu

70. Implementation of Library Automation in Sir Ganga Ram Hospital Library: A Case Study ........... 763

Indumati Samantaray

71. Social Networking Status Among Iranian MLIS Students ............................. ................................ 772

Maryam Sarrafzadeh and Soheila Alavi

72. Development of a Policy on National Information Infrastructure for Disabilities in Thailand:Perspectives of Policy Makers and Disability Leaders ............................................. ........................... 786

Pathamakorn Netayawijit, Kulthida Tuamsuk and Kanyarat Kwiecien

73. Role of E-Books as important electronic resources in Digital Environment ................................... 796

Subarna K. Das


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Table of Contents

74. Integrating Risk and Records Management for the Sustainability of BiotechnologyOrganizations ...................................................... ....................................................... ......................... 803

Azman Mat Isa, Adnan Jamaludin and Ap Azli Bunawan

75. Impact of PACUCOA Level III Accreditation on the Library Services Value of UPHSL ................. 811

Elizabeth D. Malabanan, Ma. Lindie D. Masalinto, Remedios Dela Rosa, Leonor N. Tiu

and Elena A.Salinas

76. Digital Archives and Metadata Critical Infrastructure to Keep our Community Memory Safe

for the Future ................................................. ....................................................... ............................. 824

Shigeo Sugimoto

77. Training Needs Analysis of School Librarians in India ............................................................. ..... 839

Chennupati K. Ramaiah and A.L. Moorthy

AUTHORS S BIOGRAPHIES.. 847

AUTHORS INDEX......878


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Education; A Vital Principle for Digital LibraryDevelopment in Iran

Iranian Academic Librarians and LIS EducatorsViewpoints

Behrooz Rasuli*

Department of Library and Information Science,

Iranian Research Institute for Information Science and Technology

No 1090, Enghelab Ave., Felestin St., Tehran, Iran; P. O. Box: 13185-1371

[email protected]

Nader Naghshineh

Faculty of Library and Information Science, University of Tehran

Faculty of Library and Information Science, University of Tehran, Enghelab Ave.,

16 Azar St, Tehran, Iran

[email protected]

ABSTRACT

As a result of the changing nature of LIS and increase in digital information,Education of DL has become imperative to the LIS curriculum; curriculumdevelopment is the first important step in educating digital librarians to workin digital library environments.Despite the importance and necessity of DL,very little surveys about a dedicated DL education programme have beendone on the international level to date. The main purpose of this study is toexamine viewpoints of Iranian academic librarians and Library andInformation Science educators about a dedicated digital library educationprogramme, as well as solicited proposed courses. This study wasconducted using survey methodology via an online questionnaire. Expertsampling of educators and Snowball sampling of librarians was used.Finally, 66 academic librarians and 45 educators contributed to the study.

Responses were analyzed by descriptive statistics (for closed questions)and a content analysis (for open questions). Results show that the currentLIS education curriculum in Iran doesnt sufficiently teach LIS students andlibrarians DL principles and concepts; in addition, about 80% of librariansand 82% of educators are in favour of a dedicated DL educationprogramme. This study provide the empirical data for design a DLdedicated programme or some courses on digital libraries at Iranian LISdepartments, specially at the new founded Library and Information Sciencefaculty in Iran. DL management, digital preservation, digitization, DLarchitecture, and metadata will be the key elements in DL education.Research of this kind has not been carried out before at Iran. LIS disciplinerequires DL education to keep up with new developments in the IT fields.The current approach in the Iranian LIS curriculum is not appropriate to

*Corresponding Author


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fulfill this need and should be changed from a static to a dynamic approach.The absence of a stand-alone core course on DLs in the current LIScurriculum indicates that the Iranian LIS programmes has not paid attention

to this issue yet, although, some studies have emphasized on this need.This paper can fills the research gap between theory and practice of Iraniandigital librarianship, as well as helps LIS departments to establish DLprogramme or courses at their curriculum.

Keywords: Digital Libraries, Library and Information Science, curriculum, Iran

1. INTRODUCTION

Since the advent of libraries, they have been used to preserve, organize, anddisseminate knowledge and information. The importance of these institutions increasedwith the invention of printing and the increase of publications; in addition,

professionals- we know them as Librarians nowadays- were employed. Therefore, adiscipline formed in universities to educate Librarians. The famous German Librarian,Walter Schuermeyer (at the 13th Documentation Conference, Copenhagen, 1935)states:

"Perhaps one day we will see our reading rooms deserted and in their place a roomwithout people in which books requested by telephone are displayed, which the usersread in their homes using television" (Buckland, 1992, p. 27).

In the 1960s, some futurists such as Licklider, in their writings pointed to libraries thatwill be very modern and due to changes in technology period and they process andaccess differently in the future (Saracevic & Dalbello, 2001). With the amazingdevelopment of the Web, Libraries are faced with a challenge. The web is a resource

that is larger and more accessible than libraries; therefore, its popularity is increasingday by day. Moreover, digital libraries have found their place on the web. With thepotential to organize knowledge, DLs have separated themselves from other webresources. Although, current different societies produce a vast amount of informationdaily, and the need for quality organized information is inevitable; so it seems digitallibrary can address this need perfectly (Yang, Wildemuth, Pomerantz, Oh, & Fox,2009). The number of launched digital libraries is strongly growing (Wang, 2003). Andas it was expected, research on this subject increased dramatically before 2000s.Indeed, there are several related surveys, technical, and project activity reports, projectresults, conference and journal papers, guides, and books about digital libraries(Koulouris & Kapidakis, 2012).

On the other hand, the number of traditional librarian jobs is decreasing and librarianstoday need a combination of skills and capabilities to work in the environment ofmodern library. Traditional librarians were dealing with printed documents- far removedfrom the demands of the digitally and networked environment. As Myburgh explains,the time has come to change the printed document approach to informationmanagement (Myburgh, 2003). One of the principles of DL development is acceptanceof change; we must accept the paradigm has changed (McCray & Gallagher, 2001).Professional librarians are crucial elements in the successful development of digitallibraries. Paying attention to the governing approach in association with humanresource management in traditional libraries, it can be said that such an approach inDLs seems to be necessary because the dynamic, changing, competitive environmenthas multiplied, considering specialized staff and managing their skills and

competences (Isfandiari-Moghadam & Bayat, 2007). As a result of the changingnature of library and information science (LIS) and increase in digital information,


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Education of DL has become imperative to the LIS curriculum; curriculum developmentis the first important step in educating digital librarians to work in digital libraryenvironments (Choi & Rasmussen, 2006). Schools of LIS need more emphasis on an

interdisciplinary educational approach. In order to enhance the LIS student skillsnecessary to work in current digital environments, DL education should be consideredas an important issue in the interdisciplinary education of LIS (Coleman, 2002).

More recently, some LIS schools have focused on specialized education programs,providing advanced certificates in "digital librarianship" beyond the first professionaldegree. Others have focused on integrating education for digital librarianship into thegeneral LIS professional degree education program. A few have pursued programs ofeducation that are independent of the first professional LIS education degree. NorthAmerica and Europe present patterns of education that represent all three approaches.

The first LIS department in Iran was founded in 1966. Analysis of Iranian LIScurriculum found them to be severally lacking in flexibility. Although, DL educationstarted in 1990s in some countries, Iran has not yet to dedicate any stand-alone DLprogramme- even stand-alone DL course. However, none of related DLs studiesspecially address DL education in Iran as well as DL curriculum or DL skills andknowledge. While special focus on education for such librarians who design,administer, and maintain digital libraries in Iran is needed. Therefore, we can try tosolve this issue by establish a dedicated DL programme. Nevertheless, LIS studentswill undoubtedly need such skills in the future. Hence, it is important to understand ifand how the future generations of LIS professionals learn about DLs through their LISstudies. Is there a need to establish a dedicated DL programme in Iran? What are theskills, elements, and knowledge required to a dedicated DL programme as well as towork in a DL environment in Iran? These two questions are the main questions that

this study tries to answer. Furthermore, we need to empirical data to establish apowerful programme to education of digital libraries, which this paper tries to preparesuch data.

The Main Objectives of this study are to 1) examine the status of digital librarieseducation in those Iranian universities that offer Library and Information Scienceprogrammes; 2) study of this issue that how much we need to digital libraries educationin theory and practice; and 3) find those key skills that we need to develop andmanage a digital library in Iran.

2. LITERATURE REVIEW

Despite the importance and necessity of DL, very little surveys of a dedicated DLeducation programme have been done on the international level to date. However,such study has never been done on the national level. While, there are numerousrelated surveys that address other dimensions of digital libraries, many of them havepointed the need of DL education. Anyway, study on the digital library education issueshave been begun by Spink and Cool (1999), Saracevic and Dalbello (2001), and Liu(2004), fundamentally.

But in a broader view, several researchers have recently stressed the need forexpanding DL education. Most of those who have reviewed and studied this subjecthave visualized the necessary set of skills mastered by the digital librarians. Forexample, Spink and Cool (1999) focus on LIS schools that would offer DL education

courses. They suggested curriculum courses such as digital acquisition, digitalpreservation, information retrieval systems, search engines, database architecture, and


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so on. In 2001, a similar study was conducted by Saracevic and Dalbello. The majoraim of their paper was to present results from a survey on the state of DL education inacademic institutions. They concluded that just 32% of DL courses are independent

and the rest (68%) of them integrated in to other courses. Also they identified fourbroad areas of application in the general domain of digital library education (tools,environments, objects, and combined) (Saracevic & Dalbello, 2001).

Tennant pointed to a shortage of digital librarians in the current age, and explains whylibrarians should be familiar with IT and DL (Tennant, 2002). In 2004, Lius studyshowed that 42 institutions in the world offer at least a course related to DL. Most ofthese courses are offered at the MA and PhD levels and have been in the USA andEurope. According to Weech (2005) the number of courses on DLs taught in schools ofLIS in the U.S. has more than doubled in the past four years. He noted that because ofthe growth of the digital library community, we need for restructuring library andinformation science education programs to support the need for digital librarians. Also,

his paper examines the curricular trends for digital librarianship and analyzes the skillsseen as desirable for librarians to have as they expand services and resources toelectronic sources in the digital age (Weech, 2005).

Bawden and et al, (2005) analyzed the content of LIS programmes in Slovenia andUnited Kingdom. Choi and Rasmussen, in 2006, in a study entitled What Is Needed toEducate Future Digital Librarians suggested some courses to educate DLs. Mansouriand pashootanizade (2007) identified some skills and courses that should be includedin in-service education for the librarians in the new age. Required skills for thelibrarians in a digital environment included, professional skills (operational literacy,academic leteracy, information literacy, cultural literacy, and global Awareness) andindividual skills (intelligence, creativity, power of risk, responsibility, and social

relationship) (Amoozeshe Zemne Khedmat ... (In-Service Education for Librarians inthe New Age), 2007). Ma, O'Brien, and Clegg (2008) conducted a study to comparesome international DL courses structure. The results showed that DL module-basedcredit weighting varies from 13% to 63% (excluding project or dissertation work).

In her study, Howard (2009) studied the viewpoint of Australian LIS educators andpractitioners working in academic libraries about whether or not there is a need for aneducational programme to be tailored solely for the digital library environment.According to this study 40% of practitioners and about 40% of LIS educators agreedwith this programme, and 28% of practitioners and 27% of educators did not agree.She specified some models and courses for a DL educational programme also(Howard, 2009). Ahmad Bakeri (2009) identified eight countries (India, Indonesia,China, South Korea, Malaysia, Hong Kong, Taiwan and Thailand) that are offeringindependent digital library courses through their academic institutions. According hisstudy, there is something missing for DL in Asia comparing global level. Although, hefound that there is a relationship between levels of ICT development in a country withthe willingness to offer digital library education (Education for digital libraries in Asiancountries, 2009). Furthermore, Baros paper should be noted here. The main purposeof his paper was to bring to light the state of digital library education in library schoolsin Africa, and the readiness of library schools to produce future digital librarians.Results from the survey revealed that only 20 (of 45) library schools offer coursesspecifically related to DLs (Baro, 2010).

Nonthacumjane (2011) through a paper presents the key skills and competencies of anew generation of LIS professionals. In her study, she gives an introductory

background of the digital era which impacts on the changes occurring in libraries, areview of the literatures on skills and knowledge of LIS professionals working in a


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digital era and related researches, and finally, she presents the image of the newgeneration of LIS professionals. She concluded that Due to digitization of theknowledge-based society, libraries are faced with many kinds of changes with regard

to technological aspects, user and learning behaviors, and social aspects. All havemajor impacts on the roles, competencies, skills and knowledge of LIS professionals(Nonthacumjane, 2011). Haji Hashim and Abdul Aziz (2012) outline some requirementskills for digital librarians, and then they call the greatest research to understand howroles and responsibilities change in the digital environment. They noted that in thedigital world, libraries and librarians do not work in isolation and the library staff shouldbe trained to cope with new challenges (Preparing librarians for digital future, 2012).

Generally, we can categorize the literature into (a) those that propose the skills andelements which digital librarians should have, and (b) those that examine the LIScurriculum in terms of understand that how LIS programmes treat with DLE. While, thesubject of DLE has been started at 1990s, but most studies have been done at current

decade. Although, of them are about U.S. and Europe, and there is a few literatureabout Asia. Despite of the important of DLE in LIS education, there is no any empiricaldata in Iran- even Middle East countries- about the subject. The importance of DLE forDL development and for the new generations of LIS professionals is another matterthat most of the related studies have pointed to. Indeed, there have been a smallnumber of studies related to the Iranian Library and Information Science (LIS) curriculaover the years. However, the most of national studies related to LIS educationrecommended necessary changes in current curriculum (Lozum-e Baznegari Dar ....(Need to revise LIS Curriculum Regards to New LIS Skills), 2006; Fattahi R. , 2005;Jowkar & Hamdipour, 2001; Amouzeshe Ketabdari va Elme Etela'at dar Iran ...(Education of Librarianship and Information Science in Iran: Contraindications andSolutions), 2011; Hayati, 2004; Amoozeshe Ketabdari va Etela'resani ... (LIS Education

in Iran Still Remains Stagnant), 2008; Amoozeshe Zemne Khedmat ... (In-ServiceEducation for Librarians in the New Age), 2007; Dayani, 2000).

3. STATUS OF DL EDUCATION IN IRANIAN LIBRARY AND INFORMATIONSCEINCE CURRICULUM

Formal education of LIS began in second half of 19th century with the efforts of MelvilDewey. In 1887, Dewey founded first LIS School at University of Colombia andbecame its administrator himself. Afterwards, some LIS schools were established inUK, Canada, India, Japan, and other countries (Mortezaie & Naghshineh, Acomparative case study of graduate courses in library and information studies in the

UK, USA, India and Iran: lessons for Iranian LIS professional, 2002). Almost sevendecades after the founding of the first LIS School in the USA, in 1966 the first LISdepartment was launched the help of foreign librarians at the University of Tehran (UT)in Iran, offering MA degree. Two years later, a BA programme in LIS was first offeredat UT and Tabriz University. Then, other Iranian large universities, such as theUniversity of Shiraz, Ferdowsi University of Mashhad, the university of Isfahan, TarbiatModares University, Allameh Tabatabai University, Tarbiat Moallem University, IslamicAzad University, Alzahra University, and others began to offer LIS education. 24 LISdepartment (at the Associate, BA, MA, PhD levels) have been offered since 1999(Kiani-e Khuzestani, 2003).

LIS education programmes offered by two ministries in Iran, the Ministry of Science,

Research and Technology (MSRT) and the Ministry of Health and Medical Education(MHME). The Ministry of Health and Medical Education offered Medical Library and


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Information Sciences programme at BSc. (Ministry of Health and Medical Education.Deputy Ministry for Education, 2012) and MSc. degrees (Ministry of Health andMedical Education. Deputy Ministry for Education, 2012). The Council for Education in

Medical Basic Science, Public Health, and Post Graduate at the MHME has justaccepted accredited courses at PhD degree (Ministry of Health and Medical Education.Deputy Ministry for Education, 2012), but this programme has not lunch yet in thecertain universities.

According new LIS programmes (Ministry of Science, Research and Technology [ofIran]. Humanities Science group, 2012), however, there is a LIS programme atassociate and BA degree (Library and Information Science), four LIS programmes(Library and Information Science, Archival Studies, Scientometrics, andEncyclopediography) at MA degree, and a LIS programme at PhD degree (Library andInformation Science) in Iranian LIS education system. Indeed, Library and InformationScience programme at the MA degree included 4 minors, such as, Academic Libraries,

School Libraries, Public Libraries, and Information Science. These new changes in LISprogrammes and curriculum have just happened in recent years. At the other hand, thetitle of the discipline has just changed from Library and Information Science toKnowledge and Information Science in Iranian universities and research institutes atthe second half of 2012.

To date, Iranian LIS education has passed through three periods. The first (1966-1979)was the formation period of LIS education in Iran. In the second period (1979-1988)was marked by political unrest, academic chaos, and Cultural Revolution. LIS, socialscience, and humanities departments were grappling with various issues. The thirdperiod began in 1988 and has continued to date; and it was the revival of thisdiscipline. After the Cultural Revolution, a centralized programming system was

enforced by the former Ministry of Culture and Higher Education (current Ministry ofScience, Research, and Technology) in the Iranian academic education system. Thisministry was responsible for curriculum development (Mortezaie, Tahsilat-e Takmili-e (Graduate courses in library and information studies in the UK, USA, India and Iran:A comparative case study), 2001). Studies conducted on LIS curriculum in Iran(Mortezaie, Tahsilat-e Takmili-e (Graduate courses in library and information studiesin the UK, USA, India and Iran: A comparative case study), 2001; Fattahi R. , 2005;Fattahi R. e., 2006; Barnameye Amuzesh-e (LIS curriculum should be Revised),2008) show that there is a poor flexibility in Iranian LIS curriculum compared withcurriculum development in other countries. Lack of flexibility might damage the LISeducation programme as well as job opportunities for LIS graduates in Iran.

Through a content analysis of LIS curriculum (published on the website of the Ministryof Science, Research, and Technology, 2012; and the Ministry of Health and MedicalEducation, 2012) and some LIS department websites (including the website of the LISdepartment at UT, the Ferdowsi University of Mashhad LIS website, and AlzahraUniversity LIS website), no stand-alone DL education core course was found to date.There is just a stand-alone DL education non-core course that is offered in the newMSc. curriculum (last revised: May 30, 2010) at the MHME. Indeed, some Iranian LISeducators, such as Fattahi (Fattahi R. , 2005) and Fadaei (Fadaei, 2009), in theirsuggested curriculum- to the MSRT- have dedicated an independent course to DLeducation. However, we can encounter some DL related courses in current curricula;for example, BA degree courses include: Computer Cataloging, Database Design,Usage of Internet in the Libraries, Applied Programming, Introduction to Information

Systems, Introduction to Multimedia Resources, the Web and Databases Searching,and Information Technology (IT); MA degree courses include: Information Technology


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and Systems, Information Retrieval, Data Processing, and Introduction to ComputerSystems; and PhD degree courses include: Computer Programmes and Languages,Information Retrieval Systems, Database management, Communications and

Cybernetic, Advanced Information Systems Searching, and Information SystemsDesign and Evaluation.

Mohsenzadeh and Isfandyari-Moghaddam (2011) have expressed the main finding in astudy entitled Perceptions of library staff regarding challenges of developing digitallibraries: The case of an Iranian university, that It was found that the most importantdifficulties are the lack of suitable equipment and untrained personnel (i.e. a lack ofsufficient training programmes). They think that founding a DL education programmewould have the potential to remove some difficulties in DL development in Iran. Inaddition, only 20% of their study population had participated in DL workshops and therest werent familiar with DL concepts (Mohsenzadeh & Isfandiari-Moghadam, 2011).

However, there are many studies and papers that emphasized on revising LIScurriculum in Iran. These studies, regards to evolving libraries environments andemerging new kinds of libraries (i.e. digital libraries), have noted that in the newenvironment we need new skills and knowledge (Lozum-e Baznegari Dar .... (Need torevise LIS Curriculum Regards to New LIS Skills), 2006; Fattahi R. , 2005; Jowkar &Hamdipour, 2001; Amouzeshe Ketabdari va Elme Etela'at dar Iran ... (Education ofLibrarianship and Information Science in Iran: Contraindications and Solutions), 2011;Hayati, 2004; Amoozeshe Ketabdari va Etela'resani ... (LIS Education in Iran StillRemains Stagnant), 2008; Amoozeshe Zemne Khedmat ... (In-Service Education forLibrarians in the New Age), 2007; Dayani, 2000; Didgahe Jame'ye Ketabdari ...(Viewpoint of Library and Information Science Society about the Change in Content,Education, and the Title of LIS), 2010). Furthermore, in recent years some studies

have tried to examine the inclusion of different subjects in LIS curriculum in Iran (Rasuli& Naghshineh, Staff Training to offering Library Services for Visually Impaired Users:Viewpoints of Special Librarians and LIS Educators in Iran, In press; TarahiyeDorehaye Amoozeshi ... (Planing Academic Educational Course for Manuscripts),2008).

4. RESEARCH METHODOLOGY

This study has run at the early of 2012 using a survey methodology by an onlinequestionnaire (www.docs.google.com). The study population included academiclibrarian in 7 Iranian large universities and LIS educators across Iran. Expert sampling

of educators and Snowball sampling of librarians was used. Finally, 66 academiclibrarians and 45 educators contributed to the study.

Because the study was conducted at the national level, an online questionnaire wasrecognized as suitable tool for data collection. The questionnaire was designed in twoforms (one for educators and another for librarians). Howard (2009) has alreadymeasured the validity and reliability of these questionnaires (a pilot plan contributedadditional to the Howard questionnaire). Questionnaires included both open and closedquestions, so, two methodologies for responses analysis were used. Descriptivestatistics were applied to quantitative data and closed questions. And a contentanalysis was used for qualitative data and open questions.

These questionnaires include 4 sections: the first was the introduction which includes

such questions as: purpose of study, study scope, and a DL definition (the definitionthat submitted by Digital Library Federation [available at: http://www.diglib.org/]); the


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second was Demographywhich includes such questions as: gender, age, region, field,and years of experience; the third was Digital Library Education which includes suchquestions as: How much attention is paid to DL in current the LIS curriculum?, Is there

a need for dedicated DL education programme?; and the fourth was DL educationprogramme courses.

Offered curriculum in these questionnaires derived from following cases:

Howard (2009) questionnaire;

Certificate of Advanced Study in Digital Libraries (The Graduate School ofLibrary and Information Science, University of Illinois at Urbana-Champaign);

CAS in Digital Libraries (School of Information Studies, Syracuse University).

These courses were offered to Respondents in 20 categories and each category wasto be rated as either Highly Suitable, Suitable or Less Suitable. However, the

quantitative data of this study was analyzed by MS Excel 2007 software package.

5. RESULTS AND DISCUSSION

5.1. Data Analysis: Demography

By this consideration that number of female practitioners is more than number of malepractitioners, 44 respondents of study population were female (67%) and 22respondents of them were male (33%) (Figure 1). Various studies in Iran have foundthe same results about employed librarians in Iranian academic and public libraries(Rasuli, A Survey on Relationship between QWL with Job Satisfaction and Stress

among Public Librarians in Tehran: A Comparative Study, 2012, p. 87). Therespondents age range was mostly in 30-39 (30 respondents, 45%), and then 20-29(19 respondents, 29%), 40-49 (14 respondents, 21%), 50-59 (3 respondents, 5%),whilst the 60+ group attracted no response (Figure 3).

0% 0%

67%

33%

Figure1.Genderdistributionof

librarians

Female

Male

0% 0%

42%

58%

Figure2.GenderdistributionofLIS

Educators

Female

Male


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Figure 3. Age distribution of librarians Figure 4. Age distribution of LIS Educators

At the other hand, 19 respondents of educators were female (42%) and 26respondents of them were male (58%) (Figure 2). The frequent educators age divisionwas 40-49 (17 respondents, 38%), and then 30-39 (14 respondents, 31%), 50-59 (8respondents, 18%), 20-29 (5 respondents, 11%), and 60 attracted only 1 educator(2%) (Figure 5). Indeed, LIS educators who responded to the questionnaire wereexperienced in cataloguing, research methodology, acquisition, scientometrics andinformation behavior, information retrieval, library administration, IT, etc.

LIS educators and librarians Years of experience can be seen in following figure(figure 5). According to the figure most of the research sample of librarians has hadenough experience to answer to the questionnaire. Whereas LIS curriculum have notchanged until recent three years (at BA, MA, and PhD programmes), its be anticipated

that most of the librarians have had a same educational programmes. However, theadoption of new graduated employed librarians with IT is more than the old ones,likely. Although, all of the respondents have graduated in MSRTs programmes. InAddition, According to the figure, most of research sample of LIS educators has had 1-15 years of experience in LIS education. Hence, it could be expected that they areaware of LIS programme and curriculum, and understand educational needs andtrends in Iran.

Figure 3: LIS Educators and Librarians Years of experience

0

5

10

15

20

25

30

2029 3039 4049 5059 60

0

5

10

15

20

2029 3039 4049 5059 60

5

14

20

15

57

0

1310

11

7

4

0

5

10

15

20

25

Under1

Year

25Years 610Years 1115Years 1620Years Over21

Years

Librarians

LISEducators


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5.2. Data Analysis: DL Education

In response to this question that how much did you familiar with DL through current

Iranian LIS curriculum, the majority of librarians had selected Very low (20respondents, 30%), Below average recorded 17 (26%) respondents, 14 respondentshad selected Average (21%), Above average recorded 13 respondents (20%), andonly 2 librarians had selected Very high (3%). Hence, about 80% of librarians havethought that current curriculum cant offer appropriate skills and knowledge to LISstudents. So, its clear that educational policy makers should think about new changesin LIS curriculum according to current and new trends in the discipline. At the otherhand, the most of educators think that current LIS curriculum can introduce thestudents with DLs Below average (20 respondents, 44%), with 13 (29%) responsesrecorded for Average, 9 (20%) responses recorded for Very low, 2 (4%) responsesrecorded for Above average, and Very high attracted only one response (2%).

While about 20% of librarians have thought the current LIS curriculum can provideenough DL knowledge and skills, only about 6% of educators have thought so. Thisdifference, probably, arises when LIS educators looking at the LIS courses syllabus,while they embed new trends in their courses themselves.

The responses to next question that Do you think there is a need for a dedicatedDigital Library education programme in Iran? Why yes/why not? were summarized intothe categories Yes (53 responses, 80%), and No (13 responses, 20%); while, asacademic librarians, the most of educators felt that we have need for this dedicatedDigital Library education programme in Iran (37 respondents, 82%); while only 8 (18%)educators didnt agree with establishing this programme.

Librarians that supported this programme, to explain their selection had stated that, in

terms of keep pace with technology developments, the need to understanding long-range networks, databases concepts, and IT, we need to this programme; in addition,during recent years attention to digital resources has been increased, and digitallibraries are the road ahead for librarianship. For example, one respondent stated:

It is necessary, for these reasons: 1. Current conditions (rapid ICT developments)increase the importance of understanding DL concepts; 2. Information needs andbehaviors of users have changed; 3. To keep up with IT developments; define newservices and redefine current services. (Respondent #6)

And another noted:

Because of technology developments and changing in information access, we need tohave a dedicated Digital Library education programme. (Respondent #8)

Some of them explain that because of the lack of a unified definition on DL, theprogramme can help librarians in this situation; for instance:

Each librarian or organization has a different understanding on digital library and itsconcepts. (Respondent #17)

Those librarians who didnt agree with this programme, felt that it be included as part ofcurrent LIS education programme. Some of them have mentioned that there are noappropriate infrastructures (such as: educational spaces, faculty members, educationalfacilities, experienced educators) to launch this programme in the country. One of themstated that:

No, there is no need, I think it can be integrated in LIS current programme and there isno need to separate it. (Respondent #13)


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I think there are no professional educators to educate this subject. (Respondent #57)

Perhaps, one of the main reasons of those who had not agreed with such programme

is the extensiveness and existence of various LIS programmes and minors. But, withthe rapid grow and specialization in academic research areas, we need to establishnew programmes to keep up-to-date with new changes in science and technology(S&T). Educational board and facilities, however, is another one main reason of thisgroup; but we have to start DLE sooner or later. What is clear is that there is the needto learning new skills and knowledge in the digital age.

According to those educators who agreed with the programme, function changing inlibraries- from traditional to digital-, in addition, changing of information carrier andinevitable road ahead of the libraries, we need to establish such programme certainly.For example, one of them noted:

Yes, for these reasons: 1. DLs is the inevitable future of current libraries; 2. The world

is moving towards digitizing; 3. New information and communication technologiesrequired the understanding of DLs. (Respondent #4)

And another stated:

Changing of library functions and faced with new challenges of new digitalcompetitors, and also, changing of information carrier are causes to launch a newprogramme. (Respondent #29)

Some educators said Yes, because of new required library skills in LIS, getting old ofcurrent LIS curriculum, and to keep up with international LIS programme.

While, those educators who responded No thought that current LIS curriculum canoffer an understanding on DL to the student and this subject can be offered in an

independent course. For instance:

I dont agree with this programme, but I think that DL concepts should be consideredin most of LIS course. (Respondent #11)

5.3. Courses for DL education programme

In this section we offer a 20 categories list to respondents, they ranked thesecategories by Highly Desirable, Desirable or Less Desirable. The responses canbe seen in Table 1.

According to the practitioners, Information Literacy, DL management, DL Architecture,Information Retrieval, and Digital Preservation are five significant elements in DLE.Comparing to the U.S. and Europe literature, some subjects (such as, Metadata andLegal Issues) have lesser importance in DLE here. Copyright and other legal issuesare so important, especially in the digital environment, to establish and maintain adigital library (Intellectual property rights for digital library and hypertext publishingsystems: an analysis of Xanadu, 1991). It seems, Due to the low importance of legalissues in current LIS curriculum in Iran, LIS student and librarians are not well-aware ofthis subject; while it is unavoidable to make digital libraries as commercially viable asthe print industries have been (Intellectual property rights for digital library andhypertext publishing systems: an analysis of Xanadu, 1991). Metadata is anothersubject that has great importance in DLE, while the practitioners dont think so! Thereason of this selection could be this issue that because of lack of digital librarians inIran, metadata related jobs performed by IT and Computer Science graduates, mostly.


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Table 1. Digital Library Curricula courses: Academic librarians perspectives

(sorted by Highly Suitable)

Highly

Desirable

DesirableLess

DesirableCategories

42186Information Literacy

402060DL Management (e.g. planning and implementing(project management), human resources, marketing,quality, evaluation(

40224DL Architecture (e.g. application software, protocols(OAI-PMH etc), interoperability(

40224Information Retrieval (e.g. Semantic web, naturallanguage processing, ranking algorithms)

39216Digital Preservation (e.g. OCR, Text encodingstandards, strategic issues (selection, policy makingetc.), web archiving(

39225Information Architecture (e.g. structural design,organizing and labeling of websites, intranets(

38262Indexing and Abstracting Services

37227Social issues of DLs (e.g. computer literacy, culturalbiases such as language, ethics and equality thedigital divide)

36273Digital Objects (e.g. file formats, migration(

34293Technology of digital libraries (e.g. XML, XSLT,Database modeling, SQL)

33267Information and Knowledge Management

33267Telecommunications and Networks Management

33312Multimedia

30324Digitization (e.g. conversion of analogue to digital)

292611Legal Issues (e.g. copyright, contract law, DigitalRights Management)

28299Metadata (e.g. Dublin Core, METS, PREMIS,folksonomies)

28335Web design and maintenance (e.g. application ofmarkup languages, CSS, Information Architectureprinciples)

252813Programming Languages (e.g. Java, C++, VisualBasic)

21387Digital Repositories (e.g. Open Access)

12504DL origins and history (e.g. conceptual frameworks,models and theories)


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Some of librarians had suggested courses, for example, one of them has suggestedDL design standards (Respondent #66).

At the other hand, LIS educators have picked the DL Management as the suitableelement for DL education. The responses of educators can be seen in Table 2.

Table 2. Digital Library Curricula courses: LIS educators perspectives

(sorted by Highly Suitable)

HighlyDesirable

DesirableLess

DesirableCategories

3780DL Management (e.g. planning and implementing (projectmanagement), human resources, marketing, quality,evaluation)

34101Digital Preservation (e.g. OCR, Text encoding standards,strategic issues (selection, policy making etc.), webarchiving)

29151Digitization (e.g. conversion of analogue to digital)

28152DL Architecture (e.g. application software, protocols (OAI-PMH etc), interoperability)

28152Metadata (e.g. Dublin Core, METS, PREMIS, folksonomies)

27180Information Retrieval (e.g. Semantic web, natural languageprocessing, ranking algorithms)

27171Information Architecture (e.g. structural design, organizingand labeling of websites, intranets)

27171Digital Objects (e.g. file formats, migration)

27171Technology of digital libraries (e.g. XML, XSLT, Databasemodeling, SQL)

27144Information and Knowledge Management

26181Digital Repositories (e.g. Open Access)

25164Web design and maintenance (e.g. application of markuplanguages, CSS, Information Architecture principles)

24183Social issues of DLs (e.g. computer literacy, cultural biasessuch as language, ethics and equality the digital divide)

24183Legal Issues (e.g. copyright, contract law, Digital RightsManagement)(

22185Indexing and Abstracting Services

20205Multimedia

19264DL origins and history (e.g. conceptual frameworks, modelsand theories)

17226Information Literacy

17208Telecommunications and Networks Management

122112Programming Languages (e.g. Java, C++, Visual Basic)

According to the educators, DL management, Digital Preservation, Digitization, DLArchitecture, and Metadata are five significant elements in DLE. Regards to the gap


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between theory and practice, there is a significant gap about Information Literacy andDigitization categories. While the educators well-understood about Metadata, LegalIssues remain poor in their sight yet.

Generally, it seems the technical aspect of digital library education in the educatorsview is stronger than the librarians. However, the two groups have a same opinionabout the DL Origins and History and Programming Languages categories. Thecomparison of two tables (librarians and educators) could help us to extractappropriate elements to DLE that included theory and practice. Although, offeredcurriculum for DLE should be revised at certain periods; because the technology anddigital world is a dynamic environment, so the educational curriculum in suchenvironments must be adapted to new changes.

6. Conclusion

Special knowledge is a key item in professionalism framework that the professionalsshould have, and having some skills is not sufficient element to work as a professionalin any field (Freidson, 2001). However, the special knowledge that is obtained fromacademic education is necessary for digital library professionals. Furthermore, sucheducation can improve digital libraries development and is a vital component to livelibrarians at the digital age; and to share DLs knowledge and skills to nextgenerations, we have to educate new digital library educators. Indeed, Education isbased on four fundamental elements; environment, learner, educators and what are tobe learnt (curriculum) (Ashman, and Conway, 1997, 124). Required skills for digitallibrary concepts are very complex and rapidly changing. These skills need a differenteducational philosophy that is more related to a structuralism approach. Conducted

studies in around the world and at different times have stressed the need for digitallibrary education.

LIS discipline requires DL education to keep up with new developments in the IT fields.The current approach in the Iranian LIS curriculum is not appropriate to fulfill this needand should be changed from a static to a dynamic approach. The absence of a stand-alone core course on DLs in the current LIS curriculum indicates that the Iranian LISprogrammes has not paid attention to this issue yet, although, some studies haveemphasized on this need. Responses of librarians (80% agreed) and educators (82%agreed) show an absolute necessary need for establishing DLE. Although, LISeducators (theory) have more bent on digital libraries education than the librarians(practice). Therefore, the LIS discipline in Iran should include such a programme as

soon as possible. Suggested courses in this paper would enable the LIS students towork in a DL environment; this would also help Iranian LIS to achieve internationalstandards.

There is very little extant empirical data available which would allow a comparison withcurrent study. The Howard (2009) research and also Mohsenzadeh and Isfandyari-Moghaddam (2011), for example, support the results of this study. Other studies in thefield, thought, have found such results that we have to update educational contentalign to new requirements and demands.

Before all, revision of the LIS programmes and curriculum should be considered as anormal and significant process in Iran. LIS educators need to work with researchersand practitioners in digital libraries to help develop an appropriate curriculum.

According to the findings, DL skills and knowledge conceptual, semantic, syntacticand technical aspects- should be embedding in DL related courses. Having now


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obtained that empirical data, the next step of using this information to define DLErequirements and curricula inclusions which would best facilitate the development ofDL skills and knowledge can now be undertaken in Iran.

However, the result of the study can change the attitudes of LIS programme policy-makers in Iran toward DLs, and increase attention to this subject so pertaining to thelaunching of the first LIS faculty in Iran. Indeed, these results might be practical fornational professional bodies, which might be expected to be able to adapt DLE to theireducational programs. While, because of cultural and social issues, the result of thisresearch may not be useful to other regions, but comparative studies can open newwindows to digital library education at the worldwide. Although, the problem of theappropriate DL educational board for DLE will remain unsolved, another study mightexamine this problem.

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Education, A Vital Principle for Digital Library Development in Iran

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