Contextual Analysis of ICT Contents in LIS Postgraduate Degree Curriculum: A Study

Abstract

The content of Library and Information Science (LIS) curriculum has drastically evolved in the recent decades. With the penetration of Information and Communication Technology (ICT), technological components have becomes the main focus of the discipline. The present paper analyses the ICT contents of postgraduate degree courses in select universities across India. It also analyses the expectation of the professionals with regard to course content and relevancy of the curriculum in the contemporary times. The present study system suggests that maintaining homogeneity and standardised curriculum will help in keeping Indian syllabi at par with international standards.

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

“…Considering the ever-evolving ICT environment, LIS professionals need to develop high skills to adapt to these changes; thus, Ameen (2009) suggests that LIS schools should come forward to play their role in training working librarians. Furthermore, Tyagi and Yanthan (2016) add that the revision of…”

How have LIS school curricula evolved over the past twenty years?

“…Marouf and Rehman (2007) identified four competency areas (ICT, business management, LIS skills, and social and personal attributes), which were based on inputs from employers, professionals, academics, and students in Kuwait. Singh and Shahid (2010) examined LIS education in India and found there was a lack of information technology in LIS education, and Tyagi and Yanthan's (2017) study analyzed the ICT contents of postgraduate degree courses in India, subsequently suggesting a more standardized curriculum which would meet international standards. Wijetunge (2009) identified six subject areas which were taught in most of the LIS programs in Sri Lanka, and Mo, Seon, Park and Kim (2020) analyzed the current status of LIS courses in South Korea.…”