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The Status of Librarianship and Information Technology in Developing Countries (Arab Countries & Egypt)
Dr. Essam Mansour
The status of Librarianship and Information Technology (IT)
In Developing Countries (Arab Countries)
Dr. Essam Mansour*
The Department of Library and Information Science (DLIS)
Faculty of Arts, South Valley University (SVU), Qena, Egypt
:
Mansour, E. (2004). The Status of the Internet among University Students in Developing Countries. Arabic
Studies in Librarianship and Information Science. Vol. 9, No. 3, pp 1-14.
Abstract
his paper discusses the status of librarianship, library and
information science profession, education and curricula in
developing countries, especially with the increasingly role and
importance of Information technology (IT). It characterizes the present
curricula of library and information science in these countries with the
consideration of other affecting issues such as education, culture,
economy, policies, ethics, society and market needs. Being familiar with
librarianship in Arab countries (specifically Egypt), and to be specific, I
will focus on the librarianship status in these countries taking them as a
module representing the developing countries. The paper gives some
details about the library and information science education and
curricula, and also the status and preparation of librarians and
information professionals in these countries; and then to put abalanced/ideal curriculum meeting all theoretical, practical, and
intellectual needs of society and the market.
T
*Ph. D (University of Pittsburgh)
Master (University of Wisconsin), USA
BA (Cairo University).
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The Status of Librarianship and Information Technology in Developing Countries (Arab Countries & Egypt)
Dr. Essam Mansour
Introduction
The society we live in now is truly considered society of Information
Technology. Information Technology (IT) has the potential to dramatically
reshape and transform the ways in which we organize our lives, interact with
others and participate in the various spheres of society. Information
technologies have a crucial role to play in meeting a range of needs and in
supporting sustainable social and economic development. Today, IT is being
applied to practically all fields in developed communities from science,
education, businesses, manufacturing to public services and administration.
But, on the other hand, access to information technologies is becoming
increasingly critical for developing communities to participate in social,
economic and political life at national and international levels. The lack of
information technologies, especially in the field of library and information
sciences education, in developing countries is considered one of the most
challenging problems these countries face in educating and preparing library
and information professionals to meet with the new technological trends in
building and teaching library and information courses rather than practicing.
Definitions and Characteristics of Developing Countries
The developing countries were defined by the United Nation General
Assembly (UNGA) as those that have shortage of food, few sources of
power, a gross national product of $100 a year or less, and literacy rates of
20 percent or lower. Under other UN criteria, most developing countries
have economics based on the export of raw materials to industrial nations in
exchange for manufactured goods, and their infrastructureeducational
system, transportation, social services, technologyare inadequate for the
countrys needs (Osmanczyk, 1990, p. 223).
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Meanwhile, socio-economic problems continue to cripple equal access
to information and communication technologies in these communities which
suffer greatly from many challenging problems such as endemic and
epidemic diseases, debilitating ignorance, continuous local conflicts and bad
performing economies that block the aspiration for increased information
access. According to Krgbo (1997) what characterizes developing countries
which comprise over 80% of the nations of the world and include the most
populous countries is poverty, low productivity, population growth, wide
scale unemployment, primary product export dependence, and illiteracy.
Many people of these countries lack access to basic services and resources.
In Sri Linka, for example, for every 10,000 students there is only 1
computer, and IT literacy among teachers there is near zero (Muhasin,
2001). In Ethiopia, as one of the most developing countries, there are 3
telephone lines for 1000 people, 1 post office for 50,000 people, 1
newspaper for 1375 readers (Adam, 1999).
Despite their diversity, developing countries have many
characteristics in common--short life expectancies, high infant mortality
rates, low literacy rates, low per capita incomes, high population growth
rates, inefficient and antiquated telecommunications systems, poor educa-
tional facilities, high unemployment rates, and a limited supply of capital
and expertise. They also have an agriculturally based economy rather than
one based on industry; their socioeconomic foundations are still tied to
colonial powers (Vallejo, 1988, pp. 144-145).
In many developing countries, shortage of personal knowledge, low
level of computer technology and penetration of computer usage combined
with the problems of insufficient funds and management has placed these
countries in disadvantageous positions in the development of the
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technologies and networking industry, thus giving rise to a digital divide
between the developed and undeveloped countries.
Education and Libraries in Developing Countries
Education and Libraries are considered a very important dimension of
the development of the Information Society (IS) as important as the
development of physical infrastructure. In general, developing countries face
many problems in the education field in terms of low numbers of qualified
and trained teachers and large numbers of students per class, inaccessibility
and inflexibility of schools and universities, outdated and irrelevant curricula
and methods of learning, and lack of quality educational materials. On
another level, there is a tremendous gap between relationships between
schools and communities, teachers and learners, and, critically thinking and
reflecting (UNSECO, 1996).
Developing countries, especially Africa, have limited libraries with
limited accessibility. Most of libraries fail to meet the needs of
disadvantaged and rural communities. The infrastructure of libraries and
Information does not help much to have access or subscribe in international
journals/periodicals and databases, or to purchase recent books and audio-
visual materials, etc. Most materials existing tend to lack relevance to the
context and needs of local users. In Egypt, for example, libraries existed in
agricultural areas extremely fail to meet needs of users there. In addition,
libraries are confronted with limited space to store information and often
lack the proper equipment and facilities to provide useful services to users.
Libraries also suffer from insufficient numbers of qualified and trained staff.
Librarianship and library Education in Developing Countries
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Librarianship and library education are direct reflections of a country's
historical, cultural, social, and economic traditions. Education authorities in
developing countries are becoming increasingly aware of the importance of
libraries and information centers in the economic and cultural development
of states, and are beginning to realize the need to plan library development
and to prepare and train a sufficient number of librarians and information
specialists. Over the last two decades, there has been remarkable growth in
the number of schools of librarianship and library training programs in de-
veloping countries. These programs have been greatly influenced by British,
French, and American systems of library education (Sharif, 1977).
Objectives of Library Education in Developing Countries
Obi (1974) summarized the objectives of library education in
developing countries as follows:
To train sufficient indigenous manpower at the para-professional,
professional, and specialist professional levels to staff a superior
regional network of essential library and information science centers
and services.
To train sufficient indigenous professional library, archive and
information scientists as leaders to develop the above networks of
centers.
To stimulate and effectively carry out research into library,
archive, and information science and identify information science
problems facing the profession in the regions.
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To provide continuing education for practicing professionals in
order that their professional competence may keep abreast of new
developments.
To unite professional theory and practice into a coherent and
connected whole through skillful teaching methods.
To integrate professional concepts with the social, political,
economic and cultural forces of the environment.
To publish original professional literature, textbooks, and teaching
materials specifically concerned with the professional problems of the
regions. To foster a strong, respected, indigenous profession imbued with a
professional philosophy and trained in professional skills relevant
to the needs of the region (p. 238).
Characteristics of Library Education in Developing Countries
The characteristics of library education in developing countries, as
Obi (1974) viewed, as follows:
Librarianship in developing countries is certainly not dormant, yet
it is handicapped above all by a lack of sufficiently trained and
dedicated personnel. The establishment of a carefully planned
library school should go far in removing this handicap.
There is a great necessity for developing effective machinery for
accreditation and certification which can result in reasonable order,
efficiency and rational relationships among various types and levels of
training.
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There is a great trend in international attempts to develop training
centers to either neglect the teaching of particular methods totally or to go
out of the way to give emphasis to only a particular scheme.
One of the problems which developing countries have not been
able to solve so far is the shortage of relevant textbooks and teaching
materials.
The lack of properly qualified teachers has historically been a
problem in library education of developing countries.
Training abroad plays a major role in the development of
librarianship in developing countries. In most developing countries, library education is strongly
influenced by European and American library education systems.
All the schools are attached to or associated with universities, and,
for the most part, they award semi-professional and professional
qualifications (p. 239).
Library and Information Science Education in Arab Countries/Egypt as
Developing Countries
In the Arab countries, there are thirty-three schools providing studies
in librarianship and information studies at various levels (Bachelor, Master,
Diploma, and Ph. D). Most programs appeared to be traditionally based on
librarianship, although there were a few programs in information and
computer sciences. Science in most Arab countries since the information
revolution in the last twenty years, important progress had occurred in the
education of library and information.
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In addition to objectives, degree requirements, teaching methods,
staff, physical facilities, curriculum is one of the challenging problems
affecting the development of professional and sub-professional levels of
library education in the Arab countries (Sharief, 1977).
Vondran (1989) stated that an effective professional curriculum in
librarianship that addresses the changing needs of the profession should
stress the following competencies:
1. Confidence: the curriculum must reinforce the student's capacity
to attempt to solve problems and use skills in different
environments.
2. Adaptability: students must be taught to recognize the limits of
their own knowledge and to develop an orientation to lifelong
learning as an adult learner.
3. Technical comfortability: students will not learn a new
technology in order to be expert with it but to be comfortable in its
use. Students are oriented toward appropriate applications of
technology.
4. Proactive professional behaviors: Students learn to take risks in
the classroom so that they can later take risks in practice.
5. Process skills: These skills are to be distinguished from specific
content. Foremost among these are people skills and analytical
skills. Lastly, project skills rather than operational skills are
emphasized (Vondran, 1989, p. 34).
Library education was not introduced to the countries of the Arab
world until the establishment of the department of library and documentation
at Cairo University in Egypt in the early 1950s (Hamade, 1994, p. 139).
This department is considered the leading one among the other Egyptian
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schools of library and Information science which are nine in total (A very
new one will be established by the South Valley University (SVU) by the
end of 2003 to be ten in total). All these schools are a four-year program
designed and prepared to educate and train librarians, archivists and
information professionals. The curriculum followed in these nine schools
does not help students to deal with the new development and practice of the
Information age and the Internet network. Although more than a thousand of
students graduate each year from these schools, a very limited numbers of
them get an appropriate job. This may be attributed to the fact that most of
graduated students are not qualified. (Miski, 1993) discussed the problems
behind that such as the absence of specialized Arabic language library and
information science publications, a lack of regional library journals that
could make students read more, and a shortage of faculty members with the
qualifications and experience required for teaching. Didactic teaching
methods and a failure to develop critical thinking means that the schools
may be producing library and information specialists who are not able to
adapt to their rapidly changing professional environment. There is a need for
the library and information school to educate and train graduates who can
advance and enhance the profession.
According to Angel (1987), the curriculum of library and information
schools must be expanded to ensure adequate coverage of information
technology, systems design, computing technology, communications, office
automation, and database management, if they intend to produce a new
breed of information professionals who will be able to function effectively in
the emerging market.
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The Need to a Balanced Library and Information Science Curriculum
in Developing Countries/Egypt.
There has been a constant concern about library and information
science curriculum all over the world in general and developing countries in
particular. This may be attributed to the fact that the need to build/modify or
even to completely change library and information science curriculum is
becoming increasingly one of the most important features in this field
especially in the light of information age and with the advent of the Internet.
First of all, let us explain what the curriculum of the school of
library and information science means. According to Stieg (1992) the
curriculum of library and information science school is The principal
means by which it effects the education of its students. It asserts the
school's perception of its purpose. It embodies its definition of the
professions' knowledge base and asserts its values (Stieg, 1992, p106).
The Curriculum usually contains a statement of the schools objectives.
It reflects the needs of its students of education and training to meet the
demands of the society and the market.
Morales (1995) emphasized that the important starting point for the
determination of the library curriculum is the definition of the discipline it
will be taught, the stimulation of students, the identification of the objects of
study, and familiarization with the working environment in which a library
science graduate or professional can develop. The social, political, scientific
and economic implications of the possession of information, addition to the
national education system, should be taken into consideration when
designing library and Information science curriculum.
In many developing countries, a major drawback in the design of
information science curricula is the depressing influence of the developing
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status of information systems and the lack of a clearly defined national
information policy. The information infrastructure of many universities in
these countries also do not help much to integrate new library and
information science courses into the curriculum such as computer-based
subjects and the Internet technologies.
Developing countries should not merely mirror a curriculum for the
developed countries. Their curricula should be designed to meet the practical
and intellectual needs of their communities and respond to the actual needs
of their market. That is to say the designed curriculum must meet local
needs, and at the same time, it remains academically acceptable
internationally. Of 68 million people, for example, who live in Egypt, more
than 40 million live in agriculture regionsbut only a very limited numbers
of programs and courses, designed by library information science schools
curricula, currently exist to deliver agriculture education to students in this
urban setting! The curriculum of library and information science should
make sure that its programs are linked to the environment and give value to
the society.
To establish library and information curricula and programs in
developing countries, it is very important first to clearly address the issues
library and information science schools face now in these countries. This is
to help to put a general view for the content, needs, social, legal, economic,
ethical, cultural dimensions and the direction of these curricula and
programs. Budd and Miller (1999) articulated such these issues into
questions as follows:
1. What are the skills necessary for optimal functioning in the
information professions?
2. What are the service implications of technology integration?
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3. How does technology affect the information seeking behavior of
users?
4. What is the impact of technology on the way we think about
information and informing?
5. How does technology help us to answer the questions patrons
ask?
6. Do we think differently when using a print source and an
electronic source?
7. How does technology affect the operations of our organizations?
8. How should we evaluate information technology as it may affect
implementation relating to the foregoing questions? (Budd and
Miller, 1999, p. 82). These questions or considerations help to
understand what the curriculum framework should contain.
According to Budd and Miller (1999), the curriculum framework
has two sides; the first one is technical (such as applications
software, use of metadata, systems analysis); and the second is
human-technology interaction (such as interface design,
information seeking behavior of users, evaluating technologies).
Many attempts were made to define a core curriculum for
librarianship and information work, but the most enduring approach is
that set out by Hayes (1982) when he identified some broad groups of
subjects:
The information environment: the information economy,
libraries and society, principles of information services.
The professional environment: history of the book and
libraries, international and comparative librarianship,
professional practice.
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Access to the record: bibliographic organization,
cataloguing and classification, collection development.
Access to information content: advanced information
storage and retrieval, classification and subject analysis,
indexing and abstracting, information design, reference and
information services, subject information services.
Management: library management, management of
information agencies, administrative management.
Underlying competencies: information technology [this
may include the Internet], library automation, research
methodology, languages, and statistics.
Three elements that need to be covered by the curriculum:
- Knowledge: the understanding of the broader context
within which the information professionals work such
as subject knowledge, user behavior and information
needs.
- Skills: skills and competencies that information
professionals exercise when carrying out their work
such as research skills, information skills,
communication skills, management skills and
technological skills, etc.
- Tools: techniques and tools that are used by
information professionals in the course of their work
such as information sources (either printed or
electronic) (Moore et el, 1998).
This curriculum is still followed in a lot of library and information
schools all over the world. Developing countries/Egypt may also follow
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such this curriculum since it covers all technical, intellectual, individual
subjects within the social aspects.
Training for librarians and Information Professionals in Developing
Countries/Arab Countries (Egypt)
Due to the increased amount of information available and the new
technologies used to provide this information, the role of librarian and
information professional has dramatically changed during the past decade.
Since the Internet and the World Wide Web have been introduced to the
general public, there have been more demands on librarians and information
professionals. All developing countries/Egypt need to information
professionals with a broad range of skills and qualifications. Technical
know-how, certain social competencies, economic knowledge, culture
background and creative abilities should be met in these people.
In addition to their traditional bibliographical, academic, and
personal competencies, librarians and information professionals have to
possess technological expertise in order to gain access to automated library
processes to provide individual and group online and CD-ROM instruction.
Continuing education is recommended for librarians and information
professionals to maintain current knowledge of library information and
resource issues. In order for librarians to successfully carry out their role as
partners in instruction, Winner (1998) focused on the importance of the
continuing education program for librarians and information professionals.
According to him, any effective program for preparing librarians and
Information professionals should include the following:
A basic understanding of contemporary learning theories.
Training in the application of critical thinking.
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Practice in and assessment of successful current teaching
techniques and strategies.
An understanding of public relations skills and practice in using
them.
An understanding of public relations skills and practice in using
them.
Although there are many obstacles in training Librarians and
information professionals in the developing countries/Egypt such as the lack
of competency of many library school lecturers in using computers,
multimedia and other IT technologies, the need to these people is veryimportant to keep the profession going on and to improve services offered.
Maintaining Quality in the Library and Information Science
Curriculum in Developing Countries/Egypt
The most important thing to monitor and maintain the quality of
library and Information Science Curriculum in developing countries/Egypt is
to make the content of this curriculum always flexible. That is to say it
should be subject to change, update and modification. A complete review for
all courses should be made from time to time or to the responds of any
emergent changeeither in machines or individualsthat may be happened
in the internal and external environment of library and information schools.
The Need to Information Policy Sustaining Education, Libraries and
Technology in Developing Countries/Egypt
The lack, if not the absence, of communication and information policy
is always the main causes of backwardness in information technology in
developing countries, (Adam, 1999). Policymakers in these countries must
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determine how to sustain democratically the access to information sources.
In an attempt to exploit the economic and social opportunities offered by
information and communication technologies, information policies should
be developed. Such these policies should concern directly with building
technological infrastructures putting into their consideration related issues
such as systems, information markets and human resources.
Conclusions and Recommendations
No one can deny that the information society is fast becoming reality
due to rapid innovations in information and communications technology.
There is, then, a need for citizens of this society to be information and
computer literate. A good education system supported with an appropriate
and considerable technology can help achieve this. This right is essential
now, in the information age, for all in developing countries.
This paper called all library and information educators and
professionals in developing countries to make efforts to improve library
profession and benefit from the new technology in creating a balanced
library and information science curriculum reflecting the educational needs
of students and responding to the demands of the market. Since technologies
change rapidly, almost daily, the paper urges educators and professionals to
keep pace with technology and with new trends in this field and to integrate
IT courses into curricula to improve the competency of teaching and
performance of graduates. When proposing the use of information
technology in developing countries, it is important to ensure that the
technology is appropriatethat is, it is suited to the skills of its users as well
as to the needs of clientele and is adapted to the environment in which it is to
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be used (Akhtar, 1990). Libraries in most of developing countries have
tended not to apply appropriate methods and they are still being Western.
Library and information science education in developing countries
still strongly needs to address and place the actual and practical needs of
the society into the taught curriculum. The curricula, moreover, of many
library schools must be thoroughly revised to take account of the new
information environment.
Developing countries need information and communication policy
adjustment to share the promises of the rapid changes in information
technology. These policies involve appreciation of the significance of
information technology in life long learning, education, libraries, and better
management of information resources and environment.
Developing countries need to develop public policies and
infrastructures that accelerate the broader and more effective use of
information technology. (Hanna, 1991, p. 45). Developing countries should
develop strategies in planning and implementing to improve their
information technology and telecommunications infrastructure.
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8/3/2019 The status of Librarianship and Information Technology (IT) In Developing Countries (Arab Countries)
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The Status of Librarianship and Information Technology in Developing Countries (Arab Countries & Egypt)
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