1
KHUSHAL KHAN KHATTAK
UNIVERSITY KARAK
SELF ASSESSMENT REPORT
DEPARTMENT OF LIBRARY AND INFORMATION
SCIENCE
April, 2018
2
TABLE OF CONTENTS
Page No.
Introduction 4
University Vision 4
University Mission Statement 4
Department of Library & Information Science 4
Program Selected 5
Program Evaluation 5
Criterion -1: Program Mission, Objectives and Outcomes 6
Standard 1.1 7
Standard 1.2 11
Standard 1.3 13
Standard 1.4 14
Performa 7 16
Criterion-2: Curriculum Design and Organization 17
Standard 2.1 18
Standard 2.2 23
Standard 2.3 24
Standard 2.4 24
Standard 2.5 24
Standard 2.6 24
Criterion-3: Laboratory and Computing Facilities 25
Standard 3.1 26
Standard 3.2 27
Standard 3.3 28
Criterion-4: Student Support and Advising 29
Standard 4.1 30
Standard 4.2 30
Standard 4.3 30
Criterion-5: Process Control 32
3
Standard-5.1 33
Standard 5.2 33
Standard 5.3 34
Standard 5.4 36
Standard 5.5 36
Criterion-6: Faculty 37
Standard 6.1 38
Standard 6.2 38
Standard 6.3 39
Criterion-7: Institutional Facilities 40
Standard 7.1 41
Standard 7.2 41
Standard 7.3 41
Criterion-8: Institutional Support 42
Standard 8.1 43
Standard 8.2 43
Standard 8.3 43
Annexures
Annexure I Faculty Resumes 46
Annexure II Faculty Survey 58
Annexure III Teacher Evaluation 59
Annexure IV Student Course Evaluation
Questionnaire
61
Annexure V Curriculum of the Program 72
4
Introduction
Khushal Khan Khattak University Karak was established in 2012. The university has
been a dream of the populace, realized in the form of this University, named after the legendary
Khushal Khan Khattak. The University provisionally started functioning in the old building,
previously occupied by the revenue academy. The building of revenue academy was in
deplorable condition, which has been renovated by spending a huge amount. Site for the
construction of the University campus near Jail Chowk Karak, is finalized. At present nine
departments have been started in the campus namely, Department of Education & Research,
Management Sciences, Computer Sciences & Bioinformatics, Media & Communication Studies,
Library & Information Sciences, English, Geology and Physics.
University Vision Statement
Competitive and conducive environment for research, discovery and learning.
University Mission Statement
To make university a place emanating knowledge, exhibiting liberty of thought and coveted seat
of learning, to infuse spirit of excellence, creativity, innovation and scholarship into the life of
the university. To offer competitive and nationally recognized, opportunities for research,
discovery, learning and engagement to a diverse population of students in a conducive
environment.
Department of Library & Information Science
Department of Library Information Science (DLIS), Khushal Khan Khattak University
Karak was established in April, 2015, under the chairmanship of Mr. Rahim Jan. Currently the
department offers the following programs.
1. Bachelor of Science in Library & Information Science (BS-LIS) ------ 4 Year Program
2. Master of Library & Information Science (MLIS) ------ 2 Year Program
3. Master of Philosophy in Library & Information Science (M.Phil-LIS) ------ 2 Year
Program
The codal formalities have also been completed for the MPhil program. The department
has also the honor for taking on board highly qualified faculty including the two PhD’s and a
number of M. Phil teaching staff.
5
Program Selected
The Department of Library & Information Science has selected the program of BS-
Library and Information Science (BS LIS) for Self-Assessment Report (SAR) for the year 2018-
18 under the directives of HEC.
Program Evaluation
The program is being evaluated based on eight (8) criterion and thirty one (31) standards
as given in the Self-Assessment Manual provided by Higher Education Commission (HEC).
6
Criterion - 1
Program Mission, Objectives and
Outcomes
7
Standard 1.1
The program must have documented measurable objectives that support Faculty / College and
institution mission statements:
Department Vision
The Department of Library and Information Science, KKKUK will expand its leadership
role in preparing information professionals to meet the needs of global information society. LIS
graduates will continue to serve as intermediaries between information and information seekers,
as well as serve crucial roles in a wide variety of settings with increasingly sophisticated
technological tools. The diverse faculty of LIS will contribute individual strengths to increase the
quality of teaching, research, and service that will boost the department as a center of excellence
in near future.
Department Mission
The Department of Library and Information Science (DLIS) provides and supports
resources, research, and service for education and leadership to the library and information
sciences community and prepares information professionals of the highest quality to serve
dynamic roles in the state, nation, and the world.
Department Objectives:
The Department of Library and Information Khushal Khan Khattak University, Karak has the
following objectives:
1. To prepare the professional librarians in the field of Library and Information Science.
2. Preparing the prospective Librarian for changing the traditional and obsolete methods and
techniques to new one in the field of Librarianship.
3. To Prepare the prospective Librarians and Knowledge Managers to play their role in the
enhancement of readership rate in the province, country and abroad.
4. To further compete and contribute in the field of Library and Information discipline in
effective manner.
5. To produce highly skilled men power for the academic development of LIS profession.
Strategic Plan for Achieving Program Objectives:
1. Curriculum Design and Strengthening of Faculty.
2. Use of ICTs and other modern techniques in delivering the lectures and knowledge.
3. Online lectures and literature review facilities.
8
4. Organizing seminars, workshops and other activities.
5. Study tours and visits of prominent Library and Information Science Institutes and model
libraries.
Program Objectives:
1. Foundation:
To provide students with concrete foundation in Library and Information Science
knowledge with respect to their needs upon entering the profession.
A number of elements and goals are set up to achieve the above objective:
Goal-1: To Identify elements and strategies for Graduates programs of the Department
Elements:
a. Current HEC and academic council approved curriculum of Library and
Information Science for Graduate program with national standards.
b. Linkage between theory and practice.
c. Orientation of manual and computer-ridden practical assignments.
d. Motivation of teachers and students.
e. Seeking inputs from employers.
Strategy:
Analytical and critical review of graduate program in terms of academic and
research activities with new strategy for continuous improvement in Library and
Information Science education.
Goal-2: To provide quality education and scholarly research
Elements
a. Promotion of individual and cooperative research activities.
b. Efforts of research towards national and international standards and
challenges.
Strategy
Close liaison with all the stake holders for critical and analytical review of the
program.
Goal-3. To establish cooperative measures and partnership with sister institutes and
information settings.
9
Elements:
a. Enhance relations with libraries and information settings for trainings.
b. Seek internship for the students.
Strategy:
Develop viable mechanism for continuous improvement of the program.
2. Skills and Tools:
To provide students with the skills to work in libraries and information settings in the
competencies listed below. Actually these competencies are the further specific objectives of the
program:
a) To create awareness of information and communication technologies used in
Library and Information Science students.
b) To develop skills among students for the acquisition, organization, and
dissemination of information and knowledge.
c) To develop an understanding among students about the properties of literature in
the fields of Humanities, Social Sciences, Pure Sciences, Applied Science, Pakistan
and Islam etc.
d) To inculcate skills among students about the methods of research and to promote
problem oriented research in the field of Library and Information Science or related
topics.
e) To develop an understanding among students to use information technology
efficiently in information storage, data processing and retrieval services of a library
or information Centre.
f) To develop competence among students for the automated management of libraries
and information centers in Pakistan.
g) To develop skills for the production of media and material in the field of Library
and Information Science.
h) To prepare students for planning and designing the software products for their own
and national benefits.
i) To develop competence among students for the marketing of information and
information technologies in Pakistan.
j) To make the students aware of the future needs of libraries and information centers.
10
3. Professional Practices and Ethics:
To provide students with the knowledge relevant to library and information science
practices including its ethical, professional, social and global impact on society.
Alignment of Objectives with Program:
“All the above objectives are aligned with vision and mission statements of the
program in terms of competencies, needs of society as well as ethical and professional
practices to work with the spirit of providing quality education”.
Table-1: Program objectives assessment S. # Objectives How measured When measured Improvement
identified
Improvement
made
A B C D E F
1 Foundation a) Survey of
Graduating
students.
b) Faculty
survey.
The program
was measured
in previous
semester and
implemented
some
measures.
Feb-2018. (Current Surveys)
• The dept. needs
the following:
• Collection
development in
Departmental
Library.
• Provision of high
speed internet
connectivity,
Library visits,
• Computer Lab,
• Arrangement of
seminars,
conferences and
symposiums
1. Implemented
new curriculum
of HEC.
2. Upgraded
Computer Lab.
3. Provided the
facility of
Internet
connectivity.
4. Access to
HEC National
Digital Library
Program
5. Partially
acquired few
reading
material.
6. Workshop
was arrange in
collaboration of
HEC for
librarians of
southern district
of Khyber
Pakhtunkhwa
7. Arranged
visits to the
well
established
11
libraries in
Peshawar
2 Skills and
tools:
a. Alumni
Survey.
b. Employer
Survey.
Note: As the
deptt is newly
established,
therefore no
alumni exist. The
same is for
employer survey
as we have no
product in the
market so far.
N/A
N/A
N/A
3 Professional
Practices and
Ethics:
a. Alumni
Survey.
b. Employer
Survey.
Note: As per
para above
N/A N/A N/A
Note: The survey reports of Faculty and Teachers Evaluation are attached in the Annexure II
and III respectively
Standard 1.2
The program must have documented outcomes for graduating students. It must be
demonstrated that the outcomes support the program objectives and that graduating
students are capable of performing these outcomes:
Program Outcomes
Following are the program outcomes that will enable the graduates of Library & Information
Science to:
1. Demonstrate the ability to apply knowledge of Library and Information Science into
the field with respect to print and non-print formats of information resources.
2. Assess collection development policy and bibliographical control.
3. Apply library classification system for organizing information.
4. Apply cataloguing codes to compile bibliographic entries of library collection.
5. Locate, retrieve, evaluate and disseminate information and information sources and
reference services.
6. Apply principles of library management and demonstrate leadership abilities.
7. Apply relevant research method to problem solving.
12
8. Analyze tools and practices of information technology.
9. Apply manual and machine readable classification and cataloguing tools.
10. Demonstrate and develop Library Resource Sharing and Networking.
11. Understand information sources and information cycle of disciplines of Social
Sciences and Humanities.
12. Analyze the characteristics of academic libraries for effective services to the users.
13. Communicate effective communication and interpersonal skills.
The program outcomes are the byproduct of the program objectives. In this
connection, the following table shows interrelationship between program’s objectives and
outcomes:
Table-2: Relationship between program objectives and program outcomes
Program
Objectives
Program outcomes 1 2 3 4 5 6 7 8 9 10 11 12 13
1 □ 2 □ □ □ ● □ □ 2a ● □ □ □ □ □ 2b ● □ ● □ □
2c ● □ ● □ □ □ ● 2d □ □ □ □ □ □
2e □ ● □ □ 2f ● □ □ □ ● □ □ ● ●
2g □ □ □ □ ● ● □ □ □ ● 2h ● □ □ ● ● ● ● ● □ □ □ 2i ● ● ● ● □ □ □ ● ● 2j □ □ □ ● □ □ □ □ 3 □ □ □ □ □ □ □ □ □ □
Legend:
• Denotes substantial contribution to the objectives.
• Denotes moderate contribution to the objectives.
• Denotes no contribution to the objectives.
13
Standard 1.3
The results of program’s assessment and the extent to which they are used to improve
the program must be documented:
The program’s assessment was carried out in Feb 2018 by using the 2
questionnaires/forms such as Student Course Evaluation ii) Students Feedback on
Teaching. Some possible measures were taken in connection to findings of the
assessment to improve the program:
a) Actions Taken:
i) Started 4 years BS- Library & information science Program (BS-LIS).
ii) Implemented the new and revised curriculum of HEC.
iii) Some text books both in hard and soft form were acquired.
iv) A number of faculty meetings were held for discussion and peer review
relating to improving the program.
b) Future Program improvements plans:
i) Readdressing the Curricula of Library and Information Science by
incorporating emerging techniques of Library and information
management studies.
ii) Extension of Computer Lab.
iii) Improving Quality Education.
iv) Improving Team work efforts.
v) Achieving the objectives of quality education in terms of needed
competencies.
vi) Providing and availing the facilities of Continuing Education.
vii) Capacity building of faculty through faculty development program.
c) Strengths and Weaknesses of the Program:
Strength:
i) Launching of BS-LIS program for the first time in the history of Khyber
Pakhtunkhwa.
ii) Introduction of Semester System subject to balance in feasibility and
desirability by observing all the pros and cons of the system with the
parable academic environment of the university.
iii) Availability of Computer Lab.
iv) Implemented Revised Curriculum of HEC.
14
v) Availability of highly qualified Faculty.
vi) Availability of Seminar library
vii) Compilation of Alumni Directory.
Weaknesses:
i) Separate Lab for subject Practical.
ii) Limited Information resources
iii) Scarcity of reading materials and latest practical tools.
iv) IT training and sustainable development.
v) Limited access to HEC Digital Library.
d) Future Development Plans:
i) Seeking collaboration with domestic and foreign agencies and
organization for receiving the help through exchanging the views,
trainings, donations and boasting the research activities.
ii) Seeking collaboration of different organization for internship of the
students.
iii) Starting M. Phil and Ph. D. Programs.
iv) Establishing Practical Lab for convenient conduct of subject practical.
v) Implementation of RFID and Automation of Central and Seminar
Libraries.
vi) Acquiring the latest editions of reading materials and practical tool.
vii) Planning and developing collaborative measures with sister departments
for strengthening the department.
Standard 1.4
The department must assess its overall performance periodically using quantifiable
measure:
a) Students Enrollment: See the table below:
Table -3: Students enrollment for the last two years
S. #
Year
Degree
MLIS BS-LIS Total
1 2015 16 15 31
2 2016 27 24 51
3
b) Faculty/ Student ratio 1:10
c) Time for completing BS-LIS degree: 4 Years
15
d) Average grade point (or) 2nd Division
e) Employer’ Satisfaction: See table below:
Note: Employer satisfaction level can be judged from the outcomes of the Department. As at this
stage, the Department has not given any product to the market. That is there is no need
of employer survey at this stage.
Table 4: Frequency and percentage distribution of the respondents (Faculty)
regarding their satisfaction level and the effectiveness of programs to
help them progress and excel in their profession. Q. # Question Items Very
Satisfied
Satisfied
Neutral
Dissatisfied
Very
Dissatisfied
f % F % f % f % f %
1 Your mix of research, teaching and
community service
0 0
5 100
0
0 0
0 0
2 The intellectual stimulation of your
work
2 40
3 60
0
0 0
0 0
3 Type of teaching/ research you
currently do
2 40
3 60
0 0
0 0
0 0
4 Your interaction with students
5 100
0 00
0 00
0 0
0 0
5 Cooperation you receive from
colleagues
1 20
4 80
0 0
0 0
0 0
6 The mentoring available to you
0 0
3 60
2 40
0 0
0 0
7 Administrative support from the
department
0 00
5 100
0 0
0 0
0 0
8 Providing clarity about the faculty
promotion process
0 00
0 00
5 100
0 0
0 0
9 Your prospects for advancement
and progress through ranks
0 00
0 00
5 100
0 0
0 0
10 Salary and compensation package
0 00
5 100
0 00
0 0
0 0
11 Job security and stability at the
department
3 60
2 40
2 28.57
0 0
0 0
12 Amount of time you have for
yourself and family
0 00
0 00
1 20
4 80
0 0
13 The over all climate the
department
5 100
0 00
0 0
0 00
0 0
14 Whether the Deptt is utilizing your
experience and knowledge
5 100 0 00 0 00 0 00 0 00
14 What are the best programs
/factors currently available in your
department that enhance your
motivation and job satisfaction
New curricula , availability of computer lab facility along with internet
connectivity and existing salary package are the factors of enhancing
motivation and job satisfaction of the faculty.
15 Suggest programs/factors that
could improve your motivation and
job satisfaction
Updating computer lab facilities, acquiring latest editions of reading
material, providing IT training, conducting workshop /
Seminars and availing the opportunity of pursuing further study are factors
of improving motivation and job satisfaction of the faculty.
16 Information about faculty member Majority of faculty members are holding the post of Assistant Professor
with 16- 20years experience.
16
The above table reveals that faculty members seem satisfied with relation to program
effectiveness in order to progress and excel in the profession except the availability of mentoring
for them.
PROFORMA 7: ALUMNI SURVEY
Students of Master of Library & Information Science (MLIS) 2018 Batch has been passed out,
Alumni of which compiled. Since no student of BS-LIS has been graduated from this Department
so far, so there is no alumni to collect data from them
17
Criterion-2
Curriculum Design and Organization
18
CRITERION-2: CURRICULUM DESIGN AND ORGANIZATION
Standard 2.1:
The Curriculum must be consistent and supports the programs documented objectives
The curriculum designed for BS- Library and Information Science is based on certain
objectives and learning outcomes. The curriculum is a blend of theory and practical covering the
needs of all types of library management. The curriculum of the program is attached in the
Annexure V
The department of Library and Information Science is running its academic program
through semester system of examination.
a) Title of Degree Program: BS- Library & Information Science
➢ Total numbers of credit hours 131
➢ Duration 4 years (8 Semester)
➢ Semester duration 16-18 weeks
➢ Semesters 8
➢ Course load per semester 15-18 Cr hr
➢ Number of courses per semester 4-6
Eligibility Criteria
FA, FSc with at least 2nd division
Definition of credit hour:
1 credit hour is 1 hour of theory lecture or 3 hours of laboratory work in a week
Table: 5
Sr. Categories No. of courses Credit Hours
1. Compulsory requirement (No Choice) 9 25
2. General courses to be chosen from other disciplines 7 21
3. Discipline specific foundation courses 10 30
4. Major courses including research project /
internship
12 43
5. Electives within the major 4 12
Total 42 131
19
PROGRAM LAYOUT
Compulsory Requirements
(the student has no choice)
General Courses to be chosen from
other departments
Discipline Specific Foundation
Courses
9 courses 7 courses 10 courses
25 Credit hours 21 Cr. Hours 30 Credit hours Subject Cr. hr Subject Cr.
hr
Subject Cr. hr
1. English I
(Functional)
2. English II
(Communication
Skill)
3. English III
(Technical Writing
and Presentation
Skills)
4. English – IV
(Seminar Based
Oral
Communication
Skills)
5. Pakistan Studies
6. Islamic Studies /
Ethics
7. Mathematics
8. Basic Statistics
9. Introduction to
Compute
3
3
3
3
2
2
3
3
3
1. Personality Development
Six out of the Following
1. Education
2. Psychology
3. Sociology
4. Logic & Critical Thinking
5. Languages (other than Urdu and
English)
6. Cultural and Heritage Studies
7. Law
8. Literature Studies
9. Professional Ethics
10. Economics
11. Art Appreciation
12. Geography
13. Archeology
14. General Science
15. Communication Studies
16. Gender Studies
17. Entrepreneurship
(any other course offered by the
University)
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
1. Information, Library &
Society
2. Evolution of Libraries and
Information Sources
3. User Services in Libraries
4. Use of Emerging
Technologies in Library
5. Organization of
Information
6. Basic Reference Sources
7. Management of Library &
Information Services
8. Introduction to Publishing
and Book Trade
9. Research Methodology
10. Collection Development &
Management
11.
3
3
3
3
3
3
3
3
3
3
25 21 30
Major courses including research
project/internship Elective Courses within the major
12 courses 4 courses
43 Credit hours 12 Credit Hours
Subject Cr. Hr Subject Cr. hr 1. Applied Classification
2. Applied Cataloguing
3. Resource Sharing and Networking
4. Quantitative Research Methods
5. Qualitative Research Methods
6. Library & Information Services in
Pakistan
7. Indexing and Abstracting
8. Library Automation Systems
9. Marketing of Library and Information
Services
10. Information Storage and Retrieval
11. Information Literacy
12. Research Project / Internship
3+1
3+1
3
3
3
3
3+1
3
3
3+1
3
6
Any four of the following
1. Digital Libraries
2. Media Librarianship
3. Data Base Design & Management
4. Web Development
5. Knowledge Management
6. Human Resource Management
7. Financial Management
8. Archives & Records Management
9. Intellectual Property Rights
10. Bibliographic Control
11. Project Management
12. Preservation & Conservation of Library Material
13. Serial Management
14. Information Sources on Islam and Pakistan
15. Information Sources on Business & Industry
16. Information Sources on Health Sciences
17. Information Sources on Humanities and Social
Sciences
18. Information Sources on Science & Technology
19. Information Sources on Law
20. Information Sources on Agriculture
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
43 12
20
SCHEME OF STUDIES
1st Semester
Sr. # Course code Course Title Credit Hours
1 01101 English –I 3
2 01102 Pakistan Studies 2
3 01103 Introduction to Computer 3
4 01104 Education (General-I) ) 3
5 01105 Sociology General-II 3
6 01106 Information , Library & Society
(Foundation-1)
3
17
2nd Semester
Sr. # Course code Course Title Credit Hours
1 01201 English l- II 3
2 01202 Islamic Studies 2
3 01203 Mathematics 3
4 01204 Personality Development (General-III) 3
5 01205 Law (General-IV) 3
6 01206 Evolution of Libraries & Information
Sources
(Foundation-II)
3
17
3rd Semester
Sr. # Course code Course Title Credit Hours
1 01301 English III 3
2 01302 Introduction to Statistics 3
3 01303 Psychology (General –V) 3
4 01304 General Science (General-VI) 3
5 01305 User Services in Libraries
(Foundation-III)
3
15
21
4th Semester
Sr. # Course code Course Title Credit Hours
1 01401 English-IV (Seminar Based Oral
Communication Skills)
3
2 01402 Professional Ethics (General-VII) 3
3 01403 Use of Emerging Technologies in
Library (Foundation-IV)
3
4 01404 Organization of Information
(Foundation-V)
3
5 01405 Basic Reference and Information
Sources
(Foundation-VI)
3
15
5th Semester
Sr. # Course code Course Title Credit Hours
1 01501 Research Methodology (Foundation
IX)
3
2 01502 Introduction to Publishing and Book
Trade (Foundation-VIII)
3
3 01503 Applied Classification (Major-I) 4
4 01504 Applied Cataloguing (Major-II) 4
5 01505 Marketing of Library and Information
Services (Major-III)
4
18
6th Semester
Sr. # Course code Course Title Credit Hours
1 01601 Management of Library & Information
services (Foundation –VII)
3
2 01602 Collection Development &
Management (Foundation-X)
3
3 01603 Information Literacy (Major-IV) 3
4 01604 Library Automation System (Major-V) 4
5 01605 Quantitative Research (Major-VI) 3
16
22
7th Semester
Sr. # Course code Course Title Credit Hours
1 01701 Library & Information Services in
Pakistan (Major-VII)
3
2 01702 Indexing and Abstracting (Major-VIII) 3
3 01703 Resource Sharing and Networking
(Major-IX)
3
4 01704 Digital Library (Elective-I) 3
5 01705 Knowledge Management (Elective –II) 3
6 01706 Qualitative Research Methods (Major-
VI)
3
18
8th Semester
Sr. # Course code Course Title Credit Hours
1 01801 Inf. Storage and Retrieval (Major-X) 3
2 01802 Human Resource Management
(Elective-III)
3
3 01803 Financial Management (Elective-IV) 3
4 01804 Research Project/ Internship (Major –
XII)
3+3
15 131
23
Table-6: The following table shows, how the program courses meet the program objectives
Courses/
Groups
of Courses
Program Objectives
1 2 2a 2b 2c 2d 2e 2f 2g 2h 2i 2j 3
Compulsory
Courses
√ √ √ √ √
√ √ √ √ √ √ √ √
Optional
Courses
√ √ √ √ √ √ √ √ √ √ √ √ √
Practical
√ √ √ √ √ √ √ √ √
Standard 2.2.
Theoretical backgrounds, problems analysis and solution design must be stressed within the
program’s core material:
The following table reveals the elements with respect to “Theoretical background”’
“Problem analysis”’ and “Solution design” as contained in compulsory and optional
papers.
Table: 7
Elements Courses
Theoretical background Almost all the compulsory and optional courses cover /stress the
required elements to create the good understanding in the courses
taught.
Problem analysis The compulsory, Foundations and Major courses, deal with the
required element to great extent on the basis of generalizability
while the optional courses provide the analysis for a specific
environment.
Solution design A number of manual and computer-based practical are conducted to
meet the required element.
24
Standard 2.3
The curriculum must satisfy the core requirements for the program, as specified
by respective accreditation body:
The Department of Library and Information Science executes the functions on the basis
of HEC requirements for its Master’s program.
The core requirements are mentioned at the end of curriculum designed by HEC.
However, these requirements are not fully met by the department due to lack of some
facilities in terms of equipments and infancy stage of the department.
Standard 2.4
The curriculum must satisfy the major requirements for the program as specified by
HEC, the respective accreditation body / councils
The department works under the major requirements laid down by the HEC. Such
requirements are the part of the curriculum so far designed for the purpose.
Standard 2.5
The curriculum must satisfy general education, arts, and professional and other
discipline requirements for the program, as specified by the respective accreditation
body / council:
Table: 8
Program of
Study
Math and
Basic Science
Engineering
topics
General
Education
Other
Disciplines
BS- Library and
Information
Science
Yes
Nil
Yes
Yes
The Department offers four years BS-LIS program comprising upon 9 compulsory, 7
general, 10 foundation, and 12 major and 04 optional courses. The curriculum satisfies the
requirements of many disciplines to be taught as minor subject.
Standard 2.6 Information technology component of the curriculum must be integrated
throughout the program:
Almost all the courses/papers of Library and Information Science cover the different
components of Information Technology. Keeping in view some contemporary needs for library
management, some more advanced techniques of Information Technology need to be
incorporated in the curriculum. Hence, components of Information literacy, Software and
Database designing needs to be incorporated in the curricula by conducting a survey about the
competencies needed in different libraries and information settings.
25
Criterion - 3
Laboratory and Computing Facilities
26
CRITERION-3: LABORATORY AND COMPUTING FACILITIES
All the courses of Library and Information Science program are practical-based for that
purpose the University has provided the facility of computers and Information technology with
in Departmental library. Therefore the library acts as library as well as a computer lab. The
computing facilities are available both for the teachers and students of the department.
The status of existing laboratory is as below:
* Laboratory Title: Library cum Laboratory (Lib./Lab .).
* Location Area: Department of Library and Information Science,
Khushal Khan Khattak University, Karak
* Objectives: 1. To handle the Computer-based practical
2. To train the students in Information technology
applicable to library management.
3. To develop practical skills for designing database,
webpage, Library automation, and building library
networking.
• Adequacy for
Instruction The computer lab comprised of 15 laptops which are
utilized for conducting practical of all the courses but the
existing facility is adequate to some extent that needs to be
extended.
* Courses taught All the courses are taught in class rooms and sometimes in
computer lab for the purpose of practical.
* Software Available: The free of cost software are in use.
* Major Apparatus 15 Laptops, 1 printers, one Multimedia, one
Photocopier and one scanner are available.
Standard 3.1
Laboratory manuals / documentation / instructions experiments must be available and
readily accessible to faculty and students:
All students and teachers have adequate access to manual / documentation and
instructions while using the laboratory. The computer lab is not compatible in terms of proper
number of computers, Library software availability and other practical tools for conducting the
practical works in all the papers being taught. The following shortcomings are noted which are
hurdles on the way to keep the best pace of working environment for achieving the targets rested
with the academic uplifting:
Shortcomings:
a. 1 Scanner
b. 20 Pcs
27
c. 3 Printers
d. A. V. aids
e. Digital camera
f. Practical tools latest.
g. Specialized training of information technology and SPSS.
h. Faculty with certain specialization.
i. Furniture and fixture.
j. Space for class rooms for teaching specialized/optional papers.
k. Course books
l. Library Automation Softwares
m. 3 Multimedia Projectors
Justification of above listed items:
The scanner and digital cameras are required to teach the students about the scanning and
preserving the archival records in the library.
The items listed above i.e., b, c, & d are necessary for extending and upgrading the
computer lab and facilitating the teachers for improving the practical works.
Acquiring the practical tools will upgrade the departmental library for the purpose of
accessing required information whereas, the training facilities will create the skills required for
teaching the courses in more conducive environment
The faculty and space are also required to teach the specialized papers in future along
with furniture and fixture.
Availability of course related books will help the students to get the relevant and latest
information about the field.
The availability of library softwares will help to provide the necessary trainings to the
students
Standard 3.2
There must be adequate support personnel for instruction and maintaining the
laboratories:
The personnel support in shape of lab supervisor is not available; hence the maintenance
of computer lab sometimes becomes a problem. The supervisor for computer lab is needed with
the extended facilities in computer lab. At the moment, a non-professional employee is deputed
to look after the matters of computer lab. Almost all the papers are computer-based-practical and
hence a full time computer lab supervisor can maintain the computer lab in functional order at
the time of practical work in computer lab.
28
Standard 3.3
The University computing infrastructure and facilities must be adequate to
support program’s objectives:
The Khushal Khan Khattak University Karak has adequate and smart computing facilities
with all sorts of support through the Department of Computer Science as and when required
specially at the time of troubleshooting of the computers. Each of the department (including
Department of Library and Information Science) of the university is equipped with Multimedia
and a number of computers with internet connectivity. The internet connectivity is available in
teacher’s offices which facilitates the access to easy information at the time of urgency.
29
Criterion - 4
Student Support and Advising
30
CRITERION-4: STUDENT SUPPORT AND ADVISING
A time of four years is fixed to complete the program on the basis of time management
policy for all the curricula and co-curricular activities. The vocal students avail the time for
interaction with their teachers relating to their present and future matters on the way, however
the passive students are motivated through other ways, the details of such motivation is ahead.
Standard 4.1
Courses must be offered with sufficient frequency and number for students to complete
the program in a timely manner.
The required and elective courses are offered in a logical sequence that grooms the
students to obtain the program’s defined objectives and outcomes. The faculty members teach
the courses according to time table, designed to run the classes smoothly.
Standard 4.2
Courses in the major area of study must be structured to ensure effective interaction
between students, faculty and teaching assistants.
Students are encouraged to communicate with teachers and para-teaching staff for their
academic and co-curricular activities. The faculty includes highly qualified staff on regular basis
so as to achieve the departmental objectives effectively. Overall, the faculty members are
responsible for major areas of study on the basis of their subject competence. Most of the papers
are completely taught by the individual teachers.
Standard 4.3
Guidance on how to complete the program must be available to all students and access
to academic advising must be available to make course decisions and career choices.
a. Program requirements as whole, students are informed through the Khushal
Khan Khattak University Karak prospectus about the program requirements. The
department-wise program requirements are updated annually at the start of current
academic session to keep the matter in line with university policy in order to
avoid any inconvenience. Moreover, a faculty member (being the student advisor)
is available at departmental level to cope with all the program requirements and
matters concerning to students problems and day to day needs of their academic
achievements.
b. Advising and students counseling system
A faculty member is deputed as Coordinator of Guidance and Career
Counseling. The advising system in the department is run by the coordinator, who
31
arranges the orientation lectures for the student’s guidance and career counseling.
The guidance and counseling process is based on all such activities which the
students and the department feel necessary for the required achievements for their
(students) prosperous career development. The department arranges some
activities in this regard:
• Displaying advertisements of vacant posts appearing in daily newspapers for
the information of the students to get familiar with the avenues where the
opportunities exist for their career.
• Students are free to meet with the coordinator for seeking the guidance and
counseling relating to their problems/matters.
• Sometimes students avail the opportunity of exchanging their views with
guest speakers invited by the department.
• The students have the opportunity of interacting with the library professionals
who visit the department for some professional inputs and outputs. The
students have also the opportunity to join the Pakistan Library Association
(PLA) as a student member of this professional body of national repute.
c. Incharge Students Affairs
To take care of certain academic and nonacademic matters of the students,
the services of Inchage of Students Affairs are available for this purpose. The
office of the Inchage Students Affairs deals with all the activities of scholarship,
fellowships, workshops, and conferences, admissions for different categories,
interdepartmental migration, re-admission and financial assistance for the student
community. The office of students’ affairs also makes plan for co-curricular
activities, book fairs, Sports Gala/competitions and holding the annual
convocation.
More or less, the students get a better opportunity of the services rendered
by Students Advisor, Coordinator Students Guidance and Counseling and
Director Students Affairs. However the co-curricular activities need to be
extended at large scale to break the hesitant and non-confident behaviors of the
students. The extended co-curricular programs will provide a wide range exposure
to the students for facing, bearing and tackling the issues in a coherent way.
32
Criterion-5
Process Control
33
CRITERION-5: PROCESS CONTROL
The overall process is controlled and governed by the Khushal Khan Khattak University
Karak policy and this process is somewhat similar almost in all the departments with some
variations on the basis of subject nomenclature.
Standard- 5.1
The process by which students are admitted to the program must be based on
quantitative and qualitative criteria and clearly documented. This process must be
periodically evaluated to ensure that it is meeting it objectives.
The program has a well-defined admission criterion, which include evaluation of
student’s marks at different levels. The admission is done once a year, in fall semester. Students
who have completed the 12 years of education are eligible for admission. Admission is granted
strictly on the basis of academic record and interview. Students from accredited universities
are eligible to transfer their credits to KKKUK. Students have to submit complete course
curriculum and internal evaluation certificate of each subject from his/her previous institution
duly signed by head of department. Students applications in this regard are dealt on case to
case basis. Such applications are discussed in Board of Studies to evaluate them and make
decision.
This admission criterion is evaluated every 2 years by the board of faculties and academic
council in the light of instructions issued by HEC.
Standard 5.2
The process by which students are registered in the program and monitoring of
students’ progress to ensure timely completion to the program must be documented.
This process must be periodically evaluated to ensure that it is meeting its objectives.
The student’s name, after completion of the admission process, is forwarded to the
Registrar office for registration in the specific program and the registration number is issued.
Students are evaluated through assignments, sessional, mid-term tests and final examinations at
the end of each semester. The laboratory work is done on regular basis as per schedule and
contributes significantly towards the student’s evaluation for relevant course. Only qualified
students in each semester are allowed to join the next semester.
34
Standard 5.3
The process of recruiting and retaining highly qualified faculty members must be in
place and clearly documented. Also processes and procedures for faculty evaluation,
promotion must be consistent with institution mission statement. These processes must
be periodically evaluated to ensure that it is meeting with its objectives.
The higher authorities in consultation with the department advertise and create the new
posts time to time in order to recruit new faculty and retain the qualified faculty on the basis of
eligibility criteria. The opportunities are available to recruit the highly qualified faculty on the
basis of criteria given by HEC without any discrimination in terms of color, creed, race and so
on.
Process and Procedure of Recruitment:
All the appointments of teaching cadre are made in the university on the basis of HEC
criteria .The criteria are as follow:
a. Lecturer
Eligibility Criteria:
The candidates must have First Class Master’s degree or equivalent awarded after 16
years of education in the relevant field from HEC recognized University/Institution. The
candidates must not have third division in his/her academic career.
Note: However, the specific eligibility criteria (including the general criteria) for specific other
academic disciplines are based on certain conditions.
b. Assistant Professor
Minimum Qualification
Ph. D. from an HEC recognized Institution in the relevant field. No experience required.
OR
Master’s degree (foreign) or M. Phil. (Pakistan) or equivalent degrees awarded after 18
years of education as determined by the HEC in the relevant field from an HEC recognized
University/Institution.
Experience:
4 years teaching/research experience in a recognized University or a Post-graduation
Institution or professional experience in the relevant field in a National or International
Organization.
35
Note: However, the specific eligibility criteria for specific other academic disciplines are based
on certain conditions.
c. Associate Professor
Minimum Qualification
Ph. D. from an HEC recognized Institution in the relevant field.
Experience:
10-year teaching/research in HEC recognized University or a Post-graduate Institution or
professional experience in the relevant field in a National or International Organization.
OR
5-Year post Ph. D. teaching/research experience in a recognized University or a post-
graduate Institution or professional experience in the relevant field in a National or International
Organization.
Minimum No. of Publications
10 research publications (with at least 4 publications in the last 5 years) in HEC
recognized journals.
Note: However, the specific eligibility criteria (including the general criteria) for specific other
academic disciplines are based on certain conditions.
d. Professor
Minimum Qualification
Ph. D. from an HEC recognized Institution in the relevant field.
Experience
15-years teaching /research in HEC recognized University or a Post-graduate Institution
or professional experience in the relevant field in a National or International Organization.
OR
10-years post-Ph.D. teaching/research experience in recognized University or a post-
graduate Institution or professional experience in the relevant field in a National or International
Organization.
Minimum No of Publications:
15 research publications (with at least 5 publications in last 5 years) in HEC recognized
journals.
36
Note: However, the specific eligibility criteria (including the general criteria) for specific other
academic disciplines are based on certain conditions.
Standard 5.4
The process and procedures used to ensure that teaching and delivery of course
material to the students emphasizes active learning and the course learning outcomes
are met. The process must be periodically evaluated to ensure that it is meeting its
objectives.
The faculty of library and information science plan the teaching and delivery of course
material by observing the class time table in its real sense in order to avoid any inconvenience of
missing the classes. Each of the faculty members prepares course plan on the basis of syllabi
which followed thought-out the year. This helps the faculty for time-bound completion of the
course. Every faculty member provides the detailed course outline to the students as a break up
of topics to be taught. Teaching and course evaluation is carried out through DQA proformas at
the end of academic session and the same is reported to the Director, Quality Enhancement Cell
for reference and record. The department also learns a lesson through this evaluation and tries to
improve the situation on the basis of available resources.
Standard 5.5
The process that ensures that graduates have completed the requirements of the
program must be based on standards, effective and clearly documented procedures.
This process must be periodically evaluated to ensure that it is meeting its objectives.
The prospectus of the university enlists all the requirements which the students have to
meet such as 75% attendance, code of conduct and other requirements. The students are
penalized by individual departments if they do not fulfill the requirements under the University
rules.
37
Criterion-6
Faculty
38
CRITERION-6: FACULTY
Standard-6.1
There must be enough full time faculties who are committed to the program to provide
adequate coverage of the program areas/ courses with continuity and stability. The
interests and qualifications of all faculty members must be sufficient to teach all
courses, plan, modify and update courses and curricula. All faculty members must
have a level of competence that would normally be obtained through graduate work in
the discipline. The majority of the faculty must hold a Ph. D. in the discipline.
The curriculum of HEC “comprised of 131 credit hours having 42 courses for BS-LIS
Program. The existing faculty is committed to run the program in a team work effort by letter
and spirit. At the moment, two of faculty members hold Ph. D. in the discipline whereas the rest
are MPhil degree holders.
The faculty should seek the opportunities of achieving the best level of competence by
utilizing the time for conducting the researches and enhancing the qualification up to the level of
Post Ph. D. The university should also motivate and facilitate the faculty to achieve the
excellence in their subjects through certain opportunities of learning and upgrading the existing
knowledge/competence.
Standard 6.2
All faculty members must remain current in the discipline and sufficient time must be
provided for scholarly activities and professional development. Also, the effective
programs for faculty development must be in place.
• The faculty members attend the seminars, workshops and conferences to keep
them current in the discipline and browse the internet time to time for emerging
trends in the discipline. Moreover, the faculty members exchange their
professional views with their peers in order to avoid any misconception.
• All the courses in library and information science are practical-based and most of
the faculty members teach three different papers, hence they rarely find time for
writing their research papers. However, efforts are in pipeline to inculcate this
trend.
• The facilities for participating in seminars and conferences are available for the
faculty within the university and outside the university and the individual teacher
avails this opportunity time to time.
39
Standartd-6.3
All faculty members should be motivated and have job satisfaction to excel in their
profession.
The faculty of the department is motivated as they can win the facility of scholarship,
availing of tenure track status on the basis of their intellect and ability. The opportunity of
promotion is also available in the department provided they fulfill the criteria in this connection.
The university also provides financial assistance to the faculty for writing and attending the
research papers for the journals and conferences. All such opportunities and facilities are
effective for the motivation and job satisfaction for the faculty in any way.
40
Criterion-7
Institutional Facilities
41
CRITERION-7: INSTITUTIONAL FACILITIES
Standard 7.1
The institution must have the infrastructure to support new trends in learning such as
e-learning.
Infrastructure: The existing infrastructure of the department is established by the
Khushal Khan Khattak University, Karak in terms of space and other facilities. The existing
facilities needs to be upgraded specially in the field of E-learning because of speedily shifting of
library and information science discipline from conventional to E-learning approaches. To cope
with the situation, the above listed shortcomings should be removed by acquiring the requisite
equipments and resources.
Standard 7.2
The library must possess an up-to-date technical collection relevant to the program and
must be adequately staffed with professional personnel.
The collection of reading material in the departmental library is not worthwhile that may
fully support the academic activities in the department. The collection development in the
departmental library is somewhat slow which hinders some learning options both for the teachers
and the students. The departmental library houses about 1000 documents in the forms of books
and theses (both soft and hard form), whereas the central library houses a very small collection
of books on Library and Information Science. Both the central and departmental libraries do not
subscribe any journal relating to library science except those which are available on line through
digital library of HEC. The departmental library is manual-ridden system managed by the non-
professional staff. The hiring of professional staff is likely to be made shortly. The departmental
library needs to be computerized being a model library. The central library of the university
should acquire the demanded books through its acquisition process.
Standard 7.3
Class-rooms must be adequately equipped and offices must be adequate to enable
faculty to carry out their responsibilities.
Class-rooms and faculty offices: The class rooms and the faculty offices are adequate
to some extent to carry out the academic, administrative and other sorts of related activities. All
the faculty members don’t have their separate offices except the few. The class room facilities
are up to the mark in terms of proper furniture and multimedia. The multimedia facility is
available also in the class rooms for the purpose of some specialized lectures. The faculty
members feel a dire need of modern and smart computers in their offices which should be
provided to boast the academic and research activities.
42
Criterion-8
Institutional Support
43
CRITERION-8: INSTITUTIONAL SUPPORT
The institution’s support and the financial resources for the program must be sufficient to
provide an environment in which the program could achieve its objectives and retain the strength
required.
Standard 8.1:
There must be sufficient support and financial resources to attract and retain high
quality faculty and provide the means for them to maintain competence as teacher and
scholars.
The financial resources of the Department of Library and Information Science are
allocated in the annual budget of the Khushal Khan Khattak University Karak. The department
has qualified faculty mostly with PhD degrees and each of them striving their best to maintain
the competence by exchanging their professional views in professional gathering and attending
seminars and workshops. The meager financial resources for the department are not compatible
for the overall development of the department in terms of Lab expansion and the departmental
library. The available secretarial support and office equipment are adequate to some extent to
execute the daily functions of department.
Standard 8.2:
There must be an adequate number of high quality graduate students, research
assistants and Ph. D. students
As the Department is in embryonic stage and has been established in 2015. That is why; the
strength of the students in various programs is also minimal. The department currently offers
MLIS and BS-LIS programs and also launched MPhil program in fall semester 2017.
The curriculum for the above programs has been duly approved by the Board of studies
The department has not registered any Ph.D. student during the last one year as the existing
faculty is not in position to enroll such scholars due to non-availability of required Ph. D faculty
in the department, but the same is possible when the Ph. D. faculty would be available. The
following table shows the number of students in each program along with student teacher ratio
for the last three years.
Table-9
Program of Studies Years
2015 2016 2017 2018
MLIS 16 16 27 30
BS-LIS ----- 15 24 50
M. Phil. Nil --- 06
Ph. D. Nil Nil
Research Assistants Nil Nil
Teacher/ Students Ratio 1:4 1:6 1:10
44
Standard 8.3
Financial resources must be provided to acquire and maintain Library holdings,
laboratories and computing facilities
The meager resources for the Departmental library and the special LIS lab become the
hurdle in accessing some specific information for academic achievements of the students and
faculty, however reading material is acquired in the departmental library through acquisition of
the central library of Khushal Khan Khattak University on a very small scale. Similarly the
department lacks the resources and facilities in terms of establishing the laboratory for individual
subject practical. The computing facilities in the department are available to run the functions of
the department but that needs to be extended.
45
Annexures
46
Annexure-I
Faculty Resumes
Resume No. 3
Name Dr. Saeed Ullah Jan
Personal Khushal Khan Khattak University Karak , Khyber Pakhunkhwa
Pakistan
Phone#: 0927211895
Cell#: 03339274808
E-mail: [email protected]
Experience 1- Worked as HoD at Sarhd University Peshawar from May 02,
2012 to December 03,2015 (Evening program).
2- Worked as librarian at Higher education department,
Government of Khyber Pakhtunkhwa, Peshawar from 25-09-
1998 to 30-04-2012.
3- Teaching the subject of Library Science at College level for the
above mentioned period.
4. Worked as Librarian at Central Library of Forest, Govt: of N-
W.F.P (now Khyber Pakhtunkhwa) from 30-11-1995 to 24-09-
2008.
Professional
Affiliations • Higher Education Commission Islamabad, National Committee
for Curriculum Revision of Library and Information Science ,
Member
• Sarhad University Peshawar, Board of Studies for Library and
Information Science, Member
• Bacha Khan University Charsadda. Board of Studies for Library
and Information Science, Member
• University of Peshawar, Board of Studies for Library and
Information Science, Member
• National Testing Services Pakistan, Subject committee in LIS,
Developer.
Publications Research paper published or in the process of publication
1- Jan, S. U., & Sheikh, R. A. (2011). Automation of university
libraries: A comparative analysis of Islamabad and Khyber Pukhtoon
Khwa, Pakistan. Library Philosophy and Practice, (1), 21.
2- Jan, Saeed Ullah, Rafia A Sheikh & Sajjad Ullah Jan (2013).
Technological Library Practices in Pakistan: case study of public
sector university libraries. Internal Journal of Digital Library
Services,3(1)
3- Khan, I., Jan, S. U., & Khan, M. (2015). Determinant of Capital
Structure: An Empirical Study of Cement Sector of Pakistan. Asian
47
Journal of Management Sciences & Education Vol, 4(3).
4- Ibrahim, M., & Jan, S. U. (2015). Bibliometric analysis of the
Journal of Pakistan Medical Association form 2009 to 2013. JPMA.
The Journal of the Pakistan Medical Association, 65(9), 978-983.
5- Khattak, H., Mughal, A. W., SU Jan & Marwat, M. K. (2015).
Perception of the Students of Sarhad University Regarding the
Impact of Different Systems of Examination upon Their Academic
Performance. Asian journal of management sciences & education,
4(2), 43-51.
6- Rehman,H, Saeed Ullah Jan and Mukhtiar Ali (2015). Awareness &
utilization of electronic information resources among medical
students. 23(4), 238-241
7- Jan, Saeed Ullah (2015). Use of Internet by the Teaching Faculty of
Bacha Khan University,Charsadda Khyber Pakhtunkhwa. 3(8), 7-11
8- Zakria, Jan, Saeed Ullah and Zeshan (2015). Arts and Letters ka
Bibiliomteric Tajzia. 14(1), 336-341.
9- Jalal-ud-din, a. r., ahmad, s. m., & Jan, S.(2015). Students'
perceptions regarding library services in the Institute of Education &
Research (ier), University of Peshawar.
10- Jan, Saeed Ullah & Rafia A Sheikh (2014). Impact Of Emerging
Technologies On University Libraries Of Pakistan.4(3), 56-69
11- Jan, Saeed Ullah & Rafia A.S (2013)Status of library automation
and digitization in the public sector universities of Balochistan: a
case study, Pakistan Library Associatiojn Journal,49-70
12- Jan, Saeed Ullah & Rafia A.S (2013). Modern Trends in university
libraries of Pakistan Sarhad University of Science & Information
Technology Peshawar, 1(1),478-485
13- Jan, Saeed Ullah & Rafia A.S and Sajjad Ullah Jan(2013).
Technological library practices in pakistan: a case study of public
sector university libraries. International Journal of Digital Library
services,3(1), 22-33
Theses &
Books
Published
1- Jan, Saeed Ullah (2012). Modernization of University Libraries of
Pakistan: case studies. LAP LAMBERT Academic Publishing,
Germany.
2- Jan, Saeed Ullah (2012). Digital Technology and its impact on
Library and Information services and resources in the Public sector
universities of Pakistan. Doctoral Research Thesis.
3- Jan, Saeed ullah (2002). Role of library in teaching of science
education at secondary school level. A thesis submitted for the
48
partial fulfillment of the Master degree in education. Submitted to
Allam Iqbal Open University, Islamabad for partial fulfillment for
Master of Education.
4- Jan, Saeed Ullah & Zia khan (2004). Data base design. A thesis
submitted to Gomal University D.I.Khan for partial fulfillment for
the award of MIT degree.
CONFERENCES
SEMINARS
WORKSHOPS
1- Organized a workshop titled “ New Horizon of LIS profession” in
collaboration with HEC Islamabad at the DLIS, Khushal Khan
Khattak Unioversity Karak from November 22-23,2016
2- Presented a paper in the international conference “ 8th Qualitative
and Quantitaive Methods in Libraries,” at University of London,
UK, 27-30 May, 2016.
3- Presented paper titled “Impact of digital technology on Library
Services and Resources” in a training workshop organized by
Pakistan Academy for Rural Development (PARD), Peshawar,
February 18-22, 2013.
4- Presented a paper titled “Modern trends in university libraries of
Pakistan” in 2nd International Multidisciplinary Conference:
Towards better Pakistan organized by Sarhad University of Science
&IT and Higher Education Commission of Pakistan,24-25th
September, 2012.
5- Presented a paper titled “Open source Library softwares in Pakistan”
in one day seminar: Open Source Movement and Libraries,
organized by Sarhad University, Peshawar & University of Azad
Jammu & Kashmir, 17th October,2012.
6- Presented a paper titled “Technological Library Practices in
Pakistan” in 5-Day seminar on Library Management in Virtual
Environment, organized by Peshawar Universities Campus
Librarians Associations, Bara Gali Summer Capmus, Abbotabad,2nd
-6th June,2012.
7- Presented a paper in the international conference “1ST Asian
conference on Literature and Librarianship” organized by
International Academic Forum, Osaka, Japan, 27-30 May, 2011.
8- Presented a paper at “6th Pakistan Library Science Conference”
University of Peshawar , Baragali, Jun28-July2,2009.
9- Paper accepted for presentation in international conference”
Qualitative and Quantitative Research Methods in Libraries 2012”
Limerick, Ireland,22-25, May,2012.
10- Participated in workshop on “Library Automation Systems-
49
Resume No.2
Name Rahim Jan
Personal Khushal Khan Khattak University Karak , Khyber Khtunkhwa
Pakistan
Phone#: 0927211895
Cell#: 03325556457
E-mail: [email protected]
Other Information:
Father’s Name Sakhi Jan
Date of Birth 01/08/1980
Religion Islam
Domicile Charsadda
CNIC No. 17101-0404279-1
Nationality Pakistani
Marital Status Married (6 Dependents)
Permanent Add: Village Rajjar Tehsil & Distt: Charsadda
Postal Address: Village Rajjar Tehsil & Distt: Charsadda
Language Known Pashto, English, Urdu
Experience • Assistant Professor in Library & Information Science, Khushal Khan
Khattak University, Karak: Teaching Bachelors and Masters programs
since Sept 2014 till date.
• Deputy Registrar (Estt) since Oct, 2012 till date, Khushal Khan
Khattak University, Karak
Honors and
Awards
Merit(distinction ) certificates in M.Phil Library and Information
science, University of Sargodha.
Memberships • Pakistan Library Association (PLA)
• Pakistan Library Automation Group (PakLAG)
Introduction and practical implementation of Automation Software”,
organized by Pakistan Academy for Rural Development (PARD)
Peshawar, September 15-19, 2008
11- Participated in workshop on ““Library Automation and digitization
software”, organized by the Department of Library and Information
Science, University of Peshawar, February 2-4, 2009
50
• Librarian Welfare
• Archives and Libraries Peshawar
Service
Activity
1.Teaching
2. Member University Purchase Committee
3. Member Special Task Committee
4. Head of Department
5. Focal Person High Way Section
6. In-Charge Central Library
7. Secretary Draft Statutes Committee
8. Member Physical Infrastructure Committee
9. Founder Department of Library & Information Science
10. Establishment of Central Library
Brief
Statement of
Research
Interest
I am a PhD scholar at University of Sargodha, my course work has
already been completed and now working on research. I have received
M.Phil degree from University of Sargodha. My topic of research was
Information Needs & Seeking Behavior of Judges: A case study of
Khyber Pakhtunkhwa.
Areas of Interest are:
• Public Libraries
• Library Automation,
• Emerging trends in librarianship
• Academic Libraries
Publications 1. Simulation based Study to Present the Performance of Ad-hoc
Routing Protocols. International Journal of Innovation & Applied
studies HEC recognized.
2. Managerial and Organizational Communication: A Strategic
Approach.
International Journal: Research Journal of Social Sciences &
Management
Research
Grants and
Contracts
NIL
Other
Research or
Creative
Accomplishm
ents
Prepared PC-1 for Khushal Khan Khattak University, Karak, received a
sum of Rs.1273 million.
Selected
Professional
Presentations
Nil
51
Resume No. 3
Name
Dr. Ghalib Khan
Personal [email protected]
03339277414
Experience
Assistant Professor Department of Library & Information Science Khushal Khan Khattak University, Karak
Honor and
Awards
Honored with HEC indigenous PhD scholarship.
Completed MPhil and PhD under the same scholarship
Memberships
List memberships in professional and learned
Societies, indicating offices held, committees, or other
specific assignments
Graduate
Students Postdocs
Undergraduate
Students
Service
Activity
List University and public service activities
Brief
Statement of
Research
Interest
Collection Development, Collection Management, Information Needs, Information Seeking Behavior, Law Librarianship, University Librarianship, Qualitative Research, Quantitative Research, Copyright Laws
Research
Grants and
Contracts
Entries should include:
Date Title Agency / Organization
Total Award Amount Segment the list under following headings:
Completed Funded and in progress In review
52
Resume No.4
Name Izhar Muhammad
Personal Khushal Khan Khattak University Karak , Khyber Pakhtunkhwa
Pakistan
Phone#: 0927211895
Cell#: 03349173756
E-mail: [email protected]
Other Information:
Father’s Name Israr Mohammad
Date of Birth 01/01/1984
Religion Islam
Domicile Peshawar
CNIC No. 17301-9352785-7
Nationality Pakistani
Marital Status Single
Permanent Add: Village Palosi Maghdarzai Tesh&Distt Peshawar
Postal Address: C/O Israr Mohammad Superintendent Pension &
G.P Section University of Peshawar
Language Known Pashto, English, Urdu
Experience • Lecturer (BPS-18) in Library & Information Science, Khushal Khan
Khattak University, Karak: Teaching Bachelors and Masters programs
since November 2015 till date.
Select as a Librarian (BPS-17), through Public Service Commission
Khyber Pakhtunkhwa and was post in GDC Latamber, Karak from 26th
June 2015 to 26th November 2015
• Worked as Computer Operator /Assistant Librarian (Contract) in the
Institute of Chemical Sciences University of Peshawar from 11th
January 2012 to 25th June 2015.
Honors and
Awards
1st position (Gold Medal) in Master of Library and Information Science
from University of Peshawar
Memberships • Pakistan Library Automation Group (PakLAG)
Graduate
Students
Postdocs
Undergradua
te Students
Honor
Students
Nil
Service 1.Teaching
53
Activity 2. Member of Self-Assessment report for QEC
3. Staff Proctor
4. In charge or Focal Person of Co-Curricular Activities for Library and
Information Science Department
Brief
Statement of
Research
Interest
NIL
Publications NIL
Research
Grants and
Contracts
NIL
Resume No. 5
Name Mohammad Hussain
Personal Khushal Khan Khattak University Karak , Khyber Pakhtunkhwa
Pakistan
Phone#: 0927211895
Cell#: 03459148115
E-mail: [email protected]
Other Information:
Father’s Name Munawar Khan
Date of Birth 07/03/1980
Religion Islam
Domicile F R Peshawar (FATA)
CNIC No. 22501-6257657-3
Nationality Pakistani
Marital Status Married (4 Dependents)
Permanent Add: Village Janakor Mohallah Kandow F R Peshawar
Postal Address: Mohammad Hussain C/o Munawar Khan, Shop
No. 18 Gunj Buss Stand P/O Gunj Peshawar City
Language Known Pashto, English, Urdu
54
Experience • Lecturer in Library & Information Science, Khushal Khan Khattak
University, Karak: Teaching Bachelors and Masters programs since
December 2015 till date.
• Assistant Librarian, Central Library From 11th November 2006 – till
December, 2015 University of Science & Technology Bannu, Khyber
Pakhtunkhwa Pakistan
• Librarian, From 5th January 2006 – To 10th November 2006,
Government Degree College Sadda Kurram Agency, Khyber
Pakhtunkhwa Pakistan
• Librarian , From 2nd June 2005 – To 4th January 2006
Hayatabad Science College Peshawar, Khyber Pakhtunkhwa Pakistan
• Assistant Librarian , From January 2004 – To February 2005Library
National Centre of Excellence in Geology,
University of Peshawar, Khyber Pakhtunkhwa Pakistan
Honors and
Awards
Merit(distinction ) certificates in Master and M.Phil Library and
Information science
Memberships • Pakistan Library Association (PLA)
• Pakistan Library Automation Group (PakLAG)
• Librarian Welfare
• Archives and Libraries Peshawar
Graduate
Students
Postdocs
Undergradua
te Students
Honor
Students
Nil
Service
Activity
1.Teaching
2. Member QEC
55
Brief
Statement of
Research
Interest
I am a PhD scholar at University of Sargodha, my course work has
already been completed and now working on research. I have received
M.Phil degree from Minhaj University Lahore. My topic of research was
Resources and Services of Public Libraries of Khyber Pakhtunkhwa:
An Exploratory Study.
Areas of Interest are:
• Public Libraries
• Library Automation,
• Emerging trends in librarianship
• Academic Libraries
Publications Muhammad, Hussain, et al. "The Concept of Humanity in Islam." Science Journal of Sociology & Anthropology 2013 (2013).
Research
Grants and
Contracts
NIL
Other
Research or
Creative
Accomplishm
ents
NIL
Selected
Professional
Presentations
Nil
56
Resume No. 6
Name Muhammad Shahab
Personal Khushal Khan Khattak University Karak , Khyber Pakhtunkhwa
Pakistan
Phone#: 0927211895
Cell#: 03339715575
E-mail: [email protected]
Other Information:
Father’s Name Qabil ur Rehman
Date of Birth 01/04/1986
Religion Islam
Domicile Karak, KPK
CNIC No. 14202-3710157-5
Nationality Pakistani
Marital Status Married (4 Dependents)
Permanent Add: Tappi Karak, P/O Karak, Tehsil & District Karak
Postal Address: As Above
Language Known Pashto, English, Urdu
Experience • Teaching Assistant in Library & Information Science, Khushal Khan
Khattak University, Karak: Teaching Bachelors and Masters programs
since January 2015 till date.
• Assistant Librarian, Institute of Education & research tappi karak since
2010 to 2012–
• 3 Months experience as librarian in 2009 at the Department of Political
Science University of Peshawar. (as internee)
Honors and
Awards
Merit (distinction ) in M.Phil. Library and Information science
(3 semesters topper)
Memberships • Pakistan Library Association (PLA)
• Pakistan Library Automation Group (PakLAG)
• Librarian Welfare
• Archives and Libraries Peshawar
Graduate
Students
Postdocs
Undergradua
te Students
Honor
Students
Nil
57
Service
Activity
1.Teaching
2. Dy. Exam Coordinator
3. Dealing students Affairs
Brief
Statement of
Research
Interest
I am M. Phil scholar at Sarhad University of Science And Technology
Peshawar, my course work has already been completed and now
working on research. I have received MLIS degree from University of
Peshawar. My topic of research is User Education in the University
Libraries Khyber Pakhtunkhwa: An Exploratory Study.
Areas of Interest are:
• User Education
• Academic Libraries,
• Emerging trends in librarianship
• Information Literacy
Publications NIL
Research
Grants and
Contracts
NIL
Other
Research or
Creative
Accomplishm
ents
NIL
Selected
Professional
Presentations
Nil
58
Annexure-II
Faculty Survey
Table:1 Faulty Satisfaction
Statement N Mean S.D
Whether the department is utilizing your experience and knowledge 6 4.6667 .51640
Job security and stability at the department. 6 4.6667 .51640
Your prospects for advancement and progress through ranks. 6 4.6667 .51640
Providing clarity about the faculty promotion process. 6 4.6667 .51640
Cooperation you receive from colleagues. 6 4.6667 .51640
Your mix of research, teaching and community service. 6 4.6667 .51640
The overall climate at the department. 6 4.5000 .83666
Salary and compensation package. 6 4.5000 .54772
Administrative support from the department. 6 4.5000 .54772
Your interaction with students. 6 4.5000 .54772
Type of teaching / research you currently do 6 4.1667 .40825
The intellectual stimulation of your work. 6 4.1667 .40825
The mentoring available to you. 6 4.0000 .00000
Amount of time you have for yourself and family. 6 3.8333 .40825
Table: 2 Faculty Academic Ranks
Academic Ranks f %
Assistant Professor 4 66.7
Lecturer 1 16.7
Other 1 16.7
Total 6 100.0
Table: 3 Faculty Service Information
Year of Service F %
1-5 years 3 50.0
6-10 Years 2 33.3
>20 1 16.7
Total 6 100.0
59
Annexure-III
Teacher Evaluation
Table: 1 English IV( Mohammad Imran)
Statement N Mean S.D Variance
The Instructor demonstrates knowledge of the subject 25 4.94 .250 .062
The Instructor is prepared for each class 25 4.94 .250 .062
The syllabus clearly states course objectives requirements, procedures 25 4.88 .342 .117
The Subject matter presented in the course has increased your knowledge of the subject 25 4.88 .342 .117
The Instructor was available during the specified office hours and for after class
consultations
25 4.88 .342 .117
The assignments and exams covered the materials presented in the course 25 4.81 .403 .163
The Instructor maintains an environment that is conducive to learning 25 4.81 .544 .296
The assignments and exams covered the materials presented in the course 25 4.81 .403 .163
The Instructor provides additional material apart from the textbook 25 4.81 .544 .296
The course material is modern and updated 25 4.75 .775 .600
The Instructor returns the graded scripts etc. in a reasonable amount of time 25 4.75 .447 .200
The Instructor has completed the whole course 25 4.75 .447 .200
The course integrates theoretical course concepts with real-world applications 25 4.75 .577 .333
The Instructor arrives on time 25 4.75 1.000 1.000
The Instructor communicates the subject matter effectively 25 4.69 .793 .629
The Instructor is fair in examination 25 4.62 1.088 1.183
The Instructor gives citations regarding current situations with reference to Pak. context 25 4.56 1.094 1.196
The Instructor leaves on time 25 4.44 1.365 1.863
Table: Basic Reference and Information Sources (Izhar Mohammad)
Statement N Mean S.D Variance
The Instructor leaves on time 25 4.94 .250 .063
The Instructor is prepared for each class 25 4.94 .250 .062
The course integrates theoretical course concepts with real-world applications 25 4.88 .342 .117
The Instructor was available during the specified office hours and for after class
consultations
25 4.88 .342 .117
The Instructor maintains an environment that is conducive to learning 25 4.88 .342 .117
The syllabus clearly states course objectives requirements, procedures and grading criteria 25 4.81 .403 .163
The Instructor returns the graded scripts etc. in a reasonable amount of time 25 4.81 .403 .163
The assignments and exams covered the materials presented in the course 25 4.81 .544 .296
The assignments and exams covered the materials presented in the course 25 4.75 .577 .333
The Subject matter presented in the course has increased your knowledge of the subject 25 4.75 .577 .333
The Instructor arrives on time 25 4.75 .775 .600
The Instructor is fair in examination 25 4.75 .683 .467
The Instructor communicates the subject matter effectively 25 4.69 .479 .229
The Instructor demonstrates knowledge of the subject 25 4.69 .479 .229
The Instructor gives citations regarding current situations with reference to Pak.context 25 4.44 .964 .929
The Instructor has completed the whole course 25 4.38 1.204 1.450
The Instructor provides additional material apart from the textbook 25 4.25 1.390 1.933
The course material is modern and updated 25 4.25 1.438 2.067
60
Table: 3 Organization of Information (Mr. Kashif Munir)
Statement N Mean S.D Variance
The syllabus clearly states course objectives requirements, procedures and grading criteria 25 4.94 .250 .063
The Subject matter presented in the course has increased your knowledge of the subject 25 4.94 .250 .063
The Instructor was available during the specified office hours and for after class
consultations
25 4.94 .250 .063
The course material is modern and updated 25 4.88 .342 .117
The assignments and exams covered the materials presented in the course 25 4.88 .342 .117
The Instructor leaves on time 25 4.88 .342 .117
The Instructor arrives on time 25 4.88 .342 .117
The Instructor maintains an environment that is conducive to learning 25 4.88 .342 .117
The Instructor provides additional material apart from the textbook 25 4.88 .342 .117
The Instructor returns the graded scripts etc. in a reasonable amount of time 25 4.81 .403 .163
The Instructor is fair in examination 25 4.81 .403 .163
The assignments and exams covered the materials presented in the course 25 4.81 .403 .163
The Instructor gives citations regarding current situations with reference to Pak. context 25 4.81 .544 .296
The Instructor demonstrates knowledge of the subject 25 4.81 .403 .163
The Instructor is prepared for each class 25 4.81 .403 .163
The course integrates theoretical course concepts with real-world applications 25 4.75 .447 .200
The Instructor communicates the subject matter effectively 25 4.63 .806 .650
The Instructor has completed the whole course 25 4.63 .806 .650
61
Table:4 Use of Emerging Technologies in Library (Mr. Khalid Usman)
Statement N Mean S.D Variance
The Instructor is fair in examination 25 4.94 .250 .063
The Instructor leaves on time 25 4.94 .250 .063
The course material is modern and updated 25 4.88 .342 .117
The course integrates theoretical course concepts with real-world applications 25 4.81 .403 .163
The Subject matter presented in the course has increased your knowledge of the subject 25 4.81 .403 .163
The Instructor has completed the whole course 25 4.75 .447 .200
The Instructor demonstrates knowledge of the subject 25 4.75 .447 .200
The Instructor arrives on time 25 4.75 .577 .333
The syllabus clearly states course objectives requirements, procedures and grading criteria 25 4.75 .447 .200
The Instructor was available during the specified office hours and for after class consultations 25 4.75 .447 .200
The Instructor maintains an environment that is conducive to learning 25 4.69 .602 .362
The Instructor communicates the subject matter effectively 25 4.69 .602 .363
The Instructor returns the graded scripts etc. in a reasonable amount of time 25 4.69 .479 .229
The Instructor provides additional material apart from the textbook 25 4.63 .806 .650
The Instructor is prepared for each class 25 4.63 .500 .250
The assignments and exams covered the materials presented in the course 25 4.56 .814 .662
The assignments and exams covered the materials presented in the course 25 4.44 1.263 1.596
The Instructor gives citations regarding current situations with reference to Pakistani context 25 4.37 1.025 1.050
Table:5 Professional Ethics (Mohammad Shehab)
Statement N Mean S.D Variance
The Instructor is fair in examination 25 4.94 .250 .063
The Instructor leaves on time 25 4.94 .250 .063
The course material is modern and updated 25 4.88 .342 .117
The course integrates theoretical course concepts with real-world applications 25 4.81 .403 .163
The Subject matter presented in the course has increased your knowledge of the subject 25 4.81 .403 .163
The Instructor has completed the whole course 25 4.75 .447 .200
The Instructor demonstrates knowledge of the subject 25 4.75 .447 .200
The Instructor arrives on time 25 4.75 .577 .333
The syllabus clearly states course objectives requirements, procedures and grading criteria 25 4.75 .447 .200
The Instructor was available during the specified office hours and for after class consultations 25 4.75 .447 .200
The Instructor maintains an environment that is conducive to learning 25 4.69 .602 .362
The Instructor communicates the subject matter effectively 25 4.69 .602 .363
The Instructor returns the graded scripts etc. in a reasonable amount of time 25 4.69 .479 .229
The Instructor provides additional material apart from the textbook 25 4.63 .806 .650
The Instructor is prepared for each class 25 4.63 .500 .250
The assignments and exams covered the materials presented in the course 25 4.56 .814 .662
The assignments and exams covered the materials presented in the course 25 4.44 1.263 1.596
The Instructor gives citations regarding current situations with reference to Pakistani context 25 4.37 1.025 1.050
62
Appendix-IV
Student Course Evaluation Questionnaire
Department: Library Information Sciences Course Name: English IV
Class: Master of Library & Information Science Name: Mr. Muhammad Imran
Year of Study: 2018 Semester/Term: 4th
Table : 1 Course Content and Organization
Statement N Mean S.D Variance
The course objectives were clear 25 4.88 .342 .117
The Course workload was manageable 25 4.94 .250 .063
The Course was well organized (e.g. timely 25 4.94 .250 .063
Table: 2 Learning Environment and Teaching Methods
Statement N Mean S.D Variance
I think the Course was well structured to achieve the
learning outcomes (there was a good balance of lectures,
tutorials, practical etc.)
25 4.75 .447 .200
The learning and teaching methods encouraged
participation
25 4.88 .342 .117
The overall environment in the class was conducive to
learning
25 4.88 .342 .117
Classrooms were satisfactory 25 4.63 .500 .250
25
Table: 3 Learning Resources
Statement N Mean S.D Variance
Learning materials (Lesson Plans, Course Notes etc.) were
relevant and useful.
25 4.88 .342 .117
Recommended reading Books etc. were relevant and
appropriate Instructor arrives on time
25 4.88 .342 .117
The provision of learning resources in the library was
adequate and appropriate
25 4.50 .816 .667
The provision of learning resources on the Web was
adequate and appropriate ( if relevant)
25 4.88 .342 .117
Table: 4 Quality of Delivery
Statement N Mean S.D Variance
The Course stimulated my interest and thought on 25 4.69 .479 .229
The pace of the Course was appropriate 25 4.75 .447 .200
Ideas and concepts were presented clearly 25 4.94 .250 .063
25
Table: 5 Assessment
Statement N Mean S.D Variance
The method of assessment were reasonable 25 4.81 .403 .163
Feedback on assessment was timely 25 4.69 .793 .629
Feedback on assessment was helpful 25 4.75 .447 .200
63
Table: 5 Assessment
Statement N Mean S.D Variance
The method of assessment were reasonable 25 4.81 .403 .163
Feedback on assessment was timely 25 4.69 .793 .629
Feedback on assessment was helpful 25 4.75 .447 .200
Table : 6 Instructor / Teaching Assistant Evaluation
Statement N Mean S.D Variance
I understood the lectures 25 4.75 .447 .200
The material was well organized and presented 25 4.69 .479 .229
The instructor was responsive to student needs and
problems
25 4.81 .403 .163
Had the instructor been regular throughout the course? 25 4.69 .602 .362
25
Table: 7 Tutorial
Statement N Mean S.D Variance
The material in the tutorials was useful 25 4.38 .885 .783
I was happy with the amount of work needed for tutorials 25 4.44 .814 .662
The tutor dealt effectively with my problems 25 4.38 .885 .783
25
Table: 8 Practical
Statement N Mean S.D Variance
the material in the practical was useful 25 4.44 .814 .663
the demonstration dealt effectively with my problem 25 4.56 .814 .662
Student Course Evaluation Questionnaire)
Department: Basic Reference and Information Sources Course No:
Course Title User Services in Libraries Name: Izhar Mohammad Year of Study: 2018 Semester/Term: 4th
Table: 1 Course Content and Organization
Statement N Mean S.D Variance
The course objectives were clear 25 4.50 .966 .933
The Course workload was manageable 25 4.94 .250 .062
The Course was well organized (e.g. timely 25 4.94 .250 .062
Table: 2 Learning Environment and Teaching Methods
Statement N Mean S.D Variance
I think the Course was well structured to achieve the
learning outcomes (there was a good balance of lectures,
tutorials, practical etc.)
25 4.56 .892 .796
64
The learning and teaching methods encouraged
participation
25 4.88 .342 .117
The overall environment in the class was conducive to
learning
25 4.88 .342 .117
Classrooms were satisfactory 25 4.50 .816 .667
25
Table: 3 Learning Resources
Statement N Mean S.D Variance
Learning materials (Lesson Plans, Course Notes etc.) were
relevant and useful.
25 4.88 .342 .117
Recommended reading Books etc. were relevant and
appropriatee Instructor arrives on time
25 4.88 .342 .117
The provision of learning resources in the library was
adequate and appropriate
25 4.50 .816 .667
The provision of learning resources on the Web was
adequate and appropriate ( if relevant)
25 4.88 .342 .117
Table:4 Quality of Delivery
Statement N Mean S.D Variance
The Course stimulated my interest and thought on 25 4.69 .479 .229
The pace of the Course was appropriate 25 4.63 .619 .383
Ideas and concepts were presented clearly 25 4.94 .250 .063
25
Table: 5 Assessment
N Mean
Std.
Deviation Variance
The method of assessment were reasonable 25 4.63 .619 .383
Feedback on assessment was timely 25 4.50 .966 .933
Feedback on assessment was helpful 25 4.69 .479 .229
Table: 6 Instructor / Teaching Assistant Evaluation
Statement N Mean S.D Variance
I understood the lectures 25 4.71 .470 .221
The material was well organized and presented 25 4.56 .814 .662
The instructor was responsive to student needs and
problems
25 4.69 .704 .496
Had the instructor been regular throughout the course? 25 4.63 1.025 1.050
25
Table: 7 Tutorial
Statement N Mean S.D Variance
The material in the tutorials was useful 25 4.69 .602 .362
I was happy with the amount of work needed for tutorials 25 4.62 .619 .383
The tutor dealt effectively with my problems 25 4.69 .602 .362
25
Table:8 Practical
Statement N Mean S.D Variance
the material in the practical was useful 25 4.69 .602 .363
65
the demonstration dealt effectively with my problem 25 4.63 .719 .517
25
Student Course Evaluation Questionnaire
Department: Library & Information Sciences Course No:
Course Title: Introduction to Statistics Name: Dr. Saeed Ullah Jan
Year of Study: 2018 Semester/Term: 3rd
Table1`: Course Content and Organization
Statement N Mean S.D Variance
The course objectives were clear 25 4.88 .342 .117
The Course workload was manageable 25 4.69 .479 .229
The Course was well organized (e.g. timely 25 4.44 .629 .396
25
Table: 2 Learning Environment and Teaching Methods
Statement N Mean S.D Variance
I think the Course was well structured to achieve the
learning outcomes (there was a good balance of lectures,
tutorials, practical etc.)
25 4.75 .447 .200
The learning and teaching methods encouraged
participation
25 4.94 .250 .062
The overall environment in the class was conducive to
learning
25 4.94 .250 .062
Classrooms were satisfactory 25 4.88 .342 .117
25
Table:3 Learning Resources
Statement N Mean S.D Variance
Learning materials (Lesson Plans, Course Notes etc.) were
relevant and useful.
25 4.63 1.025 1.050
Recommended reading Books etc. were relevant and
appropriate Instructor arrives on time
25 4.38 1.025 1.050
The provision of learning resources in the library was
adequate and appropriate
25 4.50 1.033 1.067
The provision of learning resources on the Web was
adequate and appropriate ( if relevant)
25 4.81 .403 .163
Table: 4 Quality of Delivery
Statement N Mean S.D Variance
The Course stimulated my interest and thought on 25 4.63 .806 .650
The pace of the Course was appropriate 25 4.44 1.263 1.596
Ideas and concepts were presented clearly 25 4.88 .342 .117
Table: 5 Assessment
66
Statement N Mean S.D Variance
The method of assessment were reasonable 25 4.63 .500 .250
Feedback on assessment was timely 25 4.56 .629 .396
Feedback on assessment was helpful 25 4.31 .602 .362
Table: 6 Instructor / Teaching Assistant Evaluation
Statement N Mean S.D Variance
I understood the lectures 25 4.50 .632 .400
The material was well organized and presented 25 4.75 .447 .200
The instructor was responsive to student needs and
problems
25 4.75 .447 .200
Had the instructor been regular throughout the course? 25 4.56 .512 .262
25
Table:7 Tutorial
Statement N Mean S.D Variance
The material in the tutorials was useful 25 4.69 .704 .496
I was happy with the amount of work needed for tutorials 25 4.69 .704 .496
The tutor dealt effectively with my problems 25 4.81 .544 .296
25
Table:8 Practical
Statement N Mean S.D Variance
the material in the practical was useful 25 4.56 .629 .396
the demonstration dealt effectively with my problem 25 4.50 .632 .400
Student Course Evaluation Questionnaire Department: Library & Information Sciences Course No:
Course Title: Organization of Information) Name: (Mr. Kashif Munir
Year of Study: 2018 Semester/Term: 4th
Table: 1 Course Content and Organization
Statement N Mean S.D Variance
The course objectives were clear 25
4.94 .250 .062
The Course workload was manageable 25
5.00 .000 .000
The Course was well organized (e.g. timely 25
5.00 .000 .000
Valid N (listwise) 25
Table:2 Learning Environment and Teaching Methods
Statement N Mean S.D Variance
I think the Course was well structured to achieve the learning
outcomes (there was a good balance of lectures, tutorials,
practical etc.)
25 4.81 .403 .163
The learning and teaching methods encouraged participation 25
5.00 .000 .000
67
The overall environment in the class was conducive to learning 25
5.00 .000 .000
Classrooms were satisfactory 25
4.94 .250 .062
Valid N (listwise) 25
Table: 3 Learning Resources
Statement N Mean S.D Variance
Learning materials (Lesson Plans, Course Notes etc.) were
relevant and useful.
25 4.94 .250 .062
Recommended reading Books etc. were relevant and
appropriatee Instructor arrives on time
25 4.81 .750 .563
The provision of learning resources in the library was adequate
and appropriate
25 4.88 .342 .117
The provision of learning resources on the Web was adequate
and appropriate ( if relevant)
25 4.94 .250 .062
Valid N (listwise) 25
Table: 4 Quality of Delivery
Statement N Mean S.D Variance
The Course stimulated my interest and thought on 25
4.94 .250 .062
The pace of the Course was appropriate 25
4.88 .342 .117
Ideas and concepts were presented clearly 25
5.00 .000 .000
Valid N (listwise) 25
Table: 5 Assessment
Statement N Mean S.D Variance
The method of assessment were reasonable 25
4.88 .342 .117
Feedback on assessment was timely 25
4.94 .250 .062
Feedback on assessment was helpful 25
4.94 .250 .062
Valid N (listwise) 25
Table: 6 Instructor / Teaching Assistant Evaluation
Statement N Mean S.D Variance
I understood the lectures 25
5.00 .000 .000
The material was well organized and presented 25
5.00 .000 .000
The instructor was responsive to student needs and problems 25
5.00 .000 .000
Had the instructor been regular throughout the course? 25
4.94 .250 .062
Valid N (listwise) 25
Table:7 Tutorial
Statement N Mean S.D Variance
The material in the tutorials was useful 25
4.94 .250 .062
68
I was happy with the amount of work needed for tutorials 25
4.94 .250 .062
The tutor dealt effectively with my problems 25
4.94 .250 .062
Valid N (listwise) 25
Table: 8 Practical
Statement N Mean S.D Variance
the material in the practicals was useful 25
4.88 .500 .250
the demonstration dealt effectively with my problem 25
4.81 .544 .296
Valid N (listwise) 25
Student Course Evaluation Questionnaire Department: Library & Information Sciences Course No:
Course Title Use of Emerging Technologies in Library Name: Mr. Khalid Usman
Year of Study: 2018 Semester/Term: 4th
Table: 1 Course Content and Organization
Statement N Mean S.D Variance
The course objectives were clear 25
4.88 .342 .117
The Course workload was manageable 25
5.00 .000 .000
The Course was well organized (e.g. timely 25
4.94 .250 .062
Valid N (listwise) 25
Table: 2 Learning Environment and Teaching Methods
Statement N Mean S.D Variance
I think the Course was well structured to achieve the learning
outcomes (there was a good balance of lectures, tutorials,
practical etc.)
25 4.81 .403 .163
The learning and teaching methods encouraged participation 25
5.00 .000 .000
The overall environment in the class was conducive to learning 25
5.00 .000 .000
Classrooms were satisfactory 25
4.88 .342 .117
Valid N (listwise) 25
Table: 3 Learning Resources
Statement N Mean S.D Variance
Learning materials (Lesson Plans, Course Notes etc.) were
relevant and useful.
25 4.88 .342 .117
Recommended reading Books etc. were relevant and appropriate
Instructor arrives on time
25 4.94 .250 .062
The provision of learning resources in the library was adequate
and appropriate
25 5.00 .000 .000
69
The provision of learning resources on the Web was adequate
and appropriate ( if relevant)
25 4.94 .250 .062
Valid N (listwise) 25
Table: 4 Quality of Delivery
Statement N Mean S.D Variance
The Course stimulated my interest and thought on 25
4.94 .250 .062
The pace of the Course was appropriate 25
4.88 .342 .117
Ideas and concepts were presented clearly 25
4.94 .250 .062
Valid N (listwise) 25
Table: 5 Assessment
Statement N Mean S.D Variance
The method of assessment were reasonable 25
4.88 .342 .117
Feedback on assessment was timely 25
4.88 .342 .117
Feedback on assessment was helpful 25
4.88 .342 .117
Valid N (listwise) 25
Table: 6 Instructor / Teaching Assistant Evaluation
Statement N Mean S.D Variance
I understood the lectures 25
5.00 .000 .000
The material was well organized and presented 25
5.00 .000 .000
The instructor was responsive to student needs and problems 25
4.94 .250 .062
Had the instructor been regular throughout the course? 25
4.88 .342 .117
Valid N (list wise) 25
Table:7 Tutorial
Statement N Mean S.D Variance
The material in the tutorials was useful 25
4.88 .342 .117
I was happy with the amount of work needed for tutorials 25
4.94 .250 .062
The tutor dealt effectively with my problems 25
5.00 .000 .000
Valid N (listwise) 25
Table: 8 Practical
Statement N Mean S.D Variance
the material in the practicals was useful 25
4.94 .250 .062
the demonstration dealt effectively with my problem 25
4.81 .544 .296
Valid N (listwise) 25
70
Student Course Evaluation Questionnaire Department: Library & Information Sciences Course No:
Course Professional Ethics Name: (Mohammad Shehab
Year of Study: 2018 Semester/Term: 4th
Statement N Mean S.D Variance
The course objectives were clear 25
4.94 .250 .062
The Course workload was manageable 25
5.00 .000 .000
The Course was well organized (e.g. timely 25
5.00 .000 .000
Valid N (listwise) 25
Table: 2 Learning Environment and Teaching Methods
Statement N Mean S.D Variance
I think the Course was well structured to achieve the learning
outcomes (there was a good balance of lectures, tutorials,
practical etc.)
25 4.75 .447 .200
The learning and teaching methods encouraged participation 25
4.69 1.250 1.563
The overall environment in the class was conducive to learning 25
4.31 1.401 1.963
Classrooms were satisfactory 25
4.56 1.263 1.596
Valid N (listwise) 25
Table: 3 Learning Resources
Statement N Mean S.D Variance
Learning materials (Lesson Plans, Course Notes etc.) were
relevant and useful.
25 4.56 1.263 1.596
Recommended reading Books etc. were relevant and appropriate
Instructor arrives on time
25 4.69 1.250 1.563
The provision of learning resources in the library was adequate
and appropriate
25 4.56 1.315 1.729
The provision of learning resources on the Web was adequate
and appropriate ( if relevant)
25 4.56 1.315 1.729
Valid N (listwise) 25
Table: 4 Quality of Delivery
Statement N Mean S.D Variance
The Course stimulated my interest and thought on 25
4.69 1.250 1.563
71
The pace of the Course was appropriate 25
4.50 1.317 1.733
Ideas and concepts were presented clearly 25
4.69 1.250 1.563
Valid N (listwise) 25
Table: 5 Assessment
Statement N Mean S.D Variance
The method of assessment were reasonable 25
4.56 1.263 1.596
Feedback on assessment was timely 25
4.63 1.258 1.583
Feedback on assessment was helpful 25
4.63 1.258 1.583
Valid N (listwise) 25
Table: 6 Instructor / Teaching Assistant Evaluation
Statement N Mean S.D Variance
I understood the lectures 25
4.50 1.414 2.000
The material was well organized and presented 25
4.88 .342 .117
The instructor was responsive to student needs and problems 25
4.44 1.413 1.996
Had the instructor been regular throughout the course? 25
4.56 1.263 1.596
Valid N (list wise) 25
Table:7 Tutorial
Statement N Mean S.D Variance
The material in the tutorials was useful 25
4.56 1.263 1.596
I was happy with the amount of work needed for tutorials 25
4.56 1.263 1.596
The tutor dealt effectively with my problems 25
4.81 .750 .563
Valid N (listwise) 25
Table:8Practical
Statement N Mean S.D Variance
the material in the practical’s was useful 25 4.81 .750 .563
the demonstration dealt effectively with my
problem 25 4.56 1.094 1.196
72
Appendix-V
Curriculum
ENGLISH I (Functional English) Course Code ENG 01101 Credit Hours 3
Objectives: To enhance language skills
To develop the critical thinking
Course Content
Basics of Grammar
Parts of speech and use of articles
Sentence structure, active and passive voice
Practice in unified sentence
Analysis of phrase, clause and sentence structure
Transitive and intransitive verbs
Punctuation and spelling
Comprehension
Answers to questions on a given text
Discussion
General topics and every-day conversation (topics for discussion to be at the discretion of
the teacher keeping in view the level of students)
Listening
To be improved by showing documentaries/films carefully selected by subject teachers
Translation skills
Urdu to English
Paragraph writing
Topics to be chosen at the discretion of the teacher
Presentation skills : Introduction
Recommended Readings:
1. Bloor, T., & Bloor, M. (2013). The functional analysis of English : a Hallidayan
approach. London: Routledge.
2. Boutin, M.-C., Brinand, S., Grellet, F., Maley, A., & Jones, C. (1987). Writing:
intermediate: University Press.
3. Fontaine, L. (2013). Analysing English grammar : a systemic-functional introduction.
4. Marsh, J. (2013). Study guide to english functional skills. [S.l.]: Coleridge Press.
5. Meed, J., & Rossetti, A. (2013). Functional skills English in context. Cheltenham: Nelson
Thornes.
6. Thomson, A. J., Martinet, A. V., & Draycott, E. (1986). A practical English grammar.
7. Tomlinson, B., & Ellis, R. (1987). Reading: upper-intermediate: Oxford University Press
ENGLISH II
73
(Communication Skills)
Course Code ENG 01201 Credit Hours 3
Objectives: Enable the students to meet their real life communication needs.
Course Contents
Paragraph writing
Practice in writing a good, unified and coherent paragraph
Essay writing
Introduction
CV and job application
Translation skills
Urdu to English
Study skills
Skimming and scanning, intensive and extensive, and speed reading, summary and précis
writing and comprehension
Academic skills
Letter/memo writing, minutes of meetings, use of library and internet
Presentation skills
Personality development (emphasis on content, style and pronunciation)
Note: documentaries to be shown for discussion and review
Recommended Readings:
1. Boutin, M.-C., Brinand, S., Grellet, F., Maley, A., & Jones, C. (1987). Writing:
intermediate: University Press.
2. Fontaine, L. (2013). Analyzing English grammar: a systemic-functional introduction.
3. Langan, J. (1987). Reading and Study Skills, Form B: McGraw-Hill.
4. Meed, J., & Rossetti, A. (2013). Functional skills English in context. Cheltenham: Nelson
Thornes.
5. Thomson, A. J., Martinet, A. V., & Draycott, E. (1986). A practical English grammar.
6. Tomlinson, B., & Ellis, R. (1987). Reading: upper-intermediate: Oxford University
Press.
7. Tomlinson, B., & Ellis, R. (1988). Reading: advanced: Oxford University Press.
8. Yorkey, R. (1982). Study skills for students of English: McGraw-Hill College.
ENGLISH III
(Technical Writing and Presentation Skills)
Course Code ENG 01301 Credit Hours 3
Objectives: Enhance language skills and develop critical thinking
Course Contents
Presentation skills
Essay writing
Descriptive, narrative, discursive, argumentative
Academic writing
How to write a proposal for research paper/term paper
74
How to write a research paper/term paper (emphasis on style, content, language, form,
clarity, consistency)
Technical Report writing
Recommended Readings:
1. Bradbury, A. (2010). Successful presentation skills. London; Philadelphia: Kogan Page.
2. Farrell, Y. (2008). Impactful presentations: best practice skills. Dublin: Management
Briefs.
3. Kirszner, L. G., & Mandell, S. R. (2011). Patterns for college writing: A rhetorical
reader and guide: Macmillan.
4. Langan, J. (2013). College writing skills with readings: Tata McGraw-Hill Education.
5. Marsh, J. (2013). Study guide to English functional skills. [S.l.]: Coleridge Press.
6. Tomlinson, B., & Ellis, R. (1988). Reading: advanced: Oxford University Press.
7. White, R. (1987). Writing: advanced: Oxford University Press.
8. Yorkey, R. (1982). Study skills for students of English: McGraw-Hill College. ENGLISH IV
(Seminar Based Oral Communication Skills)
Course Code ENG 01401 Credit Hours 3
Course Objectives
This course has been designed to impart understanding of effective communication, its
importance and needs, its purposes and benefits, its concepts and components and its problems
and barriers. Basically this course is meant to develop among the communication skill and
practices especially in the context of business. These primarily include language and word skills,
listening, massage and presentation skills, and interviewing, reporting and correspondence skills.
Procedures for Accomplishing the Objectives
• Lectures on Multi Media
• Class Discussions
• Projects/Assignments
• Presentations by students
• Questions and Answers sessions
• Conduction of seminars and workshops
• Regularity and Punctuality on the part of students in classes.
Week-1 Effective Communication in Business
Importance and benefits of effective communication
Components of communication
Concepts and problems of communication
Non-verbal communication
Week-2 The 7 C’s of Effective Communication
Completeness
Conciseness
Consideration
Concreteness
Clarity
Courtesy
Correctness
75
Week-3 The Process of Preparing Effective Business Messages
Five planning steps
Week-4 Strategies for Successful Speaking and Successful Listening
Strategies for improving oral presentation.
Strategies for reducing stage fright.
Strategies for improving listening skills
Week-5 Strategies for Successful Informative and Persuasive speaking
Purpose of informative and persuasive speaking.
Kinds of informative and persuasive speaking.
Audience analysis for informative and persuasive speaking.
Organization for informative and persuasive speaking.
Support for informative and persuasive speaking
Week-6 Strategies for Successful Interpersonal Communication
Dyadic communication.
Interviewing
Telephoning
Dictating
Week-7 Confidence Building
How to make PowerPoint Presentation
Strategies to build confidence
Techniques to make Power Point Presentation
Week-8/9 Making Oral Presentation
Purpose in oral presentation
Comparing written and oral messages
Planning strategies for your presentation
Choosing information to include in your presentation.
Organizing your information.
Delivering an effective presentation
Handling questions.
Making group presentations.
Week-10 Building Good Will
You attitude
Positive emphasis
Tone, power & politeness.
Reducing bias in business communication
Week-11 Public Speaking And Oral Reporting
Making formal speeches
Determination of presentation methods.
Consideration of personal aspects.
Audience analysis.
Appearance and body actions.
Use of voice.
Use of visual aids
Week-12 Additional Oral Communication Activities
Conducting and participating in meetings.
Techniques for participating in a meeting.
76
Interviewing people
Guidelines for the interviewee.
Dictating letters and reports.
Using the telephone.
Week-13 Non-Verbal Communication
Classification of non-verbal communication
Kinesics
Proxemics
Time language
Paralanguage
Physical context
Week-14 Communications in group meetings
Week-15 Writing Covering Letters
Resume
Week-16 Confidence building, tips to be impressive
Revision and Preparation
Learning Outcomes
i. Students will be able to comprehend the fundamentals of Oral Communication
ii. Students will be able to present their presentation assignments efficiently
iii. Students will be able to use their Oral communication skills efficiently to
communicate their feelings and values.
iv. Students will be able to analyze and address the ethical dilemmas through improved
Oral Communication skills
Recommended Readings:
1. Effective Business Communication by Herta Murphy
2. English for Modern Business by Ketteley and Thompson.
3. Business Communication Principles & applications by Glen, C.
4. Communication for results by Cheryl Hamilton.
PAKISTAN STUDIES
(Compulsory)
Course Code PAK 01102 Credit Hours 2
Introduction/Objectives
• Develop vision of historical perspective, government, politics, contemporary Pakistan,
ideological background of Pakistan.
• Study the process of governance, national development, issues arising in the modern age
and posing challenges to Pakistan.
Course Outline
1. Historical Perspective
a. Ideological rationale with special reference to Sir Syed Ahmed Khan, Allama
Muhammad Iqbal and Quaid-i-Azam Muhammad Ali Jinnah.
b. Factors leading to Muslim separatism
c. People and Land
i. Indus Civilization
ii. Muslim advent
iii. Location and geo-physical features.
77
2. Government and Politics in Pakistan
Political and constitutional phases:
a. 1947-58
b. 1958-71
c. 1971-77
d. 1977-88
e. 1988-99
f. 1999 onward
3. Contemporary Pakistan
a. Economic institutions and issues
b. Society and social structure
c. Ethnicity
d. Foreign policy of Pakistan and challenges
e. Futuristic outlook of Pakistan
Recommended Readings:
1. Amin, S. M. (2010). Pakistan's foreign policy: a reappraisal: Oxford University Press,
USA.
2. Amin, T. (1988). Ethno-national movements of Pakistan: Domestic and international
factors: Insitute of Policy Studies.
3. Burke, S. M., & Ziring, L. (1990). Pakistan's foreign policy: an historical analysis:
Oxford University Press, USA.
4. Hussain, A. (1988). Strategic issues in Pakistan's economic policy: Progressive
Publishers.
5. Mehmood, S. (1994). Pakistan Political Roots & Development: Lahore.
6. Noor ul Haq. (2009). Making of Pakistan: Political and the Military Perspective:
Reliance Publishing House.
7. Rizvi, A. (2003). The Political System of Pakistan. Hamdard university, KARACHI.
8. Rizvi, H. A. (2000). The Military & Politics in Pakistan, 1947-1997: Sang-E-Meel
Publication.
9. Wilcox, W. A. (1973). The Emergence of Bangladesh: American Enterprise Inst. for
Public Policy Research.
10. Zaidi, S. A. (2005). Issues in Pakistan's Economy.
11. Ziring, L. (1997). Pakistan in the twentieth century: A political history: Oxford
University Press Karachi.
ISLAMIC STUDIES
(Compulsory)
Course Code 01202 Credit Hours 2
Objectives:
This course is aimed at:
1 To provide Basic information about Islamic Studies
2 To enhance understanding of the students regarding Islamic Civilization
3 To improve Students skill to perform prayers and other worships
4 To enhance the skill of the students for understanding of issues related to faith and religious
life.
78
Detail of Courses
Introduction to Quranic Studies
1) Basic Concepts of Quran
2) History of Quran
3) Uloom-ul -Quran
Study of Selected Text of Holly Quran
1) Verses of Surah Al-Baqra Related to Faith (Verse No-284-286)
2) Verses of Surah Al-Hujrat Related to Adab Al-Nabi
(Verse No-1-18)
3) Verses of Surah Al-Mumanoon Related to Characteristics of faithful (Verse No-1-11)
4) Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)
5) Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)
Study of Selected Text of Holly Quran
1) Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6,21,40,56,57,58.)
2) Verses of Surah Al-Hashar (18,19,20) Related to thinking, Day of Judgment
3) Verses of Surah Al-Saf Related to Tafakar,Tadabar (Verse No-1,14)
Seerat of Holy Prophet (S.A.W)
1) Life of Muhammad Bin Abdullah ( Before Prophet Hood)
2) Life of Holy Prophet (S.A.W) in Makkah
3) Important Lessons Derived from the life of Holy Prophet in Makkah
Seerat of Holy Prophet (S.A.W) II
1) Life of Holy Prophet (S.A.W) in Madina
2) Important Events of Life Holy Prophet in Madina
3) Important Lessons Derived from the life of Holy Prophet in Madina
Introduction To Sunnah
1) Basic Concepts of Hadith
2) History of Hadith
3) Kinds of Hadith
4) Uloom –ul-Hadith
5) Sunnah & Hadith
6) Legal Position of Sunnah
Selected Study from Text of Hadith
Introduction to Islamic Law & Jurisprudence
1) Basic Concepts of Islamic Law & Jurisprudence
2) History & Importance of Islamic Law & Jurisprudence
79
3) Sources of Islamic Law & Jurisprudence
4) Nature of Differences in Islamic Law
5) Islam and Sectarianism
Islamic Culture & Civilization
1) Basic Concepts of Islamic Culture & Civilization
2) Historical Development of Islamic Culture & Civilization
3) Characteristics of Islamic Culture & Civilization
4) Islamic Culture & Civilization and Contemporary Issues
Islam & Science
1) Basic Concepts of Islam & Science
2) Contributions of Muslims in the Development of Science
3) Quranic & Science
Islamic Economic System
1) Basic Concepts of Islamic Economic System
2) Means of Distribution of wealth in Islamic Economics
3) Islamic Concept of Riba
4) Islamic Ways of Trade & Commerce
Political System of Islam
1) Basic Concepts of Islamic Political System
2) Islamic Concept of Sovereignty
3) Basic Institutions of Govt. in Islam
Islamic History
1) Period of Khlaft-E-Rashida
2) Period of Ummayyads
3) Period of Abbasids
Social System of Islam
1) Basic Concepts Of Social System Of Islam
2) Elements Of Family
3) Ethical Values Of Islam
Recommended Readings:
1. Bhatia, H. S. (1989). Studies in Islamic law, religion, and society. New Delhi: Deep &
Deep Publications.
2. Hamidullah, M. (1968). Muslim Conduct of State: Being a Treatise on Ciyar:
Muhammad Ashraf.
3. Hamidullah, M. (1980). Introduction to Islam: Apex.
4. Hamidullah, M. (1993). The Emergence of Islam. Islamic Research Institute
International Islamic University Islamabad, Pakistan.
5. Naik, Z., & Uganwi, A. R. (2010). Focus on Islam. New Delhi, India: Adam Publishers
& Distributors.
6. Tantawi, A., & Nainar, S. M. M. (1995). General introduction to Islam : the faith. Doha
Qatar: Ministry of Awqaf and Islamic Affairs.
7. Ullah, M. W. (2006). Muslim jurisprudence and the Quranic law of crimes: Adam
Publishers
80
MATHEMATICS
Course Code 01203 Credit Hours 3
Objectives : After completion of this course the student should be able to:
• Understand the use of the essential tools of basic mathematics;
• Apply the concepts and the techniques in their respective disciplines;
• Model the effects non-isothermal problems through different domains;
Contents
1. Algebra:
Preliminaries: Real and complex numbers, Introduction to sets, set operations,
functions, types of functions. Matrices: Introduction to matrices, types of
matrices, inverse of matrices, determinants, system of linear equations,
Cramer’s rule. Quadratic equations: Solution of quadratic equations, nature of
roots of quadratic equations, equations reducible to quadratic equations.
Sequence and Series: Arithmetic, geometric and harmonic progressions.
Permutation and combinations: Introduction to permutation and
combinations, Binomial Theorem: Introduction to binomial theorem.
Trigonometry: Fundamentals of trigonometry, trigonometric identities.
Graphs: Graph of straight line, circle and trigonometric functions.
Recommended Readings:
1. Dugopolski, M. (2007). College algebra and trigonometry. Boston: Pearson Addison-
Wesley.
2. Kaufmann, J. E. (1994). College algebra and trigonometry. Boston: PWS Pub. Co.
3. Lial, M. L., Hornsby, J., & Schneider, D. I. (2009). College algebra and trigonometry.
Boston: Pearson/Addison Wesley.
4. Ratti, J. S., & McWaters, M. (2011). College algebra and trigonometry. Boston:
Addison-Wesley.
5. Shaw, K. L., & Kaufmann, J. E. (1990). College Algebra and Trigonometry, 2d ed.(C):
National Council of Teachers of Mathematics.
6. Swokowski, E. W. (1981). Fundamentals of algebra and trigonometry. Boston,
Massachusetts: Pridle, Weber and Schmidt.
7. Walpole, R. E., & Ergle, W. D. (1982). Introduction to statistics : student study guide.
New York: Macmillan.
INTRODUCTION TO STATISTICS
Course Code 01302 Credit Hours 3
Unit 1. What is Statistics?
Definition of Statistics, Population, sample Descriptive and inferential Statistics,
Observations, Data, Discrete and continuous variables, Errors of measurement,
Significant digits, Rounding of a Number, Collection of primary and secondary data,
Sources, Editing of Data. Exercises.
Unit 2. Presentation of Data
Introduction, basic principles of classification and Tabulation, Constructing of a
frequency distribution, Relative and Cumulative frequency distribution, Diagrams,
81
Graphs and their Construction, Bar charts, Pie chart, Histogram, Frequency polygon and
Frequency curve, Cumulative Frequency Polygon or Ogive, Historigram, Ogive for
Discrete Variable. Types of frequency curves. Exercises.
Unit 3. Measures of Central Tendency
Introduction, Different types of Averages, Quantiles, The Mode, Empirical Relation
between Mean, Median and mode, Relative Merits and Demerits of various Averages.
properties of Good Average, Box and Whisker Plot, Stem and Leaf Display, definition of
outliers and their detection. Exercises.
Unit 4. Measures of Dispersion
Introduction, Absolute and relative measures, Range, The semi-Inter-quartile Range, The
Mean Deviation, The Variance and standard deviation, Change of origin and scale,
Interpretation of the standard Deviation, Coefficient of variation, Properties of variance
and standard Deviation, Standardized variables, Moments and Moments ratios. Exercises.
Unit 5. Probability and Probability Distributions.
Discrete and continuous distributions: Binomial, Poisson and Normal Distribution.
Exercises
Unit 6. Sampling and Sampling Distributions
Introduction, sample design and sampling frame, bias, sampling and non sampling errors,
sampling with and without replacement, probability and non-probability sampling,
Sampling distributions for single mean and proportion, Difference of means and
proportions. Exercises.
Unit 7. Hypothesis Testing
Introduction, Statistical problem, null and alternative hypothesis, Type-I and Type-II
errors, level of significance, Test statistics, acceptance and rejection regions, general
procedure for testing of hypothesis. Exercises.
Unit 8. Testing of Hypothesis- Single Population
Introduction, Testing of hypothesis and confidence interval about the population mean
and proportion for small and large samples, Exercises
Unit 9. Testing of Hypotheses-Two or more Populations
Introduction, Testing of hypothesis and confidence intervals about the difference of
population means and proportions for small and large samples, Analysis of Variance and
ANOVA Table. Exercises
Unit 10. Testing of Hypothesis-Independece of Attributes
Introduction, Contingency Tables, Testing of hypothesis about the Independence of
attributes. Exercises.
Unit 11. Regression and Correlation
Introduction, cause and effect relationships, examples, simple linear regression,
estimation of parameters and their interpretation. r and R2. Correlation. Coefficient of
82
linear correlation, its estimation and interpretation. Multiple regression and interpretation
of its parameters. Examples
Recommended Readings:
1. Agresti, A., & Finlay, B. (2009). Statistical methods for the social sciences. Upper Saddle
River, N.J.: Pearson Prentice Hall.
2. Bernstein, N. (2005). Statistics for the social sciences. Cape Town: Pearson/Maskew
Miller Longman.
3. Chaudhry, S. M. (2011). Introduction to statistical theory: Ilmi Kithab Khana.
4. Muhammad, F. (2000). Statistical methods and data analysis. Kitab Markiz, Faisalabad.
5. Sirkin, R. M. (2006). Statistics for the social sciences. Thousand Oaks, Calif.: Sage
Publications.
6. Walpole, R. E., & Ergle, W. D. (1982). Introduction to statistics : student study guide.
New York: Macmillan.
7. Wilcox, R. R. (1995). Statistics for the social sciences. San Diego: Academic Pr
INTRODUCTION TO INFORMATION TECHNOLOGY
Course Code 01103 3 Credit Hours
Description:
1. Introduction to Computers
2. Classification of Computers
3. Anatomy of Digital Computers
4. Number System
5. Introduction to Computer Software
6. Operating Systems
7. Programming Languages
8. Introduction to DBMS
9. Introduction to Telecommunications
10. Computer Networks
11. Internet and WWW
12. E-commerce
13. Introduction to Multimedia
Recommended Readings:
1. Bangia, R. (2008). Computer fundamentals and information technology. New Delhi:
Firewall Media.
2. Leon, A., & Leon, M. (1999). Fundamentals of information technology. Chennai: Leon
Techworld.
3. Martinet, A. V., & Thomson, A. J. (2006). A Practical English Grammar: Exercises, 1:
Oxford University Press.
4. Mohan, P. (2010). Fundamentals of computers, from http://site.ebrary.com/id/10416097
5. Rajaraman, V. (1999). Fundamentals of computers. New Delhi: Prentice-Hall of India.
6. Stair, R. M., & Reynolds, G. W. (2001). Fundamentals of information systems. Boston:
Course Technology.
7. Varley, D. (2003). Fundamental concepts of information technology. Mowbray [Cape
Town]: Future Managers.
83
FOUNDATION COURSES INFORMATION, LIBRARY AND SOCIETY
Course Code 0106 Credit Hours 3 Objectives:
• To explore the environment in which Library and Information professionals work.
• To understand social, political and economic context in which libraries and other
information agencies operate.
• To understand the nature of Library and Information and their role in society.
Description:
Nature of information and knowledge. Library and Information Profession, Library and its role
in Society. Information society. Communication and information management. Social
information. Economic aspects of information. Information policy. Freedom of information.
Information privacy. Intellectual property. Information ethics.
Recommended Readings:
1. Baker, D., & Evans, W. (2011). Libraries and society : role, responsibility and future in
an age of change, from
http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&A
N=683144
2. Campbell, J. W. P., & Pryce, W. (2013). The library : a world history.
3. Chowdhury, G. G. (2007). Librarianship : the complete introduction. London: Facet.
4. Ershova, T. V., Hohlov, Y. E., International Federation of Library, A., & Institutions.
(2002). Libraries in the information society, from
http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&A
N=628730
5. Hamilton, S., Seidelin, S., & Ifla/Faife. (2003). Intellectual freedom in the information
society, libraries, and the Internet. Copenhagen: IFLA/FAIFE.
6. Hornby, S., & Clarke, Z. (2003). Challenge and change in the information society.
London: Facet.
7. Lester, J., & Koehler, W. C. (2003). Fundamentals of information studies: understanding
information and its environment. New York: Neal-Schuman Publishers.
8. Society for the, P., & Improvement of, L. (1981). The role of the Society for the
Promotion and Improvement of Libraries in Pakistan : a brief survey. Karachi: The
Society.
9. Torr, J. D. (2003). The information age. San Diego: Greenhaven Press.
EVOLUTION OF LIBRARIES AND INFORMATION SOURCES
Course Code 01206 Credit Hours 3 Objectives:
• To give an overview of the evolution of libraries
• To give an overview of different formats of information and knowledge from ancient to
present times
• To develop basic understanding regarding these formats
Description:
84
Ancient records of knowledge. History of libraries. Evolution of alphabets. Clay
tablets,.Parchment. Papyrus roles. Codex. Invention of printing, Books. Serials--- Journals,
Magazines, Newspapers. Audio. Visual. Multimedia. Microforms.
Recommended Readings:
1. Bopp, R. E., & Smith, L. C. (2011). Reference and Information Services: An
Introduction: An Introduction: ABC-CLIO.
2. Chappel, W. (1980). A short history of the printed word. New York: Arno Pr.
3. Foot, P. W. R. (1967). The story of communications. Oxford; New York: Pergamon
Press.
4. Goker, A., & Davies, J. (2009). Information retrieval: Searching in the 21st century:
John Wiley & Sons.
5. Harris, M. H. (1995). History of libraries in the western world. Metuchen, N.J.:
Scarecrow Press.
6. Kilgour, F. G. (1998). The evolution of the book, from
http://site.ebrary.com/id/10358318
7. Liu, Z. (2008). Paper to digital : documents in the information age. Westport, Conn.:
Libraries Unlimited.
8. Staikos, K. (2012). History of the library in western civilization : from petrarch to
michelangelo. [Place of publication not identified]: Hes & De Graaf Publ.
9. Wilkie, C., Aslib, & Information Management, I. (1999). Managing film and video
collections. London: Aslib/Imi.
USER SERVICES IN LIBRARIES
Course Code 01305 Credit Hours 3
Objectives:
• To understand the types and terminology of user services in libraries.
• To develop skills for Planning, designing, implementing and evaluating effective user
services.
Description:
Introduction to user services. Circulation service. Reference and Information services. Referral
service. Current awareness service (CAS). Selective Dissemination of Information (SDI).
Documentation services. Translation services. Inter Library Loan (ILL) and Document Delivery.
Reprographic service. User education.
Recommended Readings:
1. Bopp, R. E., & Smith, L. C. (2001). Reference and information services: an introduction.
Englewood, Colo.: Libraries Unlimited.
2. Bopp, R. E., & Smith, L. C. (2011). Reference and Information Services: An
Introduction: An Introduction: ABC-CLIO.
3. Evans, G. E., Amodeo, A. J., & Carter, T. L. (1999). Introduction to library public
services, from
85
http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&A
N=18400
4. Goker, A., & Davies, J. (2009). Information retrieval: Searching in the 21st century:
John Wiley & Sons.
5. Janes, J. (2003). Introduction to reference work in the digital age: Neal Schuman Pub.
6. Katz, W. A. (1974). Introduction to reference work. Vol. I. 2nd ed. New York.
7. Katz, W. A. (1978). Introduction to reference work. Vol. 2. 3rd ed. New York
USE OF EMERGING TECHNOLOGIES IN LIBRARIES
Course Code 01403 Credit Hours 3
Objectives:
• To develop a conceptual understanding of information and other technologies used in
libraries.
• To develop practical skills in using library technologies.
Description:
Information and other library technologies. Hardware. Software. Operating systems.
Telecommunications and networks. Internet and WWW, barcode technology, wireless
technology and virtual private network (VPN). Social networking. Email. Word processing.
Spreadsheets. Presentation software. Desktop publishing. Databases. Library security systems.
Tele-lifts. Digitization hardware and software. Reprographic technology, Radio Frequency
Identification (RFID) Scanning.
Recommended Readings:
1. Burke, J. J. (2006). Library technology companion. New York: Neal-Schuman.
2. Ferguson, S., & Hebels, R. (2003). Computers for librarians: An introduction to the
electronic library. Wagga Wagga: Centre for Information Studies, Charles Sturt
University.
3. Miller, J. B. (2008). Internet technologies and information services. Westport, CT:
Libraries Unlimited.
4. Morley, D. (2007). Understanding computers: today and tomorrow. Boston, Mass:
Thomson/Course Technology.
5. Rowley, J. (2001). The electronic library. London: Library Association Publ.
6. Shelly, G. B., Cashman, T. J., & Vermaat, M. (2007). Discovering computers 2007: A
gateway to information. Boston, Mass: Thomson Course Technology.
ORGANIZATION OF INFORMATION
Course Code 01404 Credit Hours 3
Objectives:
• To introduce theories and trends of bibliographic description and subject analysis.
86
• To understand concepts of organization of both print and electronic information.
• To give an overview of the efforts of information organization in Pakistan.
Description:
Historical development of the organization of information. Systems for organization of
information: Environments, Storage and Retrieval tools, Encoding standards, Cataloguing Codes
and its modern aspects Resource Description and Access (RDA), Current systems. The
information organization process: Surrogate/Metadata records: Description, Access; Authority
control. Subject access: Analysis, Verbal subject approaches, Classification. Organization and
administration: Arrangement, Management issues. Problems of information organization in
Pakistan.
Recommended Readings:
1. Chan, LLouis Mai.(1994). Cataloguing and Classification: An introduction. 2nd ed. New
York: Mc Graw Hill.
2. Coleman, A. (2004). Guide to selecting and cataloging quality WWW resources for the
small library. Fairfield, CA: LRACCC.
3. Harvey, D. R., Hider, P., & Harvey, D. R. (2004). Organising knowledge in a global
society: Principles and practice in libraries and information centres. Wagga Wagga,
N.S.W.: Centre for Information Studies, Charles Sturt University.
4. International Federation of Library Associations and Institutions. (2002). ISBD(M):
International Standard Bibliographic Description. (2002). Available at:
www.ifla.org/VII/s13/pubs/isbd_m0602.pdf
5. Khurshid, Anis (1993). Jadid Catalogue Sazi, Islamabad: Muqtadara Qumi Zaban.
6. Rowley, J. E., & Farrow, J. (2000). Organizing knowledge: An introduction to managing
access to information. Aldershot, Hampshire: Gower.
7. Svenonius, E. (2000). The intellectual foundation of information organization.
Cambridge, Mass: MIT Press.
8. Taylor, A. G., & Joudrey, D. N. (2008). The organization of information. Westport,
Conn: Libraries Unlimited.
BASIC REFERENCE AND INFORMATION SOURCES
Course Code 01405 Credit Hours 3
Objectives:
• The primary intent is to acquaint students with basic reference sources and learn about a
few standard titles in each of the basic categories.
• Enable them to retrieve information efficiently using these information sources.
Description:
Definition. Evaluation Criteria. Bibliographies and its types, Basic guides to reference materials,
Library catalogs; Serials guides; Indexes and abstracts; HEC NDL; Dictionaries and thesauri;
Almanacs and fact books; Encyclopedias; Directories; Biographical sources; Geographical
sources-- Maps, atlases & gazetteers; Reference Web sites; Internet Public Library). Evaluation
Recommended Readings:
87
1. Basic reference sources. http://www.lili.org/forlibs/ce/able/course11/welcome-2.htm
2.
3. Bopp, R. E., & Smith, L. C. (2011). Reference and information services : an
introduction. Santa Barbara, Calif.: Libraries Unlimited.
4. Goker, A., & Davies, J. (2009). Information retrieval: Searching in the 21st century:
John Wiley & Sons.
5. Harper, M. (2011). Reference sources and services for youth. New York, NY: Neal-
Schuman Publishers.
6. Jadhav, U. S., & Jange, S. (2012). Library and information sources and services. New
Delhi: Regency Publications.
7. Janes, J. (2003). Introduction to reference work in the digital age: Neal Schuman Pub.
8. Katz, W. A. (2002). Introduction to reference work: Vol. 1, Basic information services.
Boston: McGraw-Hill
9. Loyd, S., Building Services, R., & Information, A. (1993). Information sources for
building services professionals: BSRIA.
10. Singh, G. (2013). Information sources, Services and Systems. India; New Delhi: PHI
Learning Private Limited.
MANAGEMENT OF LIBRARY AND INFORMATION SERVICES
Course Code 01606 Credit Hours 3
Objectives:
• To understand functions of management and their underlying theoretical concepts.
• To understand how these functions can be applied to provide effective Library and
Information services.
Description:
Basic theories and principles of administration for effective management of public, academic,
and special libraries and information centers, with emphasis on planning, organizing, staffing,
directing, coordinating, reporting, and budgeting. Administrative aspects of public and technical
services, facilities, rules and regulations, evaluation, public relations, inter-agency cooperation,
and change management. Library space management. and time management
Recommended Readings:
1. Balakrishnan, S., & Paliwal, P. K. (2001). Management of library information services.
New Delhi: Anmol Publications.
2. Evans, G. E., Layzell Ward, P., Rugaas, B., & Evans, G. E. (2007). Management basics
for information professionals. New York: Neal-Schuman.
3. Massis, B. E. (2003). The practical library manager. New York: Haworth Press.
4. Poynton, C. (2008). Managing the evolution of library and information services. London,
UK; Peoria, IL: Ark Group.
5. Stueart, R. D. & Moran, B. B. (2007). Library and information center management.
Greenwood Village, CO: Libraries Unlimited.
88
6. Sajjad-ur-Rehman(1993). Elm-e-Intezamyat: Taaruf aur kutub khano par etlaq.
University of the Punjab Lahore. PULSAA.
INTRODUCTION TO PUBLISHING AND BOOK TRADE
Course Code 01502 Credit Hours 3
Objectives:
• To develop understanding of the information industry dynamics
• To develop learning about dealing with commercial and non commercial publishers in
libraries context
Description:
What is publishing? A brief history of publishing; Scholarly publishing/communication; Job of
publisher. Types of publishers—commercial, non-commercial. Electronic publishing. Dynamics
of foreign and local book trade in Pakistan; Acquisition of foreign books. Journals and databases
in libraries of Pakistan: procedure and problems. Vendors, book-sellers and distributors. Library
rates and rebates.
Recommended Readings:
1. Gorman, G. E. (2005). Scholarly publishing in an electronic era. London:Facet.
2. Ameen, K. (2008). Issues of book acquisition in university libraries: A case study of
Pakistan. Library Philosophy and Practice.
http://www.webpages.uidaho.edu/~mbolin/lpp2008.htm
3. BUBL Link. Electronic publishing. Available at
http://bubl.ac.uk/LINK/e/electronicpublishing.htm
4. De Sompel, H. V., et al. (2004). Rethinking scholarly communication: Building the
system that scholars deserve. D-Lib Magazine, 10 (9). Available at:
http://www.dlib.org/dlib/september04/vandesompel/09vandesompel.html 5. Evans, G. E., & Margaret, Z. (2005). Developing library and information center collections. Littleton, CO: Libraries
Unlimited. (Chap. 11)
6. NBCP. (1981). Problems of book distribution in Pakistan. Karachi.
7. NBCP. (1981). Problems of book publishing in Pakistan. Karachi.
8. NBCP. (1981). Problems of periodical publishing in Pakistan. Karachi.
9. Wilkinson, F. C., & Lewis, L. K. (2009). The complete guide to acquisitions
management. Littleton, CO: Libraries Unlimited.
10. Wilson, T. (1997). Electronic publishing and the future of the book. Information
Research, 3 (2). Available at: http://informationr.net/ir/3-2/paper39.html
11. Ibrahim Saad (1994) Readers on Book publishing in Pakistan. Royal book co
89
RESEARCH METHODOLOGY
Course Code 01501 Credit Hours 3
Objectives:
• To understand basic concepts, terminology and process of social science research within
the Library and Information Science field.
Description:
Definition. Types of research, Research methods, Research problem, Theory formulation,
Literature review, Research questions / hypotheses, Sampling, Data collection, Data analysis and
Interpretation, Research Proposal, Report writing, End note, Dissemination of results, Research
ethics, Research in Library & Information Science.
Recommended Readings:
1. Babbie, E. R. (2007). The practice of social research. Belmont, CA: Wadsworth
Publishing.
2. Beck, S. E., & Manuel, K. (2007). Practical research methods for librarians and
information professionals. New York: Neal-Schuman.
3. Leedy, Paul D., and Jeanne Ellis Ormrod. 2005. Practical research: Planning and design.
Upper Saddle River, NJ: Merrill Prentice Hall.
4. Pickard, A. J. (2007). Research methods in information. London: Facet.
5. Powell, R. R., & Connaway, L. S. (2004). Basic research methods for librarians.
Westport, Conn: Libraries Unlimited.
6. Moore, Nick (2000). How to do research: the complete guide to designing & managing
research projects. London: Library Association
COLLECTION DEVELOPMENT & MANAGEMENT
Course Code 01602 Credit Hours 3
Objectives:
• To recognize methods, problems, and challenges of collection development and
management.
• To develop constructive approaches to investigate and resolve problems of collection
development and management
• To understand current issues in collection development and management faced in various
types of libraries.
Description:
Basic concepts. Planning for the management of Library & Information resources. Collection
development policies. Selection and acquisition of Library & Information resources. Evaluation
of library collections. Collection development and management of electronic resources.,
Intellectual freedom and censorship,
Deselection & preservation, Write off and weeding the library material.
90
Recommended Readings:
1. American Library Association, Office for Intellectual Freedom. (2005). Intellectual
freedom manual. Chicago: ALA.
2. Bridges, K. (2014). Customer-based collection development : an overview.
3. Chapman, L. (2008). Managing acquisitions in library and information services. New
York: Neal-Schuman.
4. Disher, W. (2007). Crash course in collection development. Westport, Conn.: Libraries
Unlimited.
5. Evans, G. E. (2005). Developing libraries and information center collections.
Englewood, Colorado: Libraries Unlimited.
6. Gregory, V. L. (2011). Collection development and management for 21st century library
collections: an introduction. New York: Neal-Schuman Publishers.
7. Hoffmann, F. W., & Wood, R. J. (2005). Library collection development policies :
academic, public, and special libraries. Lanham, Md.: Scarecrow Press.
8. Johnson, P. (2009). Fundamentals of collection development and management. Chicago:
American Library Association.
9. Mukherjee, A. K. (1974). Book selection : principles, practices & tools. Calcutta: World
Press Private.
10. Wilkinson, F. C., & Lewis, L. K. (2003). The complete guide to acquisitions
management. Westport, Conn: Libraries Unlimited.
MAJOR COURSES APPLIED CLASSIFICATION
Course Code 01503 Credit Hours 3 Objectives:
• To develop practical skills in using classification schemes and assigning subject headings
and Cutter numbers.
Description:
Dewey Decimal Classification (Print, e-DDC and other online editions). Sear’s List of Subject
Headings / Library of Congress Subject Headings. Call number (Cutter Table and author mark).
Other Classification Schemes.
Recommended Readings:
1. Broughton, V. (2008). Essential Library of Congress Subject Headings. New York: Neal-
Schuman.
2. Chan, L. M., & Mitchell, J, S. (2003). Dewey Decimal Classification: Principles and
application. Dublin, OH: OCLC Online Computer Library Center.
3. Chan, L.M. (2007). Cataloging and classification: An introduction. Lanham, MD:
Scarecrow Press.
4. Dewey, M. et al. (2003). Dewey decimal classification and relative index. Dublin, Ohio:
OCLC Online Computer Library Center.
5. Goodsell, J., & Sears, M. E. (2007). Sears list of subject headings. HW Wilson.
91
6. Lazarinis, F. (2015). Cataloguing and classification : an introduction to AACR2, RDA,
DDC, LCC, LCSH and MARC 21 standards, from
http://proquest.safaribooksonline.com/?fpi=9780081001615
7. Library of Congress. Library of Congress Subject Headings. 21st ed.
8. Neigel, C., & Canadian Library, A. (2014). An introduction to Dewey decimal & Library
of Congress classification systems: a workbook.
9. Taylor, A. G. (2006). Introduction to cataloging and classification. Westport, CT;
Libraries Unlimited.
APPLIED CATALOGUING
Course Code 01504 Credit Hours 3
Objectives:
• To develop practical skills in making catalog entries of print and other materials.
Description:
Anglo-American Cataloguing Rules, MARC and RDA ALA Filing Rules, Cataloguing of book
and non-book materials, Metadata standards, Copy Cataloguing, Cataloguing of Oriental Names.
Recommended Readings:
1. American Library Association. (2005). Anglo-American cataloguing rules. Chicago:
ALA.
2. Caplan, P. (2003). Metadata fundamentals for all librarians. Chicago: American
Library Association.
3. Chan, L.M. (2007). Cataloging and classification: An introduction. Lanham, MD:
Scarecrow Press.
4. Evans, G. E., Intner, S. S., & Weihs, J. (2002). Introduction to technical services.
Greenwood Village, CO: Libraries Unlimited.
5. Hillmann, D., & Westbrooks, E. L. (2004). Metadata in practice. Chicago: American
Library Association.
6. Khurshid, A. (1964). Cataloguing of Pakistani names. [Karachi.
7. Library of Congress. (2006). MARC 21 concise formats. Washington: Library of
Congress, Cataloging Distribution Service.
8. Taylor, A. G. (2006). Introduction to cataloging and classification. Westport, CT;
Libraries Unlimited.
9. Zeng, M. L., & Qin, J. (2008). Metadata. New York: Neal-Schuman.
RESOURCE SHARING AND NETWORKING
Course Code 01703 Credit Hours 3
Objectives:
• To introduce the concepts and practices of resource sharing in libraries.
• To introduce the concepts and practices of Library and Information Networking.
92
Description:
Concept, scope and importance of resource sharing in various types of libraries. Pre-requisites.
Functions, systems and techniques. Fundamental concepts, types (LAN, MAN, WAN, Intranet,
Internet and topology of networking. Basic data communication concept. Networking devices.
Network protocols. OSI Model. CD-ROM and OCLC based networks, networking and resource
sharing in microcomputer environment. Resource Sharing and Networking in Pakistan.
Recommended Readings:
1. Alberta, Department of Municipal, A., & Public Library Services, B. (2012). Resource
Sharing Operational Policy for Public Libraries. December 2012
2. Kurose, J. F., & Ross, K. W. (2007). Computer networking: A top-down approach
featuring the Internet. Boston: Pearson/Addison Wesley.
3. Lee, S. H. (2003). Impact of digital technology on library collections and resource
sharing. Binghamton, N.Y.: Haworth.
4. Sampath Kumar, G. K. (2012). Resource sharing and networking in digital libraries.
New Delhi: Akhand Pub. House.
5. Tanenbaum, A. S. (2003). Computer networks. Upper Saddle River, N.J.: Prentice Hall.
6. Tomsho, G. (2006). Guide to networking essentials. Cambridge, Mass: Course
Technology.
7. Webster, P. (2006). Library resource sharing networks. Baltimore, MD: The Johns
Hopkins University Press.
QUANTITATIVE RESEARCH METHODS
Course Code 01605 Credit Hours 3
Objectives:
• To introduce the concepts of quantitative research methods.
• To develop practical skills in conducting quantitative research in Library and Information
settings.
Description:
Nature and types of quantitative research. Difference with other research methods. Experimental
designs. Content analysis. Bibliometrics. Formulation of hypothesis. Sampling techniques and
sample statistics. Instrument construction. Measurement scales. Descriptive and inferential
statistics. SPSS software. Quantitative research methods in Library and Information Science.
Overview of SPSS, AMOS, and other modern quantitative research techniques.
Recommended Readings:
1. Clayton, P., & Gorman, G. E. (2009). The information professional's guide to
quantitative research: A practical handbook. London: Facet.
2. Egghe, L., & Rousseau, R. (2001). Elementary statistics for library and information
service management. London: ASLIB-IMI.
93
3. Levin, J., & Fox, J. A. (2007). Elementary statistics in social research: The essentials.
London: Pearson Education.
4. Neuman, W. L., & Kreuger, L. (2003). Social work research methods: Qualitative and
quantitative approaches. Allyn and Bacon.
5. Patten, M. L. (2001). Questionnaire research: A practical guide. Los Angeles, CA:
Pyrczak Pub.
6. Bell, Judith( 1999)Doing your research project: a guide for the first time researchers in
educational & social sciences. New Delhi. Viva Books.
QUALITATIVE RESEARCH METHODS
Course Code 01706 Credit Hours 3
Objectives:
• To develop basic understanding of the theory of qualitative research methodology
• To learn the application of qualitative methods to LIS.
Description:
Defining and understanding qualitative research design. Differences and relation with
quantitative research design. Major qualitative data collection methods; Observation, interview,
focus group, field notes, content analysis etc.; Interpreting and reporting qualitative research.
ENVIVO and other softwares in qualitative research techniques.
Recommended Readings:
1. Cresswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five
approaches. Thousand Oaks: Sage.
2. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods
approaches: Sage publications.
3. Gorman, G. E., Clayton, P., Shep, S. J., & Clayton, A. (2005). Qualitative research for
the information professional: A practical handbook. London: Facet.
4. Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Thousand Oaks,
CA: Sage.
5. Patton, M. Q. (2005). Qualitative research: Wiley Online Library.
LIBRARY & INFORMATION SERVICES IN PAKISTAN
Course Code 01701 Credit Hours 3
Objectives:
• To introduce students with basics of librarianship in Pakistan
• To develop broad-based understanding of the major aspects of librarianship in Pakistan
Description:
Structure of Libraries-- National, Academic, Public, Special; Schools Library resources and
services. Use of ICTs in libraries; Challenges faced by libraries and librarians. Legislation,
standards, policies. Rules for purchase e.g., Pepra rules. service structure etc. Future prospects.
Library Education and training. Job opportunities for LIS professionals. Library associations.
Library literature. Library committee rules.
94
Recommended Readings:
1. Ameen, K., Ali, R. A., & Tahami, M. A. (2008). Emerging paradigm in librarianship: A
call for innovation. Proceeding of the PLA Golden Jubilee International Conference
2007. Lahore: PLA (Punjab)
2. Hallmarks of Library and Infornation services in Pakistan. Mohammad Asghar ,Afzal
Haq qurshi and Syed Jamil Rizvi. Lahore. PULSAA.
3. Mahmood, K. (1998). Information technology in libraries. Lahore: Pak Book
Corporation.
4. National Library of Pakistan. http://www.nlp.gov.pk/
5. Sajjad-Ur-Rehman(1992) Library Education in Pakistan: Past present & future. Lahore.
PULSAA
6. Waheed, Abdul . (2011) The evolution of education in LIS in Pakistan and United
Kingdom: a comparative study. Saarbrucken (Germany) VDM Verlag
INDEXING AND ABSTRACTING
Course Code 01702 Credit Hours 3
Objectives:
• To introduce concepts of indexing and abstracting.
• To develop practical skills in preparing indexes and abstracts.
Description:
Principles and methods of indexing and abstracting. Manual and computerized indexing
processes for different kinds of indexes including Indexing and Abstracting (I & A). LISA,
AGRICULA, Index Islamicus and Pakistan Periodical Index databases, back-of-book indexes,
website indexes, etc. Vocabulary control. Basic techniques of thesaurus construction. Theory
and practice of indexing for specialized formats and subjects. Types, formats and techniques of
abstracts. Current issues in automatic indexing and abstracting.
Recommended Readings:
1. Broughton, V. (2006). Essential thesaurus construction. New York: Neal-Schuman.
2. Cleveland, D. B., & Cleveland, A. D. (2000). Introduction to indexing and abstracting.
Littleton, Colo: Libraries Unlimited.
3. Lancaster, F. W. (2003). Indexing and abstracting in theory and practice. Champaign,
Illinois: University of Illinois.
LIBRARY AUTOMATION SYSTEMS
Course Code 01604 Credit Hours 4
Objectives:
• To introduce functions of library automation systems.
• To develop practical skills in using state of the art library automation systems.
95
Description:
Overview of library automation systems (Integrated Library System). Systems analysis for
library automation: hardware, software, and networks. Relevant technical standards. Planning
and acquisition of library automation systems. Request for proposals; contract negotiation;
implementation, maintenance and evaluation. Retrospective conversion. Structure of the library
automation industry. Overview of the major library automation Modules: Acquisitions
Cataloguing OPAC Services Circulation; Serials Inter-library loan and collections management;
and reference. Role of library staff, senior management, library systems personnel, other
librarians, vendors and consultants.
Recommended Readings:
1. Bilal, D. (2002). Automating media centers and small libraries: A microcomputer-based
approach. Englewood, CO: Libraries Unlimited.
2. Bolan, K., & Cullin, R. (2007). Technology made simple: An improvement guide for
small and medium libraries. Chicago: American Library Association.
3. Ferguson, S., & Hebels, R. (2003). Computers for librarians: An introduction to the
electronic library. Wagga Wagga: Centre for Information Studies, Charles Sturt
University.
4. Ingersoll, P., & Culshaw, J. (2004). Managing information technology: A handbook for
systems librarians. Westport, CT: Libraries Unlimited.
5. Kochtanek, T. R., & Matthews, J. R. (2002). Library information systems: From library
automation to distributed information access solutions. Library and information science
text series. Westport, CT: Libraries Unlimited.
6. Matthews, J. R. (2004). Technology planning: Preparing and updating a library
technology plan. Westport, CT: Libraries Unlimited.
7. Schultz-Jones, B. (2006). An automation primer for school library media centers and
small libraries. Worthington, Ohio: Linworth Pub.
MARKETING OF LIBRARY AND INFORMATION SERVICES
Course Code 01505 Credit Hours 3
Objectives:
• To introduce basic concepts of marketing
• To introduce marketing in library and information settings.
• To develop practical skills in preparing marketing plan for library and information
services.
Description:
Basic concepts of Marketing---market, (market segmentation, clients needs, wants, demand,
transaction, target market, product, service). What is Library marketing? Marketing Process;
Application of marketing concepts to library and information services, Market research.
Developing Marketing Mix ---Ps and Cs and its application in Library environment Marketing
audit. E-Marketing, Websites and Social Media.
96
Recommended Readings:
1. Andreasen, A. R., & Kotler, P. (2003). Strategic marketing for nonprofit organizations.
Upper Saddle River, NJ: Prentice Hall.
2. Broady, J. (2000). Strategic marketing for library and information services. London:
Library Association.
3. De Saez, E. E. (2002). Marketing concepts for libraries and information services.
London: Facet Pub.
4. Mathews, B. (2009). Marketing today’s academic library. Chicago: American Library
Association.
5. Rowley, J. E. (2006). Information marketing. Aldershot, Hants, England: Ashgate.
6. Walters, S. (2004). Library marketing that works. New York: Neal-Schuman.
7. Zeithaml, V. A. (2007). Services marketing: integrating customer focus across the firm.
Toronto: McGraw-Hill Ryerson.
INFORMATION STORAGE AND RETRIEVAL
Course Code 01801 Credit Hours 3
Objectives:
• To understand concepts, terminology and systems of information storage and retrieval.
• To develop practical skills in searching online information.
Description:
Information representation. Basic concepts of database design and management. Information
storage devices. Search processes. User needs and interview skills; inverted index and parsing
rules. OPACs. Online databases. Web search engines, Web Discovery tools scoopas, Web of
Knowledge, Thompson readers. Dropbox, Google doc etc., OPACs, Online databases, Web
search engines. Searching Techniques, keywords extraction, Stop words. Boolean logic. Vector
space. Truncation. Phrase search. Word proximity. Reserved words. Prefix/suffix fields. Search
strategies. Issues of database licensing. Information brokers. HEC Digital Library. Evaluation of
information retrieval systems.
Recommended Readings:
1. Barker, J. (2007). Finding information on the Internet: A tutorial. University of
California at Berkeley.
2. Bell, S. S. (2009). Librarian's guide to online searching. Westport, Conn: Libraries
Unlimited.
3. Chowdhury, G. G. (2004). Introduction to modern information retrieval. London: Facet.
4. Chu, H. (2003). Information representation & retrieval in the digital age. Medford, NJ:
Information Today
5. Kowalski, G. J., & Maybury, M. T. (2000). Information storage and retrieval. Boston:
Kluwer.
Meadow, C. T., Kraft, D. H., & Boyce, B. R. (2007). Text information retrieval systems.
San Diego: Academic Press
97
INFORMATION LITERACY
Course Code 01603 Credit Hours 3
Objectives:
• To understand basic concepts and terminology of information literacy.
• To develop practical skills for designing, delivering and evaluating information literacy
programs.
Description:
Concepts, components and models of information literacy (IL) Query building. Teaching and
training fundamentals. Learning and reading styles. Instructional strategies, Managing large and
small instruction programs. Designing online information literacy instruction modules. Creating
successful instruction classes. Evaluating information literacy programs.
Recommended Readings:
1. Avery, E. F. (2003). Assessing student learning outcomes for information literacy
instruction in academic institutions. Chicago: Association of College and Research
Libraries.
2. Conroy, H., & Webb, J. (2009). A guide to teaching information literacy. New York:
Neal-Schuman.
3. Cox, C. N., & Lindsay, E. B. (2008). Information literacy instruction handbook. Chicago:
American Library Association.
4. Eisenberg, M., Lowe, C. A., Spitzer, K. L., & Spitzer, K. L. (2004). Information literacy:
Essential skills for the information age. Westport, Conn: Libraries Unlimited.
5. Grassian, E. S., & Kaplowitz, J. R. (2005). Learning to lead and manage information
literacy instruction. New York: Neal-Schuman.
6. Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and
practice. New York: Neal-Schuman.
7. Riedling, A. M. (2007). An educator’s guide to information literacy. Westport, Conn.:
Libraries Unlimited.
8. Smith, S. S. (2006). Web-based instruction: A guide for libraries. Chicago: American
Library Association
.
RESEARCH PROJECT AND/OR INTERNSHIP
Course Code 01804 Credit Hours 6
Objectives:
• To develop practical skills in research to solve Library and Information related problems.
• To give practical exposure to the students to work in libraries and information centers.
Description:
It should be a supervised research project on an information management problem. The student
will apply one or more established methodologies to collect and analyze data and communicate
the results in a written report.
98
INTERNSHIP
Objective:
• To give practical exposure to the students to work in libraries and information centers.
Description
A full time work experience in a selected library or information centers under supervision of the
internal and external supervisors. The student will communicate the results in a written report.
ELECTIVE COURSES DIGITAL LIBRARIES
Course Code 01704 Credit Hours 3
Objectives:
• To understand fundamental issues, problems, and approaches to digital libraries.
• To develop skills for designing digital libraries.
Description:
Concepts and issues of Digital Libraries (DL). Evolution of Digital Libraries. DL communities.
Content creation. Different file formats. Digitization. DL architecture. Elements of a DL. DOI,
Open URL, Cross Ref and other aspects. DL content management issues. Metadata and other
resource discovery issues. Access control and DRM, security and preservation issues. DL soft
wares.
D space, greenstone. Institutional Repository Digital Libraries in Pakistan.
Recommended Readings:
1. Ali, A. (2007). Digital libraries and information networks. New Delhi: Ess Ess
Publications.
2. Arms, W. Y. (2000). Digital libraries. Cambridge, Mass: MIT Press.
3. Bishop, A. P., Van House, N. A., & Buttenfield, B. P. (2003). Digital library use: Social
practice in design and evaluation. Digital libraries and electronic publishing. Cambridge,
Mass: MIT Press.
4. Vishwakarma, M. L., & Parashar, V. (2014). Changing role of library professionals &
libraries in the digital age.
5. Chowdhury, G. G., & Chowdhury, S. (2002). Introduction to digital libraries. New York:
Neal-Schuman.
6. Lesk, M., & Lesk, M. (2005). Understanding digital libraries. Amsterdam: Elsevier.
7. Reese, T., & Banerjee, J. K. (2008). Building digital libraries: A how-to-do-it manual for
librarians. New York: Neal-Schuman.
8. Satpathy, S. K., Swain, C., & Rautaray, B. (2008). Libraries in digital environment:
problems and prospects. New Delhi, India: Mahamaya Pub. House.
9. Singh, C. P. (2008). Digital libraries: tools & techniques. New Delhi, India: Alfa
Publications.
10. Singh, S. P. (2009). Classification and cataloguing in digital libraries. New Delhi, India:
Omega Publications.
99
11. Witten, I. H. (2003). How to build a digital library. New York: Elsevier Science.
MEDIA LIBRARIANSHIP
Course Code Credit Hours 3
Objectives:
• To introduce Multi-media used for information storage and retrieval.
• To develop skills for handling Multi-media in libraries.
Description:
Introduction to media librarianship. Nature and characteristics of Audio-visual and other non-
print materials: CDs, DVDs, and social media. Acquisition, organization and use of multi-media
materials; types and formats of microforms; equipment required to use different formats;
comparison and economics of print, microform and computer products; services and production
of AV and microforms; role of multimedia in dissemination of information with special
reference to educational institutions/academic libraries.
Recommended Books:
1. Handman, G. P. (2002). Video collection development in multitype libraries: A handbook.
Westport, CT: Greenwood Press.
2. Schopflin, K. (2008). A handbook for media librarians. New York: Neal-Schuman.
DATABASE DESIGN & MANAGEMENT
Course Code Credit Hours 3
Objectives:
• To understand basic concepts, terminology, methods, and issues related to database
systems, database design and database management.
• To be familiar with a database software.
Description:
Overview of databases and database design. Components of a Database Management System
(DBMS). Logical modeling and E-R diagramming. The relational model. Normalization.
Physical modeling. Querying a database. Issues and Trends in DBMS. Creating a database
application. Testing, prototyping and hosting. SQL servers.
Recommended Readings:
1. Connolly, T. M., & Begg, C. E. (2004). Database solutions: A step-by-step guide to
building databases. Harlow, England: Pearson/Addison Wesley.
2. Groh, M. (2007). Access 2007 bible. Indianapolis, Ind: Wiley Publishing.
100
WEB DEVELOPMENT
Course Code Credit Hours 3
Objectives:
• To develop practical skills in designing Web based services for libraries and information
centers.
Description:
Document design and electronic publishing. Web site design. HTML and XML. Web editors.
Images and other media formats. Interactive documents with Java and JavaScript. Server-side
scripting. Web site design for Library & Information services. SQL Server, creating dynamic and
static pages.
Recommended Readings:
1. Griffiths, P. (2004). Managing your Internet and intranet services: The information and
professional’s guide to strategy. London: Facet.
2. Song, Y. (2003). Building better web sites: A how-to-do-it manual for librarians. New
York: Neal-Schuman.
3. Lehman, T., & Nikkel, T. (2007). Making library web sites usable. New York: Neal-
Schuman.
4. Westman, S. R. (2005). Creating database-backed library web pages. Chicago:
American Library Association.
KNOWLEDGE MANAGEMENT
Course Code 01705 Credit Hours 3
Objective:
• To introduce the concepts and tools of knowledge management
Description:
Introduction to knowledge management. Knowledge management cycle. Knowledge
management models. Knowledge capture and codification. Knowledge sharing and communities
of practice. Transfer of best practices. Role of organizational culture. Knowledge management
tools. KM strategy and metrics. KM team. Future challenges for KM.
Recommended Readings:
1. Byrne, D. (2008). Essential knowledge management. New York: Neal-Schuman.
2. Davenport, T. H., & Prusak, L. (2000). Working knowledge: How organizations manage
what they know. Boston, Mass: Harvard Business School Press.
3. Jennex, M. E. (2007). Knowledge management in modern organizations. Hershey, PA:
Idea Group Pub.
4. Nonaka, I., & Teece, D. J. (2001). Managing industrial knowledge: Creation, transfer
and utilization. London: Sage.
5. Pfeffer, J., & Sutton, R. I. (2000). The knowing-doing gap: How smart companies turn
knowledge into action. Boston, Mass: Harvard Business School Press.
6. Tiwana, A. (2002). The Knowledge Management Toolkit: Orchestrating IT, strategy, and
knowledge platforms. Upper Saddle River, NJ: Prentice Hall.
7. Wallace, D. P. (2007). Knowledge management. Westport, Conn.: Libraries Unlimited
101
HUMAN RESOURCE MANAGEMENT
Course Code 01803 Credit Hours 3
Objectives:
• To understand the concepts and functions of human resource management.
• To understand how these functions can be applied to manage human resources in library
and information services.
Description:
Human resource management roles & functions. Motivation in the workplace. Control in the
workplace. Required competencies. Job recruitment and job description. Job interviewing.
Orientation to the workplace. Training and staff development. Employee supervision.
Communication skills for managers. Performance evaluation.
Recommended Readings:
1. Allan, B. (2007). Supervising and leading teams in ILS. London: Facet.
2. Cohn, J. M., & Kelsey, A. L. (2005). Staffing the modern library: A how-to-do-it manual.
New York: Neal-Schuman.
3. Mondy, R. W., & Noe, R. M. (2007). Human resource management. Upper Saddle River,
NJ: Prentice-Hall.
4. Simmons-Welburn, J., & McNeil, B. (2004). Human resources management in today's
academic library. Englewood, CO: Libraries Unlimited.
5. Stanley, M. (2008). Managing library employees. New York: Neal-Schuman.
6. Trotta, M. (2006). Supervising staff: A how-to-do-it manual for librarians. New York:
Neal-Schuman.
FINANCIAL MANAGEMENT FOR LIBRARIES
Course Code 01803 Credit Hours 3
Objectives:
• To understand the concepts and functions of financial management.
• To understand how these functions can be applied to manage finances in libraries and
information centers
Description:
Introduction to financial management. Budget as a planning tool and change agent. Budget
process. Major components of budgets. Types of budgets (Recurring and development).
Preparing, presenting and defending the budget. Budget monitoring, financial workflow, internal
controls, audited statements. Audit observations. Organizing, analyzing and presenting financial
and statistical data. Alternative sources of revenue and their impact on budgets. Current issues in
budgetary and financial management such as fund raising.
102
Recommended Readings:
1. Finkler, S. A. (2001). Financial management for public, health, and not-for-profit
organizations. Upper Saddle River, NJ: Prentice Hall.
2. Hallam, A., & Dalston, T. R. (2005). Managing budgets and finances: A how-to-do-it
manual for librarians. New York: Neal-Schuman.
3. Kingma, B. R. (2001). The economics of information: A guide to economic and cost-
benefit analysis for information professionals. Englewood, CO: Libraries Unlimited.
4. Turner, A. M. (2007). Managing money: A guide for librarians. Jefferson, NC:
5.
ARCHIVES & RECORDS MANAGEMENT
Course Code Credit Hours 3
Objectives:
• To understand the nature of archives and public records.
• To understand how management functions can be applied to provide effective services
based on archives and public records.
Description:
Introduction to archives and public records. Theory and concepts of archives and records
management. Strategies, Control, Accessibility, Disposal and Storage. Dealing with Archive
record. Electronic records (Classified and open record). Archival centers in Pakistan.
Preservation and C
Recommended Readings:
1. Boles, F. (2005). Selecting and appraising archives and manuscripts. Chicago: Society
of American Archivists.
2. Dearstyne, B. W. (2008). Leading and managing archives and records programs. New
York: Neal-Schuman.
3. Hughes, C. (2005). Modern records management: Key skills and core competencies.
Oxford: Chandos.
4. Hunter, G. S. (2003). Developing and maintaining practical archives. New York: Neal-
Schuman.
5. Hunter, G. S. (2009). Records management: A how-to-do-it manual. New York: Neal
Schuman.
6. Read, J., Ginn, M. L., Jones, V. A., & Rankin, D. S. (2007). Records management.
Cincinnati, Oh: South-Western Publishing.
7. Roe, K. D. (2005). Arranging and describing archives and manuscripts. Chicago: Society
of American Archivists.
8. Smith, K. (2007). Planning and implementing electronic records management. London:
Facet.
9. Smith, K. (2007). Public sector records management: A practical guide. Aldershot,
Hants, England: Ashgate.
103
INTELLECTUAL PROPERTY RIGHTS
Course Code Credit Hours 3
Objectives:
• To introduce concept of intellectual property rights.
• To develop familiarity with the provisions of international and national conventions and
laws related to the protection of IPRs.
• Explore the role of libraries and information centers in creating, disseminating and
managing intellectual property in society.
Description:
Introduction to Intellectual Property (IP) rights. IP laws, registration and its related aspects.
Patents laws. Designing the IP laws. Trade marks law. Copyright law of Pakistan. Ownership
and licenses. Copyright infringement. Principles of fair use. Copyright policy in libraries.
Electronic reserves. Digital rights management.
Recommended Readings:
1. Cohen, J. E., et al. (2006). Copyright in a global information economy. New York: Aspen
Publishers.
2. Crews, K. (2005). Copyright law for librarians and educators. Chicago: American
Library Association.
3. Joyce, C. (2006). Copyright law. Newark, NJ: LexisNexis.
4. Norman, S. (2004). Practical copyright for information professionals. New York: Neal-
Schuman.
5. Russell, C. (2004). Complete copyright: An everyday guide for librarians. Chicago:
American Library Association.
6. Wherry, T. L. (2002). Librarian’s guide to intellectual property in the digital age.
Chicago: American Library Association.
7. Website of National Library of Pakistan.
8. Website of IPO (International Property Organization).
BIBLIOGRAPHY AND BIBLIOGRAPHIC CONTROL
Course Code Credit Hours 3
Objectives:
• To understand the concepts of bibliography.
• To review the efforts of bibliographic control with special reference to Pakistan.
Description:
Meaning definition and concept of bibliography. Need and importance. Historical development.
Types. Inner forms. Bibliographic control at international level. Preparation of bibliography.
Automated bibliographic control. Bibliographic databases. Bibliometrics. Depository laws.
Bibliographic control in Pakistan: PASTIC, PBWG and MLP etc.
Recommended Readings:
1. Davinson, D. (1981). Bibliographic control. London: Clive Bingley.
2. Library of Congress. (2008). On the record: Report of the Library of Congress Working
Group on the Future of Bibliographic Control. Washington, D.C.: Library of Congress.
3. Pakistan. (1962- ). The Pakistan national bibliography. Islamabad: Govt. of Pakistan,
Department of Libraries, National Bibliographical Unit
104
PROJECT MANAGEMENT
Course Code Credit Hours 3
Objectives
• To introduce the concepts and phases of project management.
• To develop skills in project planning.
Description:
Introduction to project management. Project life cycle. Project teams and team building. Tools
and processes for project management. Project management context and processes. Project
integration management. Project scope management. Project time management. Project cost
management. Project quality management. Project human resource management. Project
communications management. Project risk and procurement management. Project procurement
management. PCs. Study of project management with reference to library in Pakistan. PC1, PC2
and PC3. Writing grant proposal. Monitoring and evaluation of project.
Recommended Readings:
1. Allan, B. (2004). Project management: Tools and techniques for today’s ILS
professional. Facet Publishing.
2. Heerkens, G. (2002). Project management. New York: McGraw-Hill.
3. Mantel, S. J. (2007). Core concepts of project management in practice. Hoboken, NJ:
John Wiley.
4. Project Management Institute. (2008). A guide to the project management body of
knowledge. Newtown Square, PA: PMI.
5. Website of Pakistan Institute of Management.
PRESERVATION & CONSERVATION OF LIBRARY MATERIALS
Course Code Credit Hours 3
Objectives:
• To understand the concepts and methods of preservation and conservation of library
materials.
• To develop skills in preserving and conserving materials.
Description:
Preservation & conservation (P&C) concepts and tools. Environment control guidelines and risk
assessment Storage Handling. Exhibitions. Copying and reformatting. Preservation policy.
Digital preservation. Management of P&C. Assessment of P&C. Disaster preparedness and
management transformation and back up of library material from old to new media. International
cooperation initiatives. Conservation and preservation issues.
Recommended Readings:
1. Balloffet, N., & Hille, J. (2004). Preservation and conservation for libraries and
archives. Chicago: American Library Association.
2. Banks, P. N., & Pilette, R. (2000). Preservation: Issues and planning. Chicago: American
Library Association.
105
3. Feather, J. (2004). Managing preservation for libraries and archives: Current practice
and future developments. Aldershot: Ashgate.
4. Gorman, G. E., & Shep, S. J. (2006). Preservation management for libraries, archives
and museums. London: Facet.
Ashraf Ali (1993). Tahuff-e-Dustawezat. Islam Abad. Muqtadara Qumi Zaban.
SERIALS MANAGEMENT
Course Code Credit Hours 3
Objective:
• To introduce the concept and practices of serials management in libraries.
• Exposure of serial publication in Pakistan.
Description:
An overview of serial publications. Subscription policy and procedures. Classification and
cataloguing. Preservation and conservation. Automated serial control. Bibliographic control.
Publishing and Accrediting of Local and Foreign Journals. Problems of serial management with
special reference to Pakistan. Management and use of e-journals.
Recommended Readings:
1. Black, S. (2006). Serials in libraries: Issues and practices. Westport, Conn.: Libraries
Unlimited.
2. Fenner, A. (2006). Integrating print and digital resources in library collections.
Binghamton, NY: Haworth Information Press.
3. Fowler, D. C. (2004). E-serials collection management: Transitions, trends, and
technicalities. New York: Haworth Information Press.
4. Kidd, T. (2001). The serials management handbook: A practical guide to print and
electronic serials management. London: Library Association Publishing.
5. Lightman, H., & Blosser, J. P. (2007). Perspectives on serials in the hybrid environment.
Chicago: Association for Library Collections & Technical Services.
6. Russell, R. (2000). Making sense of standards and technologies for serials management:
A guide to practice and future developments for librarians, publishers, and systems
developers. London: Library Association Publishing.
7. Website of Thompson Tutor.
Website of Digital Library of Higher Education Commission (HEC)
INFORMATION SOURCES ON ISLAM AND PAKISTAN
Course Code Credit Hours 3
Objectives:
• To demonstrate a base knowledge of Islamic and Pakistan studies and the vocabulary to
analyze reference questions.
106
• To explore the nature of sources and their use by scholars and students.
• To demonstrate familiarity with the contents of primary and secondary reference
resources including print, online databases, and websites.
Description:
Domain of Islamic Sciences and Pakistan studies; mapping of Islamic literature and literature on
Pakistan; generation, output and dissemination of literature on Islam and Pakistan; evaluation of
resources on Islam and Pakistan; and organizations dealing with Islam; bibliographic control of
literature on Islam and Pakistan; and, important bibliographic and indexing services on Islam and
Pakistan. Senses of Pakistan. Govt Pakistan of Publication.
Recommended Readings:
1. Sardar, Z. (1988). Information and the Muslim World: A strategy for the twenty-first
century. London: Mansell.
2. Skreslet, P. Y., & Skreslet, R. (2006). The literature of Islam: A guide to the primary
sources in English translation. Lanham, Maryland: Scarecrow Press.
3. Taylor, D. D. (1996). Pakistan: A bibliography. Karachi: Books and Books.
4. Woodward, C. (2002). Islam: Background and bibliography. Hauppauge, N.Y.: Novinka
Books.
5. Samdani, Rais Ahmed (1993). Bibliographical Source on Islam, Karachi; Pakistan
Bibliographical Working Group, 44p.
6. Website of Federal Bureau of Pakistan.
INFORMATION SOURCES ON BUSINESS & INDUSTRY
Course Code Credit Hours 3
Objectives:
• To demonstrate a base knowledge of business and industrial studies and the vocabulary to
analyze reference questions.
• To explore the nature of sources and their use by scholars and students.
• To demonstrate familiarity with the contents of primary and secondary reference
resources including print, online databases, and websites.
Description:
Introduction to business and industry information concepts and services. Organizing and
evaluating business information. Company information. Markets and industries. Economics and
finance. Legislation and regulations. Management and human resources. National and
International sources of business information. Yellow pages security and exchange commission
of Pakistan. Business information services. Information needs of business professionals.
Recommended Readings:
1. Burke, M. E., & Hall, H. (1998). Navigating business information sources: A practical
guide for information managers. London: Library Association Pub.
107
2. Moss, R. W., & Strauss, D. W. (2004). Strauss's handbook of business information: A
guide for librarians, students, and researchers. Westport, CT: Libraries Unlimited.
INFORMATION SOURCES ON HEALTH SCIENCES
Course Code Credit Hours 3
Objectives:
• To demonstrate a base knowledge of humanities fields and the vocabulary to analyze
reference questions.
• To explore the nature of sources and their use by scholars, students, and the lay public in
health sciences.
• To demonstrate familiarity with the contents of primary and secondary reference
resources in health sciences, including print, online databases, and websites.
Description:
Information services and sources (both electronic and print) for health care professionals and the
general public. Information needs of health professionals and scientists. Role of health libraries
and information centers. Principles of medical library practice, functions, and management.
Medical Literature produced in Pakistan.
Recommended Readings:
1. Forsman, R. B. (2001). Administration and management in health sciences libraries:
Current practice in health sciences librarianship . Blue Ridge Summit: Scarecrow Press.
2. Holst, R., Phillips, S. A., & Bensing, K. M. (2000). The Medical Library Association
guide to managing health care libraries. Chicago: Medical Library Association.
3. Huber J. T., Boorkman, J. A., & Roper, F. W. (2008). Introduction to reference sources
in the health sciences. New York: Neal-Schuman.
4. Wood, M. S. (2008). Introduction to health sciences librarianship. New York: The
Haworth Press.
5. MLA handbook for writers of research papers(2009). 7th ed . MLA
6. www.cpsp.edu.pk
7. www.nlm.nih.gov
INFORMATION SOURCES ON HUMANITIES AND SOCIAL SCIENCES
Course Code Credit Hours 3
Objectives:
• To gain an awareness of the information structure for various disciplines in humanities
and social sciences.
• To gain practical experience with specific information sources each humanities and social
science field.
Description:
Information sources and services in the fields of humanities and social sciences. Information
needs and information-seeking behavior of user groups in these fields. Information cycle, print
and digital reference services, and information-seeking research.
108
Recommended Readings:
1. Blazek, R., & Aversa, E. (2000). The humanities: A selective guide to information
sources. Englewood, CO: Libraries Unlimited.
2. Fisher, D., Price, S. A., & Hanstock, T. (2002). Information sources in the social
sciences. Munchen: K.G.Saur.
3. Herron, N. L., Ed. (2002). The social sciences: A cross-disciplinary guide to selected
sources. Greenwood Village, CO: Libraries Unlimited.
4. Li, T. (2000). Social science reference sources: A practical guide. Westport, Conn.:
Greenwood Press.
5. www.IOSS.org
6. www.cosspak.org
INFORMATION SOURCES ON SCIENCE & TECHNOLOGY
Course Code Credit Hours 3
Objectives:
• To demonstrate a base knowledge of science and technology fields and the vocabulary to
analyze reference questions.
• To explore the nature of sources and their use by scholars and students.
• To demonstrate familiarity with the contents of primary and secondary reference
resources including print, online databases, and websites.
Description:
Process of communication and information requirements in the scientific community. Study of
primary, secondary, and tertiary sources of information in the physical, biological, and applied
sciences. Study and application of new information technologies, and in particular the World
Wide Web (WWW). as used in scientific and technical communication.
Recommended Readings:
1. Hurt, C. D. (1998). Information sources in science and technology. Englewood, CO:
Libraries Unlimited.
2. Meadows, A. J. (1998). Communicating research. Toronto: Academic Press.
3. Stern, D. (2000). Guide to information sources in the physical sciences. Englewood, CO:
Libraries Unlimited.
4. www.Pastic.gov.pk
5. www. Thompson Tutor.
6. www.Science direct.com
7. www.psf.gov.pk
INFORMATION SOURCES ON LAW
Course Code Credit Hours 3
Objectives:
• To demonstrate a base knowledge of legal studies and the vocabulary to analyze
reference questions.
109
• To explore the nature of sources and their use by scholars, legal practitioners and
students.
• To demonstrate familiarity with the contents of primary and secondary reference
resources including print, online databases, and websites.
Description:
Nature and scope of law librarianship and legal information sources. Examination of the
organization of legal knowledge. Legal research process. Law information sources both print and
electronic. Information needs of legal practitioners. Study of Laxus, and Nexus, Indian Law and
Islamic Law Pakistan Legal Decisions (PLD).
Recommended Readings:
1. Berring, R. C., & Edinger, E. A. (2005). Finding the law. St. Paul, Minn: Thomson/West.
2. Cohen, M. L., & Olson, K. C. (2007). Legal research in a nutshell. St. Paul, Minn:
Thomson/West.
3. Defoe, D. D., & Hepler, C. I. (2007). Find it free and fast on the Net: Strategies for legal
research on the Web. Eau Claire, WI: National Business Institute.
4. Elias, S. R., & Levinkin, S. (2005). Legal research: How to find & understand the law.
Berkeley, CA: Nolo Press.
5. Kehoe, P. E., Lyman, L., & McCann, G. (1995). Law librarianship: A handbook for the
electronic age. Littleton, Colo: F.B. Rothman.
6. Sloan, A. E. (2009). Basic legal research. New York: Aspen Pub.
7. Thomas, P. A., & Knowles, J. (2006). Effective legal research. London: Thomas/Sweet &
Maxwell.
INFORMATION SOURCES ON AGRICULTURE
Course Code Credit Hours 3
Objectives:
• To demonstrate a base knowledge of agricultural sciences and the vocabulary to analyze
reference questions.
• To explore the nature of sources and their use by scientists and students.
• To demonstrate familiarity with the contents of primary and secondary reference
resources including print, online databases, and websites.
Description:
Information sources and services in the field of agricultural sciences. Information needs and
information-seeking behavior of user groups in this field. Information cycle, print and digital
reference services, and information-seeking research. Study of Agricultural Research Institute in
Pakistan. AGRIS and AGRUCULA.
Recommended Readings:
1. Drew, W. (1995). Key guide to electronic resources: Agriculture. Medford, NJ:
Information Today.
2. Lilley, G. P. (1993). Information sources in agriculture and horticulture. London:
Bowker-Saur.
3. www.PARC.gov.pk/narc.htm