Library Science Studies in Latin America and the Caribbean

A Numerical and Interpretative A Numerical and Interpretative ApproachApproach

Adolfo RodríguezAdolfo Rodríguez

The socio-historical background

Aboriginal population: culture, language, religion, Aboriginal population: culture, language, religion, folklore folklore

The colonial periodThe colonial period Cultural diversity between conquerors: Anglo-Cultural diversity between conquerors: Anglo-

Saxon, Hispanic-Portuguese, Dutch, Germans, Saxon, Hispanic-Portuguese, Dutch, Germans, French French

The independent life (democratic government, The independent life (democratic government, conservative government and dictatorships).conservative government and dictatorships).

The educational system as a colonial heritage

The Anglo-Saxon SystemThe Anglo-Saxon SystemThe higher education begins with general studies in The higher education begins with general studies in

order to be able to get a master or a doctorate in a order to be able to get a master or a doctorate in a specific fieldspecific field

The Hispanic-Portuguese SystemThe Hispanic-Portuguese SystemThe higher education begins after 12 years of studies The higher education begins after 12 years of studies

and constitutes the first professional level and constitutes the first professional level (Licenciatura),(Licenciatura), after that, there is the postgraduate after that, there is the postgraduate level: master, doctorate and post doctorate.level: master, doctorate and post doctorate.

The Library Science Studies in Latin America and the Caribbean

Its main characteristics are:Its main characteristics are:

There is a high variety in the level and scope of the There is a high variety in the level and scope of the curriculacurricula

The curricula is designed to focus in different The curricula is designed to focus in different aspects of the disciplineaspects of the discipline

There is curricula focused on preparing special There is curricula focused on preparing special librarians (school, public and academic librarians librarians (school, public and academic librarians or only in training personnel).or only in training personnel).

Today’s objective

To present a clear panoramic on the current To present a clear panoramic on the current situation and trends of the library science situation and trends of the library science studies in Latin America and the Caribbeanstudies in Latin America and the Caribbean

In order to accomplish the above, this study In order to accomplish the above, this study compares the available directories of the compares the available directories of the library science schools in the area. library science schools in the area.

Data dispersion There are several Web sites that listed Departments There are several Web sites that listed Departments

and Schools of library science worldwide, but the and Schools of library science worldwide, but the information corresponding to Latin America and information corresponding to Latin America and the Caribbean is obsolete and incomplete the Caribbean is obsolete and incomplete

On the other hand, there are a few printed On the other hand, there are a few printed directories and although they have not been updated directories and although they have not been updated recently they seem to be more complete and reliablerecently they seem to be more complete and reliable

There are great difference between sources about There are great difference between sources about the number of schools, programs and the countries the number of schools, programs and the countries they belong to.they belong to.

The main sources are:

Fang and Nauta’s Fang and Nauta’s International guide to library and International guide to library and information science education (1985)information science education (1985)

Fang, Stueart and Tuamsuk’s Fang, Stueart and Tuamsuk’s World guide to library World guide to library archive and information science education (1995)archive and information science education (1995)

Maris and Giunti’s Maris and Giunti’s Planes de estudio de las escuelas Planes de estudio de las escuelas de bibliotecología, archivología y museografía de de bibliotecología, archivología y museografía de Iberoamérica (1999).Iberoamérica (1999).

Comparison between Fang (1985), Fang (1995) and Maris (1999)

SourceSource SchoolsSchools Schools Schools with known with known ProgramsPrograms

CountriesCountries

Fang Fang (1985)(1985)

7171 6969 18 countries18 countries

Fang Fang (1995)(1995)

4747 4343 11 countries11 countries

Maris Maris (1999)(1999)

8888 7575 16 countries16 countries

+17-24

+41

+6-26

+32

LIS Programs' Level According to their Source

Source Total programs

Technical (Less than 3 years)

Post-Secondary

Tertiary Undergraduate

Tertiary Graduate

Tertiary Postgraduate

Fang Fang (1985)(1985)

96 (100%)96 (100%) 1 (1%)1 (1%) 25 (25%25 (25% 57 (59%)57 (59%) 14 (15%)14 (15%)

Fang Fang (1995(1995

59 (100%)59 (100%) 7 (12%)7 (12%) 41 (69%)41 (69%) 10 (17%)10 (17%) 1 (2%)1 (2%)

Maris Maris (1999)(1999)

128 (100%)128 (100%) 23 (18%)23 (18%) 32 (25%)32 (25%) 51 (40%)51 (40%) 17 (13%)17 (13%) 5 (4%)5 (4%)

Web Directories of LIS Schools

Source Schools

Associaçao Brasileira de Educaçao em Ciencia da Associaçao Brasileira de Educaçao em Ciencia da InformaçaoInformaçao

7979

Directorio de Instituciones sobre el Área de Bibliotecología Directorio de Instituciones sobre el Área de Bibliotecología y Ciencias de la Información en Iberoámerica y el Caribe y Ciencias de la Información en Iberoámerica y el Caribe (INFO LAC)(INFO LAC)

5151

Centro de Servicios y Recursos para Bibliotecas y Centro de Servicios y Recursos para Bibliotecas y Bibliotecari@sBibliotecari@s

4040

Escuelas y Departamentos de BibliotecologíaEscuelas y Departamentos de Bibliotecología 3636

UNESCO UNESCO LibrariesLibraries Portal Portal 2121

World list of Departments and Schools of Information World list of Departments and Schools of Information Studies, Information Management, Information SystemsStudies, Information Management, Information Systems

2121

LIS Schools established per decade

Decades Fang 1st ed Fang 2nd ed Maris

Without date 2 4 29

1910-1919 1

1920-1929 1 1 1

1930-1939 2 1 2

1940-1949 14 19 11

1950-1959 10 7 14

1960-1969 15 6 6

1970-1979 25 17 15

1980-1989 1 2 13

1990-1999 7

Total 71 47 88

The influences

The American School The American School

The European SchoolThe European School

UNESCO’s Programs.UNESCO’s Programs.

LIS Programs’ Level by Country, Maris (1999)

Country Total programs

Technical(less than 3

years)

Post-secondary

Tertiary undergradua

te

Tertiary graduate

Tertiary (post-

graduate)

Argentina 56 16 28 7 3 2

Bolivia 2 1 1

Brazil 24 17 5 2

Chile 4 2 2

Colombia 5 1 4

Costa Rica 6 1 4 1

Dominican Republic

3 2 1

El Salvador 1 1

Guatemala 1 1

Mexico 13 2 7 3 1

Panama 1 1

Paraguay 2 1 1

Peru 5 2 2 1

Puerto Rico 2 2

Uruguay 1 1

Venezuela 2 2

Total 128 (100%)

23 (18%)

32 (25%)

51 (40%)

17 (13%)

5 (4%)

LIS Teaching Levels and Characteristics (1)

Level % Characteristics

TrainingTraining 1818 Remedial, On-the-job training of Remedial, On-the-job training of employees. During a few months. It employees. During a few months. It is not clear whether it begins after 12 is not clear whether it begins after 12 years of schooling. It does not offer years of schooling. It does not offer disciplinary basesdisciplinary bases

TechnicalTechnical 2525 It covers 3 years of study as a post-It covers 3 years of study as a post-secondary school. In some countries secondary school. In some countries it is equivalent to a professional levelit is equivalent to a professional level

43%

LIS Teaching Levels and Characteristics (2)

Level % Characteristics

TertiaryTertiary

UndergraduateUndergraduate

4040 It is the first professional level. It It is the first professional level. It requires 12 years of previous studies. requires 12 years of previous studies. It usually extends from 4 to 5 years. A It usually extends from 4 to 5 years. A thesis is required to conclude this thesis is required to conclude this levellevel

TertiaryTertiary

Post-graduate Post-graduate Master’s Master’s

1313 It requires 16-17 years of previous It requires 16-17 years of previous schooling.Its duration implies 2 or 3 schooling.Its duration implies 2 or 3 years.While in a few countries it has a years.While in a few countries it has a professional character, in others it is professional character, in others it is an initiation to a disciplinary researchan initiation to a disciplinary research

LIS Teaching Levels and Characteristics (3)

Level % Characteristics

TertiaryTertiary

Post-graduatePost-graduate

DoctorateDoctorate

44 It develops the ability to perform It develops the ability to perform research work independently. It research work independently. It takes 4 to 5 years. There are 2 takes 4 to 5 years. There are 2 options:options:

a)a) To perform research with the help To perform research with the help of a tutorial committee, orof a tutorial committee, or

b)b) To attend several coursesTo attend several courses

In both cases the student has to submit In both cases the student has to submit a dissertation that implies a a dissertation that implies a disciplinary advancedisciplinary advance

Archival Science (AS) Study

It is separated from the library science studiesIt is separated from the library science studies It is taught in institutions and schools different It is taught in institutions and schools different

from those of library science, as if there were no from those of library science, as if there were no connection between themconnection between them

There are three levels according to their duration: There are three levels according to their duration:

Less than 3 yearsLess than 3 years

3 years3 years

More than 3 years.More than 3 years.

AS Schools and Programs According to the Source

Source Schools Programs

Fang (1985)Fang (1985) 33 44

Fang (1995)Fang (1995) 77 77

Maris (1999)Maris (1999) 1818 2424

Associaçao Brasileira de Educaçao em Associaçao Brasileira de Educaçao em Ciencia da InformaçaoCiencia da Informaçao

1919 1919

UNESCO Archives PortalUNESCO Archives Portal 44 55

AS Programs’ Level According to their Source

Source Total Programs

Technical (less than 3 years)

Post-secondary

Tertiary undergraduate

Tertiary graduate (Master’s degree)

Fang Fang (1985)(1985)

4 (100%)4 (100%) 1 (25%)1 (25%) 3 (75%)3 (75%)

Fang Fang (1995)(1995)

7 (100%)7 (100%) 6 (86%)6 (86%) 1 (14%)1 (14%)

Maris Maris (1999)(1999)

22 (100%)22 (100%) 5 (23%)5 (23%) 13 (59%)13 (59%) 4 (18%)4 (18%)

Conclusions

The educational system has affected the main The educational system has affected the main features of teaching in library sciencefeatures of teaching in library science

Latin America followed the European pattern at Latin America followed the European pattern at the beginning of the 20the beginning of the 20thth century and the American century and the American pattern at the mid-twentieth centurypattern at the mid-twentieth century

Information about the quantity of schools and Information about the quantity of schools and programs varies largelyprograms varies largely

There is no agreement regarding the number of There is no agreement regarding the number of schools and programsschools and programs

Conclusions (2) Programs’ levels vary from only training to postgraduatePrograms’ levels vary from only training to postgraduate The most common of all is the Bachelor’s degree (20 The most common of all is the Bachelor’s degree (20

years of study)years of study) Except Jamaica, the less developed area is the Non-Latin Except Jamaica, the less developed area is the Non-Latin

Caribbean, where they do not have any library science Caribbean, where they do not have any library science collegecollege

A census must be done about schools and programs in A census must be done about schools and programs in Latin America and the Caribbean in order to learn more Latin America and the Caribbean in order to learn more about the teaching situation in library science in the area.about the teaching situation in library science in the area.