LIBRARY AND INFORMATION SCIENCECURRICULUM DEVELOPMENT: A SURVEY

.Reports the resuLts o~ a sampLe survey aonductedto f'l-ndout the nature of Jobs performed by Librarypersonnel wi~h training in Librarianship and reLatesthem to the aontents of existing aourses and aLso tofind out areas in Ubrarianship where more emphasisis needed to equip the students of Ubrarianship ina better way to perform the jobs.

o INTRODUCTION

Historically, libraries have been a part ofthe community, both academic and public, in Indiasince long but library sc ience educat ion as an orga-nised effort can be traced only from the beginning ofthe twent ieth c ent ur y , Stud ies in the history oflibrary education in India reveal that there were sixuniversities in India with a provision for DiplomaCourse in library science, before independence in1947. Since then library science education has keptpac e with the developments in other sectors of humanlife. At present there are 42 universities which runcourses at postgraduate level in the country [1]. Outof these, ten have a provision for master level pro-grammes. Out of these,9 universities also have aprovision for Ph.D. as well [2]. In addition,specia-l Is ed courses with a slant towards documentation,reprographyand information science are availableat the Documentation Research ald Training Centre(DRTC), Bangalore, and the Indian National ScientificDocumentation Centre (INSDOC), New Delhi.

India, as it is apparent by now, has vast andvaried resources for library and information science(L & IS) educat ion. A look into literature on L & ISeducation in India reveals beyond doubt that therehave not been critical or evaluative attempts to studythe L & IS training programmes so far as theireffectiveness and adequacy to library workers isconcerned. Further, a study of L & IS curricula ofvarious schools reveal little change in the presentdecade. A notable exception may be the Departmentof Library Science at University of Delhi.

Vol 25 No 1-4 Mar-Dec 1978

P.X. GUPTA

Dept. of Library Science & DocumentationUhiversity of Rajasthan, J'alpu r - 4

Dur ing last two decades, 1ibr a r ies havechanged a great deal due to increase in the amountof information generated and with the increase in theuse of information available. Increased pressure onlibrar ies of all types is a funct ion of such a changeexperienced in the last two decades. Pressure fromthe pub lic and a warene s s of the role of infor mat iontoday, demand a variety of library services to suittheir specific requirements. Such factors necessitatea deeper look into the role of library schools as wellas the structure of the course contents.

SURVEY AIMS

This article presents the results of a survey,of working-librarians, which has as its aims:

1. To study the types of job activities per-formed by library personnel with post-graduatetraining in librarianship;

2. To reveal subject-areas which requirepriority consideration in L &: IS c our ae s :

(a) as revealed by the job activities per-formed by the librarians, and

(b) as revealed by their interest to under-take courses in different subject-areas;

3. To reveal areas in librarianship in whichlibrarians feel that L & IS training could not equipthem;

4. To explore the responsibilities of library-schools;

5. To know the interest of working librariansfor advanced courses in librarianship, and In othersubjects.

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2 SAMPLE I<QUESTIONNAIRE

For this survey a sample of 200 graduatesand postgraduates from four library-schools ofNorth India (namely. Aligarh Muslim University.University of Delhi. Punjab University. Chandigarh.and Univers ity of Rajasthan. J'a ipur}, who passed outduring 1970-75, was selected. A questionnaireentitled 'Need Based Library Training: A Study forCurriculum Development' was sent to the persnns inthe sampl.et o collect data from those who wereworking in libraries. The questionnaire was basedon a similar study by Kortendick and Stone conductedwith federal librarians in USA in 1968 [3].

In addition to the covering letter, tbe ques-tionnaire had four parts (see Appendix), ·asking the~raduates to respond on the following:

Part I: Evaluating the job activities you performin relation to time and importance.

II: Your educat ional needs.

Ill: Some information about yourself andyour career.

IV: Your ideas and comments.

Part I was designed to study three factors:

1. What job activities are performed bythe librar ians?;

2. How time consuming each activity is intheir job?; and

3. How important each activity is in theirjob? .

Part II was designed to'study the following fouraspects of the ir educat iona l needs:

1. What type of tra in ing respondents wouldl ike to undertake? ;

2. What areas in librarianship were ofinterest to the working" l.Ibr a r ians forfurther training? ;

3. Other subject areas in which they willbe interested in study ing; and

4. In what ways library schools could helpthem in their profess ional development?

Part III was meant to collect background character-istics of the librarians. Other information gatheredwith this part was about scientific, technical or pro-fessional courSeS they lacked which could help themperform their jobs better. exte"t of utilisation ofthe ir talents, etc.

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Part IV collected response of the librarians towardsthis survey, including their suggestions for courae sand curricula.

3 RESPONSE TO THE QUESTIONNAIRE

A reminder was issued. after four weeks ofsending the questionnaire, to all who did not res-pond. After three weeks of send ing the reminders atotal of 80 (i.e. 40.001.) replies were received. Thebreakdown of r eapons s in various categories wasas follows:

Completed questionnaire - 45 (i.e. 22.510 ofsample)

Incomplete questionnaires - 6 (i. e. 3.010 ofsample)

Rest of the respondents did not fill up thequestionnaire for the following reasons:

Unemployed 15 (i. e. 18.751. of therespondents)

On study leave - 3 (i. e. 3.751. of therespondents)

Left the profession - 3 (i. e. 3.7510 of therespondents)

Joined teaching faculty - 8 (i. e. 10.0010 ofthe respondents)

4 SURVEY RESULTS

Results of the survey have been groupedunder four sections i. e. Background informationabout librarians, Analysis of job activities, Coursedemand, and Additional data for course buildingand adaptation.

41 Background Information about Librarians

This section brings out information aboutpersonal and job related variables, i,e. sex ratio,age distribution, professional experience, type ofjob activity, number of people employed in library,utilisation of talents, and educational variables ofthe librarians.

411 Sex Ratio

In th is survey 11.9 per cent of the respon-dents have reported to be head of the library, 21. 43supervisors (supervising a number of pr ofe se Ionatand/or technica 1 per sonnel). Among the r e sp on-dents highest concentration was in the category ofreference followed by cataloguing and classificationas their chief activity.

415 Number of People Employed

Average number of. employees in a librarywas 33.9. But it should be ":"ot.edthat this doe • ....JlQl

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LIBRARY & INFORMATION SCIENCE CURRICULUM DEVELOPMENT

reflect the average number of employees in a lib-rary, since the unit of sample was a librarian, Asa consequence large libraries had more ~ibrariansin the sample.

Nurnberof Ernployeesin a lib rary

Response Percentage'

1234 to 2021 to 5051 and more

8.888.886.66

33.3330.959.53

416 Utilisation of Talents

Out of all, 37.76 pe r cent of response was'very well' or 'to full capacity' utilisation of talentswhile 55.54 was 'fairly well' or 'very little'. Only6.70 per cent reported that their talents were notutilised at all. Generally speaking the administra-to rs have reported better ut il is at ion of talents.

Type of pos ition ResponseTo full Verycapac ity well

Fairly Verywell little

Administrator 15.55 11.11 31.10 6.66

Non-adrninistrator 2.22 8.88 11.11 6.66

Tot al 17. 77 19. 99 42. 21 13.33

In analysing replies to SOme other questionsin this survey it appears that librarians are notsatisfied with the utilisation of their talents.However, the table above shows that most of t.hepeople are fairly well satisfied. Thus this aspectadmits of further study.

417 Educat iona l Va r iab l es

Educational variables of the respondents havebeen s urnrne r is ad in the following statements:

All respondents possessed at least a Bache-lor's degree in other subjects; and more adm inistra-tors were Bachelor in arts (42.22 per cent of res-pondents).

Librarians with Master's in library sciencewere 35. 54 per cent. More administrators wereMaster's in library science (68.75 per cent of theresponse).

In addition 77.75 -per cent of the respondentswere with Master's degree in other subjects. Sub-ject qualification did not show any correlation withthe type of position. Overall 73.52 per cent of thiscategory were with Master's degree Inb um an it ie s orsocial sciences.

Vol 25 No 1-4 Mar-Dec 1978

None of the respondents possessed Ph,D.inany subject area. Respondents with'{or,eign langua'gequalificati~n (other than E~glish) amounted to be22.22 per c ent , Germanand'R'ussian were thepopular choice among th ern ,

421 Analysis of Job Activities: Quantitative

Respondents va r-ied widely in the degree towh ich they found quest ionna ire applicable to theirpos it ions. Taking all the respondents together themean number of items checked for 'specialisedlibrar~ functions' was 7.35 and w ith a range of 0 to22; the mean number of 'general administration andmanagement functions' checked by all was 2.44 andwith a range of 0 to 7. Taking all the job it e rns to-gether, the mean number checked was 9.53 and witha range of 0 to 29 (See Appendix Table 2)

Administrators, in '~peciali~ed library func-tions', as well as 'general adrn in Istr at ion andmanagement functions' checked more items than non-administrators. This might be an indication that theadministrators are spending a considerable timeoperating at a non-administrative level. Thisfinding is in conformity with the results of Korten-dick and Stone [3].

4211 Dimens ion of TiThe

Appendix, Table 3 indicates the highest res-ponse rates on the time factor for all respondents.Accompanying graph shows the percentages of r es >

pOJ:lsein the category consuming more than 25 perc'ent'-fime and consuming 10 to 25 per cent time forfive top ranking job a ct iv it ias . (See also Appendex,Table 4). '

After assigning weights to three possibledegrees of applicability rated scores for all itemswere computed. Appendix, Table 5 presents the topranking 15 job items. In comparing Table 4 and 5,it is noted that only 12 items are common. Itemslike 'controlling' and 'coordinating' do not appear inTable 5 at all because most oLthe resp.ondentschecked these items' in les s than 10 per cent t irriec ons urn ing activities. -".

4212 Dimension of Importance

It was found that the number checking theimportance factor for each item was the same as thenumber checking the' t irn'e factor:. Job activities,were then ranked according toweighted importancescore for all respondents, and top ranking 15 jobitems are presented in Appendix, Table 6. On COm-paring Table 4 and 6, it is noted that 13 items arecommon. Items like 'supervise binding of docu-ments' do not occur in Table 6.

One marked difference in Table 5 and 6 is thatTable 6 includes more of 'administration and manage-mentfunctions.' They are five in Table 6 as COm-

5

pared to two in Table 5. 'ContrOlling', 'coordinating'and 'housing' are the three new items in weightedimportance ranking. This indicates a prefetencetOwards 'administration and management functions'in the importance dimension over 'specialisedlibrary functlons'.

42.13 Joint Time and Importance

Weighted time and importance score for eachactivity was added to get a joint time and impor-tance scale. To get a pictute in terms of major jobfunctions, this score for all job itelTls in a major job

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function, was added. The resulting 15 major jobfunctions ranked according to this score are pre-sented in Appendix, Table 7, which suggests that'cataloguing' and 'classification' In'specialisedlibrary functions'; and 'directing', and 'planning' in'adlTllnistration and rnanag errrant functions' wUl needpriority c ona lde r at ion in our c our eea , The re.lllt.obtained frOlTl thi8 analysis conform to tho8e ofKortendick and Stone.

42.2. Analysis of Job Activities: Qualitative

Respondents were asked to indicate activitiesthat they felt they perf or med with greatest c OlTlpe-tence, and that they performed with least compe-tence.

JOB ACTIYm'Zs !lIO.mp HICiIfiSTW (:B ¥WORSIjO

JADK JQl3AmuII PBPiW(Ji 01. Re1lP0II81~e ter the

lat~tlOD Mr'Iiosap-s.de4 Time 1~

ImpartaDM •••TiM

~Impcrtano.

2- Dil:eot1Dc ,~TSlie '"ImpcriaDOe .,.'1'1M 15%!apan.aoe 1~

3- aLauU)' • ca' 1".- ,"alsaa1f7 bodes eto.TiM ••r.p~ 3""

Time 1""Impcrtanoe 1""

4- Irwtruot zea4era lD 51%ntereme method &l~caa.tlOD aerrtoea 'fill. 1~

Impariam. -'TiM 1~ImpartaDOe •

5. Ozodao & oheolc bode. .-• pe&'1odloal.a .to.Ts.. :ImpCIII:'tanoe

~TimeImpcrtanoe 1~

0.,....,"8OOD_hlS

Peroent.... ~ _lIPorXIenta oheaklng 1t.l.J.1are thau <15%tiM,-l.loet Imports~.'.a to ~ tille, II1bstant1a1.ly Important.

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LIBRARY &. INFORMATION SCIENCE CURRICULUM DEVELOPMENT

The questio~ about- greatest competence wasanswered by 84·.44 per cent of the respondents,while, as expected, the question about least compe-tence was answered by 31. 11 per cent only.

The subject areas ranking high in greatestcompetence were:

Class if icat ionReferenceCataloguingDoc umentat ion

26.231. response26.231. response18.031. response11.48% response

The subject areas ranking high in least com-petence were:

C atal ogu ingClass if icat ionAc qu is it ion

35. 291. response17.64% response11.76 % response

Main reasons cited by the respondents forcompetencies, both greatest and least, were:

Experience of working on the job;Interest or linking of the subject;Training in the subject; andTraining in service.

In addition to these were a few 'reasons, likeflair, importance of the subject, training in the sub-jects other than library sc ience, etc.

423 Conclusions from Analysis of Job-activities

As administrators checked more job items andthe ir range of checking items was al s 0 larger (Appen-dix. Table 2) it indicates that there is a greater vari-ation in job items performed by administrators. Fur-the r , this indicates that the administrators are spend-ing a considerable time operating at a non-administra-tive level. This might be due to a shortage of staff,small size of the library, etc.

The number of respondents checking the im-portance factor for each item was generally the sameas the number checking the time factor. There wasa h igheT tendency towards' administrat ion and generalmanagement functions' in the importance. dimension ltlthan time. 'Directing' held a higher position inirnpor t anc e - d irnens ion wh ich demands a pr ior ityconsideration for management skills in the librarysc ience curr icul um ,

When t irrre and importance scores were usedtogether to rank rria jo r job functions, 'cataloguingand class ification' ranked first in the 'spec ial is adlibrary functions', and received 188, score higherthan the second 'selection and acquisition'; 'directing'ranked first in the 'administration and general mana-gerne nt functions', and received 46 score higher than tthe second 'Planning'.

Vol 25 No 1-4 Mar-Dec 1978

In response to the quest ion asked about theirgreatest co rnpet enc e , 'classification' and 'referencegot first two ranks. It was surpris ing to note that'general adrn inis tr at Ion and lTlanagelTlent function'could not find a place among the top few. This fur-ther necessitates rno r e errrpha s i.s On managerialskills in library science training. Response toa r ea s of least competencies included "catal ogutng",and 'classification' as the fJrst two.

43 Course Dernand s

Data obtained f r orn part II was used to obtaininformation about the course needs and interests ofthe librarians. Respondents were asked to giveoptions as to whether they would prefer workshop/seminars (i. e. f r orn few days to four weeks prog-rammes), or regular courses/intensive short ter rricourses, if they wish to undertake courses in lib-rary sc ience.

Only 22.22 per cent of the respondents werenot inclined to undertake any cour s e s . Out of therest 40 per cent did not ind icat e the ir preferencefor either of the two; 28.57 per cent preferred work-shops/seminars; and 31.43% preferred regularcourses/intensive short term c our aes as theiroption. Out of the respondent to this quest ion, 84.29per cent were adm inis tr at or s , indicating a greaterinterest for updating their knOwledge arn ong adrn in ls-trators.

First five areas of such study cited by therespondents in the order of priority were:

Management technique;Current awareness services;Classification and cataloguing;Documentatlon services; andInformat ion storage and retr ieval.

Other subject areas of interest were, index-ing and abstract ing, reprography, computer appl i-cation in libraries, current trends in librarianship,reference services, etc.

Analysis of this part also indicates to laymore emphas is on manager ial skills in libraryscience courses and to provide special courses inthis area for administrators.

In response to an open end question in thepart IV, many suggestions to improve existingcourses were available. Following statements re-cord these suggestions:

Practical training should be given greateremphasis in Bachelor .and Mas.ter courses.

Our ing the tra ining programme, two or mor ehours daily for training in the library should bemade compulsory.

Course duration should be increased fromone academic year to one calender year or twoacademic years.

Syllabii in Bachelor course should be reducedor ,its duration should be increased.

Syllabii should have more relevance withpractice in libraries.

Subject areas other than cataloguing and clas·sification should be emphasised.

There should be papers on technical writing,personnel management, and computer programming.

There was also a suggestion to reduce thenumber of seats in library science schools.

44 Additional Data for Course Building and Adap-tation

Some questions were asked to collect infor-mation such as, interest in joining advanced c our s esin library science, interest in other courses,courses which can help them to perform their jobbetter, job activities for which they have not recei-ved training, and the ways in which library schoolscould help in their professional development.

441 Advanced courses in l ibr a.r ia.nsh ip

In r espon s e to the question 'would you entrollin any advanced c our s e in librarianship'? , 73.32 .per cent of the respondents indicated their willing-rre s s for enrolhnent to advanced courses. Out ofthese only 30.3 per cent were non-administrators.Thus indicating a higher tendency among administ-rators for advanced training. Correlating'with theva r iab le i. e. respondents who po s s es s masterlevei qualification in library science, it points outa clear demand for post - master's level program-mes in library science. It becomes more evidentby the fact that 81. 25 per cent of the ,respondents tothis question, who checked 'Yes', already possessmaster's level qualification in library science.

442 Interest in other courses

Response to the question 'Would you enrollfor a course in some other subject area?' ind ic at r-dthat 39.99 per cent of the respondents were w ill i.i.to undertake courses in snbject a r e a s other thanlibrarianship. This rn.g ht be taken to indicate thatsubject specialisation pl avs ;;n important role inlibrary service.

Subjects which ra.ceived high priority weresciences, bicl og ical sciences, foreign languages(other than Engl ish), and computer technology.Some other subjects Were pe rsonnel management,read lng hab its among US e r s , journal is m, etc.

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Other courses which might be helpful in theirposition, as indicated by 28.88 per cent of all res-pondents, included courses in computer technology,management, foreign languages, mathematics,instr uments and the ir us e . etc.

Data in this section is also suggestive of ahigh demand for courses in management, computertechnology, foreign languages, etc.

443 Gaps in the Training

When asked, 'In relation to your presentposition, are there any activities for which yourtraining has not prepared you?', 33.33 per cent ofresponse was affirmative. Various functions whichgot high score were, abstracting and indexing,binding routines, handling of correspondence, andordering and filing. Other functions inc lu de d workabout audio-visual aids jnon-printing material, tech-nical writing, weeding, public relation activity,acquisition management, how to improve readinghabits of users, etc.

444 Library Schools and the Professional Develop-ment of its Graduates.

In reply to the quest ion 'In what other ways,in add it ion to workshops, seminars, and courses,de> you feel that the library schools could help you

your profess ional development?, only 4.44 percent of the respondents felt satisfied with the roleplayed by library schools, while 48.88 per cent ofthe respondents gave concrete suggestions to im-prove the role of library schools in profess ionaldevelopment of its graduates. Some of them whichare suggestive of a wider responsibility and role ofthe library schools. than what they are, are givenbelow:

To publish newsletter or information bulle-tins with latest development in library and informa-tion science, day to day problems of libraries andtheir practicable solutions, etc , , for the formergraduates.

To prepare and send pertinent bibliographieson various aspects of library and informationscience to its former students.

To keep the former students aware of latesttrends in librarianship, libraries, and the profes-s ion at large.

To hold lectures and discussions on practicalaspects of librarianship, library administration,and to solve problems of librarians. Such lecturesOr discus s ions should be organised fortnightly ormonthly.

To visit libraries in the area (with students)to study their problems and to suggest solutions toimprove libraries.

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LIBRAB,Y 8. INFORMATION SCIENCE CURRICULUM DEVELOPMENT

To develop some model libraries in the areawhere the f o r'rrre r' students can be given practicaltraining.

To organise reorientation programmes inthe f or m of s urnrrie r schools.

To start master's level library sciencep rog r arnrrre through correspondence for workinglibrar ians.

To start post rna s te r l s level research pro-g r arrrrrre s , etc.

These suggest a wider role or libraryschools, and envisage library schools not only asan education centre but also as a clearing house forInfor-rn at ion on librarianship, and a s it discussioncentre.

45 Conclusion 8. Suggestions

The present study has been able to reflectupon SOIne problerns existing ill the profession atlarge and educ at iona l needs in librarianship. Edu-cational needs point out the gaps in library trainingat present.

451 Professional Problems

ExIsting problems in the profession need apenetrating look by the library educators in orderto tailor their courses and curricula at variouslevels of library science education.

There is an urgent need to resolve the pro-fess iona.l boundar ies. We must d ec ide now theextent to which traditional discipline should changeto include new knowl edg e like cornput e r applications,information science, modern techniques of organi-sation, etc.?

When the discipline includes a larger areaof activities to be performed, an unavoidable re-sult is fission into smaller groups specialising ina part of the knowledge. Knowledge in the libraryprofession has reached such a stage. So we mustdec ide now as to wha t extent 1ibrary schools shouldencourage spec ia l is at ion? We must also be cons-cious about the effects such specialisation couldbave on the professional unity or disintegration.

A problem requiring priority considerationis the need and ways of continuing education in thelibrary p r ofe s s ion , With the constant increase inthe knowledge in library sc ienc e and need for c ont i-nuing education for practioners is also increasingand alongwith increases the responsibility of thelibrary schools to cope with this problem.

One important aspect r~vealed in this study i.ls the need to provide training in managerial skills.We must decide now a s to what e xte nt libraryschools should equip its graduates with managerialskills?

Vol 25 No 1-4 Mar-Dec 1978

This survey further point. out the need toraise the lev al and standard of library IClelloC.education on the whole. With increase In dandardof library eC:lllcation, the need to provide continuingeducat ion to w o r king profess Ional s also inc reases.

452 Educational Needs

A corrs ide r a hl e aff Ir rnat Iva response wasobtained from librarians in joining various c ou r s eaIn l lbr ar ians h ip , More than 8'.0per cent of the res-pondents indicated willingness to job courses in theform of workshops, s e m in a r a , regular course, andintensive short term c ou r e e s , More than 70 percent of the respondents ind ic at e d their willingnessto j o in post. master's level COUlse3 in libraryscience. About 40 per cent of the respondentsstated that they v.o ul d be willing to join courses insuhjact s , like s c ir-nc a s , biobgical sciences, foreignlanguages, computer t ac hn olog v , et c, This studyalso points out that r";OUTEeS hl man ag e rnant , corn ...put e r tec hriol ogy . foreign lang'.1~.gear instrumentsand their use,ete .. would 0', ho Ipf ul to librariansto pe rf or rr: t he ir ~"l' better.

:r-:eed f c r ~:)l:t:.T,uing ~uncC.ti0n al s o receivedweightag~_ f rc.rn ~.1-..:'_ -1I;:5p"~1,~e l!taf: 28. as pe r cent ofth.: res}"":',,.],,:.:,; List co c ou r s e s wh ic h would be help-f u I In tC.<r p'),lih!..,;, _"Hi 3'.\. YO ;-er c er.t of the res-pondent • t.r:dj('(1.1ec ~;,:'t: .:'\cti"ri.tie~ iI.~ their po~ition forw h ic h l ibr e.rv ~':':<[~1~'_'! ·'-,1·;:~tn;.1lgdid 'L[:1": p:cpare tb ern ,

!V(~Lr.at; t:n\e~:-I.t ec ~\.-:-j,iJllH:~e \'';';.\8 the s o l e areawh lcr; W;J~ cite] b~ trl(E'f~ rrl~n 40 pet" .-::er~~of theresp':'I!.d·;l1b; ;1'\ -·v:'.>-:.:..th€? ,voi:ld iik,.!!o h av e coursesCl::.rrent a-.1/;l1"t..:I(;;:": ::·er·.r:c.:;·:;:I c at a t c...•gUtP.g and c la s s i-f ic ac ior. c...;c~~·,·,l'·.~ll.;C-!:;0-. :...{~rvir.:..~::i1 and inf or rnat lonstO:ra.gf~ vn-I ;:f.:·:.·l.~:'.!._ v~.~'!,'~ I-':!.e~ i:r:Forci'.nt areas ofc ou r s e C:.~l~·E'.Utl.

i-. w[rJ,: t: ";:. 1::;·'~""-!,nLlbr ar y training and lib-rary w or k eX.Letf ·..._,!;~:-hh·?~·be en ernpha s is ed by ala r g..~ nu rnb ee oi [e'3p;)Tit!c:n~.s ~ in t}.l~ir suggestionsabout CY::r.f(~S n.r.": r.u ....ri:-.,J~ti.nl a~ah'l they have errr-ph a s us ad t: ",:;rT<'ht, 11 (,'J',':' .>.c.d p r ac t ic e ofl lb r a.r ia,.~h':·. "·h'.3 c.r"?:'~J a d e rrie.nd fo~ closerc ont act s an ;' rc<;:.tlc.P4 a~~:'("':'".I.glibrary ~drninistratorand 1.br a rv .ic '~'0nc(' t ·~ac..J;el"fj, r:hcugh tho tr endappea r s to h·:! ";'~::';f;!'E-'!'~

Reg'\lh.'c ·,,'::,".'.'e,' t:.: , ~. ~\t::k" w az not rated asan opt ion by :.',":{:-:: ,!U~:.i.(,:.' ~.f 1~.•T(lDdents as com-pared with Il';c-" ;;:,;.(.po, .,:.,n~;."~r:l, or regular andshort term ':C"';',,,,'; .. 'i';','r~ 'N,C.iB1I demand exp r e a-sed for s umrne r scr.o oLs to be crganised by the lib-rary scho o'is . SOIne r e spcrrd ent s also expressedtheir wish to bave c or r-esp ondenc e courses at theMaster level ill lio r e r y sc ience ,

~hie! subject areas required in post maKer'slevel l ibz-a r y science courses, as revealed in thbstudy are administration and management, andspecialisation in library subjects.

9

Administration and management requires toppriority consideration as revealed in varioussections of this study. Section on course dernandranks It at the first pr ior ity as more than 40 percent of the respondents wish to have courses in thisarea.

With this survey. it has been tried to bring itoIinto focus the needs of working librarians and theirimplications on L 8< IS curricula and L 8< IS schools.The seIninars on L 8< IS education held at theDepart=ent of Library Science. University of Delhiin 1977 haa-atso recognised 'the need to reviewand redesign the present syllabi of Library Science/Library and Infor rnat lon Sc ience at the Bachelor'sand Master's level to meet the changing r equize e.

menta of Libraries/Infortnation Centre"/Documenta-tion Centres and towards th is end rec ommends the ..'conducl: of a survey of the utilisation of graduatesof Library Science Schools ... 'In addition socio-economic factors. technological changes andfuture needs should also be taken into considerationwhile developing or adapting L &: IS courses &:curricula.-

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References

1. Mangl a , PB. Levels of training in libraryand lnfor mat lon science: Admission require-ments and duration.Paper presented in The Seminar on Library8< Information Science Education in India;Oct. 3-8. 1977; Delhi.

2. Krishan Kumar and JL Sardana. Researchin library 8< information science in Indianlibrary schools.Paper presented in The Seminar on Libr_ary8< Information Science Education in India;Oct. 3-8. 1977. Delhi.

3. Kor t end ick , JJ and EW Stone. Job dimen-s ions and educat ional needs in librar ianship.Chicago. ALA. 1971.

4. Seminar on Library 8< Information ScienceEducation in India; Oct. 3-8. 1977; Delhi.Recommendations 8< resolutions. Delhi.Depa r t'rne n t of Library Science. Universityof Delhi. 1977.

APPENDIX TABLE I

Type of Pos ition TotalNumber

Sex Ratio1. of Response

AverageAge

Average Yearsof ProfessionalExperience

Admin istr ative 26 Male 66.7 30.70 6.73

Non-administrative 15

No response 4 Mean 30.12 6.19

10

Female 33.3

Male 66.7 5.2629.06

Female 33.3

Ann Lib Sei Doc

<sN\11

Z TABLE 20- APPLICABILITY OF JOB INVENTORY: FREQUENCY OF JOB lTEMS CHECKED BY,II>

RESPONDENTS BY TYPE OF POSlTIONS~I».. FREQUENCY OF RESPONDENTS,~111

Adm. F U11C don s All Functions Togethern No. of job Spe c Ial is ed lib. functions- items checked Adminis- Non- Total Admi- ' Non- Total Adminis- Non- Totalr-

-D.....

....• trative Adminis- nistra- Admi- trative Adminis-bI

CD ~trative tive nistra- trative >~

tive ><It"

0 1 0 1 7 9 16 0 0 0 Z1 2 2 4 6 1 7 2 2 4 '"I2 0 1 1 2 1 3 0 0 6 0~3 3 2 5 3 1 4 0 1 1

~4 3 0 3 2 2 4 2 0 25 4 1 5 2 1 3 4 3 7 ~.....6 2 0 2 2 0 2 2 0 2 ~7 1 5 6 6 0 6 2 3 5 en8 1 0 1 2 1 3 o9 0 2 5 2 0 2

f;jZ

10 (& above) 3 2 5 1 1 2 o( 12) (4) (16) ( 14) (5) (19) l':I

o11 1 1 2 3 0 3 C

12 2 0 2 0 2 2 ~~13 1 0 1 1 0 1

.....o

14 2 1 3 0 1 1 Ct"

15 0 0 0 1 0 1 C16 0 0 0 1 0 1 ~17 1 0 1 0 0 0 ~18 0 0 0 1 1 2 l':I

<19 0 0 0 1 0 1 l':I20 (& above) 2 (29) o (16) 2 5 0 5

e-0"0

Mean 8.03 6. 12 7.35 3.03 1. 26 2.44 10.46 7.66 9.53~/Range 1-22 0-14 0-22 0-7 0-5 0-7 0-29 0-18 0-29 ~

--

GUPTA

RELATIVE SCORE OF VARIOUS JOB ACTIVITIES

TABLE 3

SPEClALISED LIBRARY FUNCTIONS

Job ActivitiesTime Score Weighted

TlmeScore

(1) (Z)

WeightedImportanceScore

(3)

In Indexing" Abstracting, I:

1. Scan literature

2. )?repare abstracts

3. Others:

~1..§.!!lecti()n •• Acquisition, I:

~" Am overall responsible for selection ofmaterial

5. Order" check books and periodicals etc.

? Procure books and periodicals etc.

7, Maintain financial and other records

8. Others:

In Catalog:2ing •• Clall8ifica.tlon, I:

9. ClaiJili£y and/or reclassify book. etc.

10. Catalogue books etc.

ll. Maintain" devet op the lista of subject-head ing s ,

12. Maintain tatalolues •• other rec:Jrd.,

13. Classify and/or catalogue public-documents and techJlLc:al reports.

14. Others

In Circulation/Lending, I:

15. Circulate holdings on request

16. Circulate inter-library-loan materlAh

17. Route periodicals on.request

18. Others:

12

96

4

}3

2118

18

2

2521

1219

11

5

9

10

Z7ZZ

35

53

5650

4

93

75

40

55

33

13

,6

17

48

5

3928

16

45

91

72

704

10789

34

69

39

21

66

21

30

5

Ann Lib Sei Doc

LI~RARY a. INFORMATION SCIENCE CURRICULUM DEVELOPMENT

Table 3 (Contd.)

In Maintenance of Holdings, I: (1) (Z) (3)

19. Am responllible for preservation of stock 16 20 40

20. Supervise binding of documents 12 20 40

21. Weed out- of -date mater ial 8 10 22

22. Others: 0 0 0

In Reference, I:

23. Am r es pona Ibl e for the referenceInformat ion s erv4:; es provided 21 11 119

24. Am responsible and/or compUe b ibl io-graphies, readlhg listll, etc. 11 29 41

25. Instruct readers In reference methodsand Infonnation sources 23 59 19

26. Plan and/or conduct orientationprogrammes for readers 6 12 16

21. Others: Z 6 6

Other Activities, I:

28. Am responsible and/or do trandation work 2 6 6

29. Am responsible and/or do ed itlng work 3 11 11

30. Am responsible for printing variouslists, stationery, etc. 3 3 9

31. Others: 2 6 10

32. Others: 2 4 6

33,34 a. 35. 0 0 0

II. ADMINISTRATION AND MANAGEMENT FUNCTIONS

36. PLANNING i.e. dealing with goals a.objectives, c ost lng of library activities, budgetpol ic ie s , implementation of policles etc. 16 40 58

31. ORGAN ISING i. e. dealing with grouping ofval' i~uG activit ies; allocation of staff, lineand stat! r el at lone , maintenance oforganisation charts a. staff manuals, etc. 11 31

Vi. STA.FFJNG i.e. dealing with personnelpoliciell a. procedures, forecast stafflng-needs, selection of personnel, trainingprogrammes, performa~ce appraisals, etc. 1 9 21

Vol ZS No 1-4 Mar-Dec 1918 13

14

GUPTA

Table 3 (Contd.)

(ll (2.) (3)39. DIRECTING l.e. dealing with supervision of

subord inates, job-an ignments, checkingwork of subordinates, decis ion-making,administering discipline, comrnunlcation etc. 2.5 51 93

40. COORDINATING l. e. dealing with Coordlnatlonof activities of various groups, informalcontacts, holding group meetings, antici-pation of problems etc. 13 2.5 41

41. CONTROLLING i. e. dealing with librarystandards, scheduling and phas ing activities,measurement of performance, progres-reports, etc. 15 2.1 55

42.. REPRESENTING i. e. dealing with is sue ofnews releases, writing articles, workwith contractors and consultants, parti-cipation in meetings, conferences etc. 10 20 28

43. HOUSING t. e. dealing with planning of1ibrary build ings, use of library space,phys ica l ma int enanc e of 1ibraryequipment housing etc. 16 30 50

TABLE 4

JOB ACTIVITY ITEMS SHOWING HIGHEST RESPONSE RATESON TIME FACTOR FOR ALL RESPONDENTS

S.No. % age ResponseJob Items Rank

1. Am respons ible for the referenceinformation services provided 59.94

2. DIRECTING i.e. dealing with supervision ofsubordinates, job-assignments, checkingwork of subordinates, decision-making,administering discipline. communication etc. 55.502

3. Classify and/or reclassify books, etc. 2 55.50

4. Instruct readers in reference methods andinformation sour c e s 3 51.06

5. Order and check books and periodicals,etc. 4 46.64

6. Maintain catalogues and other records 5 42. 18

7. Maintain financial and other records 6 39.97

8. Procure books and periodicals. etc. 39.976

9. Circulate holdings on request 39.916

10. Am responsible for preservation of stock 7 35.52

Ann Lib Set Doc

LIBRARY &. INFORMATION SCIENCE CURRICULUM Df;VELOPMENT

trable 4 (contd)

II. CONT ROLLING i. e. deal ing with librarystandards, scheduling and phasing activities,tneasurement of performance, progressreports, etc. 8 3 I. 10

12. Am overall responsible for selection ofmaterial 9 28.86

13. COORDINATING i.e. dealing with coordinationof activities of various groups, informalcontacts, holding group meetings, anticipationof problems, etc. 9 2~.86

14. Maintain and develop the lists of subject-head ings 10 26.64

15. Supervise binding of documents 10. 26.64

TABLE 5JOB ACTIVITY ITEMS RANKED ACCORDING TO WEIGHTED TIME SCORE

S.No. Activity Score Rank

1. Classify and/or reclasify books, etc. 93

77 22. Am responsible for the reference information

services provided

75 33. Catalogue books .etc ,

59 44. Instruct readers in reference methods and

information sources

56 55. Procure books and periodicals, etc.

56 56. Circulate hold ings on request

55 67. Maintain catalogues and other records

53 78. Order and check books and periodicals, etc.

51 8

9. DIRECTING i. e. dealing with supervision of sub-ordinates, job-assignments, checking work ofsubordinates, decision·-making, administeringdiscipline, communication, etc.

50 910. Maintain financial and other records

40 1011. Maintain and develop the lists of subject-headings

40 1012. Am responllible for preservation of stock

40 10

13. PLANNING i. e. dealing with goals and objectives,costing of library activities, budgets policies,implementat ion of polic ies, etc.

35 1114. Am overall rellponsible for selection of material

33 1215. Clasllify and/or catalogue public documents and

technical reports.

Vol 25 No 1-4 Mar-Dec 1978 1 ,

r : GUPTA

TABLE 6

JOB ACTIVITY ITEMS RANKED ACCORDING TO WEIGHTED IMPORTANCE

S.No. Activity Score Rank

16

1. Am responsible for the reference, informationservices provided

2.. Classify an~/or .reclasify books, etc.

3. DIRECTING i. e. dealing with supervision of sub-ord inates, job -ass ignments, checking work ofsubordinates, decision making, administeringdiscipline, communication, etc.

4. Order and check books and periodicals, etc.

5. Catalogue books, etc.

6. Instruct readers in reference methods al;ldinformation sources

7. Procure books and periodicals, etc.

8. Maint:l.in f m.a nc ia.l and other records

9. Maintain catalogues and other records

10. Circulate holdings on request

11. Am responsible for preservation of stock

12.. PLANNING i. e. dealing with goals and objectives,costing of library activities, budgets policies,implementation of polic ies, etc.

13. CONT ROLLING i. e. deal ing with I ibrary standards,scheduling and phasing activities, measurement ofperformance, progress-reports, etc.

14. HOUSING i. e. dealing with planning of librarybuildings, use of library space, physical maintenanceof library, equipment housing, etc.

15. COORDINATING i. e. dealing with Coordination ofac t iv it ie s of various groups, inf or rna.l contacts,holding group meetings, anticipation "I pr obl erns , etc. 15

93

77

75

59

56

55

53

51

50

40

35

33

30

2.9

2.8

2.

3

4

6

6

7

8

9

10

12.

14

Ann Lib Sci Doc

LIBRARY A. INFORM~TION SCIENCE CPRRICULUM DEVELOPMENT

TABLE 7

MAJOR JOB FUNCTIONS RANKED ACCORDING TO WEIGHTED

JOINT TIME & IMPORTANCE SCORE

1. 'SPECIAL LIBRARY FUNCTION

SCORE

1. Cat alogutag A. Classification 668

2. Selection A. Acquis it ion 480

3. Reference 444

4. C irc wation/Lend ing 228

5. Maintenance of Holdings 19b-

6. Indexing A. Abstracting 146

7. Other Activities 62

2. GENERAL ADMINISTRATION AND MANAGEMENT FUNCTION

SCORE

1. Directing 144

2. Planning 98

3. Controlling 82

4. Hous ing 80

5. Coordinating 72

6. Organlslng 62

7. Representing 48

8. Staffing 30

Vol 25 No 1-4 Mar-Dec 1978 17

•...aD

~e-6'fIln

t:lon

QUESTIONNAffiE

lIDD BASE L:IllRAAY TRAIlIIIIG: A STUDY FOR CURRICULUlI DEVELOPMENT

PART I - EVAJ,UATIIIG JOB ACTIVITIES YOU PERFORM II RELATIO. TO TIME

AID IMPORTAIICE

DDU!C'l'lOIS FOR COMPLETIOI OF PART I or THE QUESTIOl!llAIRE:

On the t~ page. you will rind & number ot statements about job activi-

tie. which might apply to your position. Ma.y;' request you to rate each in

tenu ot bowtime eonsuaing and important it i. as ccapared to other activitiel.

FirR. deei4e wether the I!Itateme)t applies to yOUr position. Base thi.deci.ion on aetual.l7 what you do. It the statement is not &ppl.icable to 10lU'

politiOll. leaTe the colum18 under Time • Iaportance blank .•

It the .tatement 18 apPlicable to your position. indicate in TIME ecna.n ~tiae-c~n.uaiI!8: thi. activity ia as COHPAREDTO OTI!El\ ACTIYITIFS in your entire

Job.,. One' that consumes 25% or more ot your t!me

C> Consumes 10% to 25% 01' your timeo Con •••• es 1 •••• than 10% or your time.

Then •••••• how ~th. activity i. ea COMPAREDTO OTHER ACTIVITIES (in

teraa at it. ec:fD.tributio~ to etfective perl'ormance or y~ job). Indicate it1>1 checldna (.I) the" refen.nt.,.,bol in the IMPORTANCE eoiuen, Th. symbol. ,

their aMninal are:

o One ot the mo.t important parts ot the position.t> A suostantial part of the position.o One ot the least :i.mpcrtant part. ot the poaition.

PLlASlIIO'1'E:III Part I. pl •••• check (.() only tho.e polition. activit i•• vIIiGh _ dir.ctly

aD4!!!t1!!&ll,y pertol'll your.elr.

It the statement describes something that i.:1. delegated by you to a subordinatei or.

2. b strictly the concern ot 8. superior. it it

DOt • part O't your position. Pl ••••• le ••n the boz •• that p.rt.in to it, blAnk.

A. s,pEClALISli!l LIII!WlY FUliCTIONS

In thi. section, you need. to reply only those parta ot the questionnaire that

• pply to Tour job. Then It ip to S~tion B •

TIM E IMPORTAlfCE JOB ACTIVITIES

ct e 0 • «> 0 In Indexing & Abstre.cting, I;( ) ( ) ( ) ( ) ( ) ( ) 1. Sean literature.( ) ( ) ( ) ( ) ( ) ( J 2. Prepare abstracts.(l ( ) ( ) C) ( ) ( ) 3. Others;

In Selection & Acquisition. I:( ) ( ) ( J ( J ( ) ( J 4. AJIl oTera.ll responsible tor

selection of' materi&l..( ) (l ( J ( ) ( ) ( ) 5. Order &. check books and periodicalI;':

etc.( ) ( ) ( ) ( J ( ) ( J 6. Procure books and periodicals etc.( ) ( ) ( ) ( ) ( ) ( ) 7. Maintain financial •. other records.( ) ( ) ( ) ( ) ( ) ( ) e. Others:

In Cat.aloguing & Classitication. Ii 0( ) ( ) ( ) ( ) ( ) ( ) 9. C.lassify and./or reclasaity books et,e . :c:::

'tl( ) ( ) ( ) ( ) ( ) ( ) 10. Ce.ta.lo~ books eec , '"':I( ) ( ) ( ) ( ) ( ) ( ) 11. .Me.in.tain & develop the lists 01 >

, subject-headings.( ) ( ) ( ) ( 1 t ) ( ) 12. ~J.aintain catalogues" other records.( ) ( ) ( ) ( ) ( ) ( ) 13. ClassifY and/or c&t&l.ogue pu.blic-

documents and technical report!.(I t) ( ) t ) ( ) ( ) l~. Othe r-s :-- ..-"~--.--'~-

In Cireulation/Lending, I:( ) ( ) ( ) ( ) ( ) ( ) 15. Circulate holdings on request.( ) ( ) ( ) ( ) ( ) ( ) 16. Circulate inter-library-loan

materials.( ) ( ) ( ) ( ) ( ) ( ) 11. Rout~ periodical. on request.

18. Oth.r.:

In Maintenanc::e or tJoldiw. I:( ) ( ) ( ) ( ) ( ) ( ) 19. Aa responsible tor pre.ervation ot

stock.e ) ( ) ( ) ( ) ( ) ( ) :20. Superrise binding or document ••C) ( ) ( ) ( ) ( ) (l 21~ Weed out-of-date material.( ) e ) ( ) ( ) ( ) ( ) 22. Other.:

<2-NUl

Zo-,••f..•I

oI'lln-..0-.I00

"

..0

or 110; !"'PCR.TA:It::f .J)B ACT'IVITIn

• C) 0() () (J

• () 0(J (J (J 40. COCRVINATIIIG Le. dealios vitI! ~ordi~

tion o! activities ot TIlriou. gl"ourinfona&l contacts. holding croup.eetins" ••. nticipation ot probl •••• eto.

() () () () () () 41. CONTROLLIIIG Le. dealing vitI! libra!')'Ihndarda. tcheduling and phaaingac'tiTities, measurement or pertormanC'eo I

progl"eoa-reporta. ete.

() () (J () r : (l 42. REPRI!8I'!IITING i.e. dealing vith Lsauea! neva relc&8t!I. vritin8 articles.vcrk vith contractors •.nd con8ulto.nh.participation in meetings t conference,;.etc.

() () () 43. l!fl.£2!!!Q Le. dealing vith pl&aDina otlibrary buildingl. use ot lillrarTspace. ph¥lical aaintell&DCo.ot librar;equiplllent housing etc.

() () ()

PAII'l - 0.- Y01JII EDUCATIOIIAL IEl!DS

1.' To u.-..so. and update JOUI' pre.ent knowledge. would you teel intveAe4 inIlilllertUinc •••• training in ditferent &no.s ot librari&n8hiP1.;, 1. ( ) Yea;2. { } '0.'It Yea. Would:rou like to undertake:--- Vorklhope/!!eailW" (i ••. tf!Y dlQ'8 to tour weeki FOU-.)

or. lIecuJ.ar ecurlee/intenliT. ahort-tera courte., '

PI_•...#.D4ic •.te are •./are •• ot JOUr intereot in .tu~ing: (e.g. PertlODlleladIIWatr8tion. current &1IIU"ene •• leTTice! ete.)

1. _

2; _

3. ~ ----=I.. ,'.,

2•. Wou14:rou earoU tor a coura. in •••• other ..abject •.••.•• T 1. ( } Y.al2. ( ) 110.

l!..!!!.. vba.t •.r ••• or diaciplbo.t _

3·. IJavbat other INTI, in additiOD to vorItabOpli, i.lJIan &D4eour •••• 110JOIlreel that the lihl'U'J-o.cbool. could halp 10\1 iD ;rour prot ••• iOD&l 4eftl0JlUDt T

•

'fIMI IMPORTAIC! JOB ACfM1'Ull

• «> 0(I (I (I

() (I (I

(I Cl ()

() (I (I

() () ()

• t> 0(I (I ()

(I () ()

() (j (I

() () (I

() (I (I

In Reter'Pce. I:

23. It». rdponaible tor the "fer.DCeinl'or-tioD •• me •• JII"OYi4".

,~. As reapoDllible an4/or ccapilebibliOflRpni••• rea4l.D& liata. _.

25. Instruot H~4er. in referenceMthodl and ill1'onw.tiOl1 aoure •••

26. Plan and/or .oDductori_.tiooprocrUIDea tor reader ••

27. ether. , _

(I () Cl

(I () (I(I () (I

(I (J ()(I () (I(I () (I() (I (I(I () (I

(I () (I

(I (I (I(I (I (I

(I (l (I() (I ()(I (I (I() (I (I(I () (I

other ""Uvitie,; I:

26. "" r.aponoibla u4/or 110t •••••letioovorl<.

29. Am relponaible &Cd/or40 adiU". vcrk30. As naponaibl. tor priatiaa .arioua

li.tl, lIt.atione:l'J'. ete ,31. ct.her" _

32.33.310.35.

I. GDIIlAL A!lKIIIisTRATIOH AIIIl IlARAGEMn'r

a.re are 'Yarioul tunctions yOu perto •.• in your job u related to YOUl !£!! otn8JIQDaibility, whetber it. be f'or a whole library, a. brUCh, 4.~eDt or

clf:T'ilion. or the lpecialiaed li'brarr tunction &aligned to ;you.

fIll! JOB AC'lTIl'rU:SIMPORTAIICE

• t) 0() () ()

(I () (I

Cl (I (I

(I (I (I

• f) 0(I () ()

() () ()

(I () ()

(I (I (I

36. PLA1IIII'IG i .•.4oa.liD8viti> soalo •obJectl.,..,. cootiq ot ) i't1:ru7&etiTitiea, budaet, poliei ••• bple-ment&tibn ot policiea etc.

37. ORGAllISIIO i.e. 4eali •• viti> _pi.!:ot ftriou activitiel j &l~ocatiOD otIt&tr 1 line &114 ltatt J'el.'tiou._iDteu&nce or oraanisatiOil cb&rta• start _nuala. etc.

38. ~ i •••d.alins with penonnolpolicies. procccWrel. torec:utstatfir-rn •.•da. selection ot perloUl'::'ltrainios progr&Z:ll!el. pertoJ'll&llC.appraisal.l. etc.

39. DIlt~mC i.. do!'lli.Dc with lupeZ'Yh!c'.1~:ir.,,~e~. job-allipaeJttI,cbecldDI YOt'k of lubord.inatel. 4eci-liOD __ kina. &dIliDiat.r.lfll diKiplin~.c~ie.tior. etc.

t'"•..01

~~0<II"

Z..,o~~>..;eZen()

M~l"loclG~()c:t'"c~tjl"l<l"l

S"d

~l"lZ..;

No

tto<5'CII'"t:I~

•• I9!/!! lP!!CA'lIO!'To pn a piot •••.o ot Jour 04ucatioD&l back&ro~nd. ple •.••• ""'pl.oto thotablo bel4 ••, '

nnO'8TUDY~ , TlTt.! O.J)IGIIEE

AREA orSPECIALlSAT ro.

!EAI\ PROGIWII4ECCHPLE'l'ED

6. ( ) IoGhelor·. ia Lib. 'Sc.

T. ( ) llanor·;, in Lib. 80.

S. ( ) ClrtUioato Co...... illLib. 80.

p. ( ) I&oho1o.'. 1a othar""b,loot.

10. ( ) lIa.ter'. ill otb ••.• lIbJ•• t.

U. ( ) Doctorato ill otherOUbJect.

12. ( ) OthU" cour •••••

13. IIC111l4 7011 11II'011 ill aa,y _ •• d OOW"Oin librari","hipt

1. ( I Yeu 2,. ( ) ae ;:111. Aro tho.o' aa,y tOl'Ml .eionUtic, technical or proteooion&l counee

7011 lank vIIi.h ~01 loa•••• been .peoioll1 helptul ia your paoiHaa'

1. ( ) r••• > 2. t' 1 RD.

'lL!!!.. plea.o .,..,If, '!2!!!:!!I. or .our •• ar •••• ( •••• si.ii.ti"'~opuatioll HI.U'Ck, ct.c.).

~,. III hl&tion to JOIU' pro••at paoitiOIl. aro thore o.nr aeth·itl. •• torvIIi.b your traW.., b&o no~ prepared )'OUt 1. ,( I YOBI 2. C. 1 la.

ILIn. plauo qodty t ••••• actiTiti.1I ('.1. Wosi ••• toohlliqueoliIii4IDc l'OQtiaOl ot •• ).

:;

PART III - [OME WFOR¥.ATro~ ABOtl!' Y01JRSELFAlID YOUl!.CABEER

A. IOtllt PRESEIIT JOB:1. What i. the ti.tle or your prel"nt oosi1.ionl ...,;.....,..;.__ .-:.._

~2. Do you have any .~iDi$tJ'.tive/Superyi.ory respolll~bilitie ••

1. ( ) Yes; 2, (_) Bo.

It yel. please indicate ,0 h)· ch~ckin8 one box in lec.tion A, B or C.

A. AIJMINIBTRATIVE,

1. ( ) He3d or LibrarYI

3. I: ). Bead or Dept. Or Divhion5. ( )'Oth.r.: --, _

6. (, ), SUPERVISORYLe . respon6ibi1it~· f'or lIuperviling a cuaber of

professional and/or teehnic&l potdtiontl. but not overall

prograJllDe responsibility.

ONE TO THRtt pmSON' LIBRARY - gf'neral reapoollibilitie ••

In vhich ot t~ rolloving types or librt:..rY-l'l.Ctivities •.re yoU priAarUy'enG&ged't

8. Cataloguing & ClnsDifieation

10. Iode.xins • Abstracting.

12. Periodicals.

lk. Pub1!c.l·elations.

2. ) Asaistant or Ae80ciate Bead ~

) Bead. or Br•.nch u.d.4.

OR B.

OR C. 7.

3.

9. Circulation-

11. Non-print lU&tt"rial ••

13. Personnel.

15. Rerftrence/Dib\iosrap~/Re •.d.r'.Services.

oc::"0

~16.' Selection' Aaqubit ion. 17. Syatemu analy!is.18. Tra.nslation. 19. Otherl! .,..

4. ApproximAtely what is the totft.l no ct people (includ.ing prote,uion~ &ll4

Don-professional) &.Iployed in your litrar;y at t.hi e Loea t ion vhere you work:

5. How well dou your job utilise your talentst

1. ( ) To tull c&p&city; 2;

3. ( ) Fairly Woll •.,

5. ( ) Not at ~ll.

) VtT)" 'Jell

) Very littl.

<2-NII'

ZtI

Ii" C. toIlI JaPIRIEIC!

~••I

t:IItn

1. Bow-.zIT Tear. of professional experience do you have!y...... Months _

2. Do;:rou have any experience in an occupation other than licrarian.ship?

1. ( ) Yet.; 2. ( ) No.•.....0....•00

It Te.. which occupation or profenio~ you aerved moot!

3. Vhi.c:b or the actiTiti~. do you reel you perform wi!h t hep'Kte.t ea.petence!

Pl •••• e indicate vh7 )'eN feel you baTe achieved ttis ecepet enc e r

1: becau.e' .

2. ~~.~ . _

k. Which of the actiri.tiu do you reel )'0".1 perform vith the leaste-".,.,II

Pl •••• iadic.te why you feel you haft -.c:hieved little cCIIlpetetlCein the•• are...:1. b~.u.e~ _

2. ~.U••, _

5. _~ 10 70•••.••• ! ( ) Yeare.

PAIIT - IV I YO~'R IDEAS ABD COMMENTS

1. TO\!!! COII(ER'!'S OR JOB ACTIVITIES :. ( e , 1. Part ~ of tbh que.tiollnoire).

2. IOUR SUGOllIlTIOlCS FOR COURS?S AIID CURRICULA:

3. TO\!!! 8UCGES'l'IONS ABOlfl' l'III.S STUDY:

\ :s:::v? .tor your help.

(PI ••••• It. GuptILl.

Note~ Extract of this survey was presented as a paper entitled 'Need based library traininga study for curriculum development in the Seminar on Library & Information Science Educationin India, Oct 3-8,1977,Delhi.

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