the status of librarianship and information technology (it) in developing countries (arab countries)

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)

Dr. Essam Mansour

The status of Librarianship and Information Technology (IT)

In Developing Countries (Arab Countries)

Dr. Essam Mansour*

[email protected]

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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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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Dr. Essam Mansour

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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References

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