چکیده:
Education of Library and Information Science (LIS) has several problems that
are caused by the changing nature of the discipline and the social, economic and
cultural contexts in which LIS departments function. The aim of this article is to
enumerate and discuss some of the common problems of LIS education in
developing countries of Asia and suggest solutions. We show that as Asian
developing countries share some of the social, economic and cultural elements,
they have similar problems in LIS education. Therefore, the same solutions
could be recommended such as setting up limited number of independent LIS
schools, establishing or empowering accreditation agencies, flexibility in
educational systems, more emphasis on research, developing in-service training,
relocating the departments in new faculties, equipping the departments with new
facilities, employing new and skillful staff, encouraging collaboration among
faculty members and departments, diversifying courses and degrees, updating
syllabi in an ongoing manner, taking advantage of IT, and creating and
publishing LIS literature in native language.
خلاصه ماشینی:
Therefore, the same solutions could be recommended such as setting up limited number of independent LIS schools, establishing or empowering accreditation agencies, flexibility in educational systems, more emphasis on research, developing in-service training, relocating the departments in new faculties, equipping the departments with new facilities, employing new and skillful staff, encouraging collaboration among faculty members and departments, diversifying courses and degrees, updating syllabi in an ongoing manner, taking advantage of IT, and creating and publishing LIS literature in native language.
This was before the development of formal academic education in the field of Library and Information Science (LIS), which was started in 1887 when Dewey established the first library course at Columbia University (Mortezaie & Naghshineh, 2002).
National LIS associations have not yet been established or empowered in Asia, and therefore, accreditation of departments rarely happens in Asian developing countries (Al-Ansari, Rehman & Yousef, 2001; Amin, 2003; Dutta & Das, 2001; Jakaria Rahman, Khatun & Mezbah-ul-Islam, 2008; Jeevan, 1999; Miwa, 2006; Mortezaie & Naghshineh, 2002; Premsmit, 1999; Rehman, 2008; Sarkhel, 2006; Satija, 1999; Siddiqui, 1996; Singh, 2003).
On the contrary, there are many Asian LIS departments that execute an outdated program through which no qualified person could be educated for the third millennium (Al-Ansari, Rehman & Yousef, 2001; Amin, 2003; Blankson-Hemans & Hibberd, 2004; Dayyani, 2006; Dong, 1997; Dutta & Das, 2001; Haidar, 1998; Haidar & Mahmood, 2007; Jakaria Rahman, Khatun & Mezbah-ul-Islam, 2008; Johnson, 2008; Kanjilal, 1998; Mahmood, 1997; Mahmood, 2002; Mahmood, 2003; Miwa, 2006; Mortezaie & Naghshineh, 2002; Premsmit, 1999; Sarkhel, 2006; Satija, 1999; Tran & Gorman, 1999; Wijetunge & Wilson, 1998; Xiao et al.