ICT training for LIS professionals in Pakistan: a needs assessment

Abstract

Purpose - This study is based on an assessment survey of continuing education (CE) needs for ICT of library and information science (LIS) professionals. The particular purpose of this study was to seek answers to the following questions: What are the ICT-focused educational backgrounds, as well as personal and professional characteristics, of LIS practitioners in Pakistan? What are the preferences of LIS professionals for ICT training including methods of CE, providers, incentives, suitable days/time, methods of announcement, payment, and language? What skills or techniques do LIS professionals need to learn? Design/methodology/approach - A questionnaire survey was conducted on a sample of 200 professionals working in all types of libraries and information organisations in various cities of Pakistan. Findings - LIS professionals showed their preferences in the areas requested and a series of recommendations are provided based on the findings from the survey. Originality/value - The results of this study are of use to the CE providers (i.e. library schools and professional associations etc.) and will help prepare LIS professionals for leadership in the new age, not only in Pakistan but also in other developing countries. [PUBLICATION ABSTRACT]

1. Introduction

In recent years, work for the library and information profession has become characterised by fast-paced change and new skills requirements. This transformation has been brought about by the constant emergence of relevant new information and communications technologies (ICTs). Library and information science (LIS) professionals are increasingly required to adapt their skills and practice in order to gain an awareness of technological advances. As a result, the profession itself exists in a state of flux alongside these emerging technologies, with traditional roles being increasingly subsumed by new skills and working environments and, therefore, job descriptions ([3] Ashcroft, 2004).

Thus, LIS professionals are now expected to be aware of, and capable of, using and demonstrating emerging ICTs. There is a need for additional training to augment the traditional skills knowledge base with a competency in ICT use. LIS professionals must be flexible and adapt traditional skills to incorporate the requirements of technological advances. Given the current situation, wherein ICTs are being continuously updated or introduced and traditional formats are being replaced or supplemented by digital formats (such as e-journals and e-books), it seems likely that there will continue to be a need for regular training for LIS professionals. There is also an increased focus on communication skills, with more players involved in the electronic information environment. LIS professionals are being called upon to work closely with ICT users and providers (including IT staff) and to work in collaboration with others in the profession. Some groups of users lack the necessary IT skills to obtain quality information and LIS professionals will therefore be called upon to act as both educators and intermediaries. Given these circumstances, LIS professionals are required to have increased teaching and communication skills ([4] Ashcroft and Watts, 2005).

In order to respond to the ongoing changes in the LIS field, professionals need continuing professional development:

The shelf life of a degree is approximately three years and declining. Maintaining competence and learning new skills must be at the top of every professional's "To Do" list. It is an ethical responsibility, to be sure, but also one that is pragmatic and critical for career success ... Continuing professional education is no longer an option; it is a requirement of professional practice ([17] Weingand, 2000).

[7] IFLA/UNESCO (2001) guidelines for development of the public library service define training of librarians as a vital element of the activities of a public library. The guidelines require every library to make a planned and continuous programme of training for its staff. Moreover, large libraries should have a post of training officer responsible for the organisation and implementation of training and it is recommended that 0.5-1 per cent of the library budget should be allocated to the training.

2. Review of literature related to ICT use in Pakistan libraries and information centres

Computers were first used in the Pakistan Scientific and Technological Information Center (PASTIC) in 1968. PASTIC helped to produce the country's first Union Catalogue of Scientific Periodicals and profiles of 100 scientists were developed so as to offer a selective dissemination of information (SDI) service. By the 1980s agricultural universities and research centres started using computers, e.g. Sindh Agriculture University and the National Agriculture Research Council (NARC) Documentation Centre, as well as other universities and special libraries ([6] Haider, 1998).

During the 1990s the Netherlands Library Development Project (NLDP) for Pakistan influenced developments significantly. NLDP worked very closely with the Pakistan Library Association (PLA) and contributed to introducing ICT in the development of human resources, hardware provision, software development, information networking, and curriculum development. This helped accelerate the overall ICT environment and created awareness amongst librarians, removing their hesitation. In addition, they provided a platform for further activities ([8] Mahmood, 1996).

Many of the librarians of Pakistan completed their formal education before ICT was included in the curriculum of library schools. They have not had much opportunity to learn about ICT in a formal educational setting. The only way to orientate existing librarians was by continuing education (CE). [9] Mahmood (1998) counted 105 courses and workshops held in various cities between 1988 and 1996 on using ICT in libraries. It was also found that professional associations and foreign agencies were the major organisers of these activities. Subjects covered in these courses range from computer fundamentals to integrated library software packages and the internet.

[16] Siddiqui (1992) asked public librarians of Punjab province about their continuing education needs. "Computer applications in libraries" was found to be the most demanded of 25 different areas of librarianship. In a study, conducted by [11] Mahmood (2002), librarians working in the institutions of higher education of Pakistan perceived that ICT will be the most needed competency for future librarians. Out of a list of 75 competencies validated for academic librarians, seven belonging to the ICT category were in the top 10 most essential competencies.

[13] Ramzan (2002) conducted a survey of 244 librarians in academic and research institutions of Pakistan, and 87 per cent had some knowledge about the use of ICT. Overall, 76 per cent had attended some training programmes related to ICT while 97 per cent recommended that "Attainment of theoretical and practical IT knowledge should be a component of library education in Pakistan". [15] Sharif and Mahmood (2001) surveyed certificate holders of the PLA Computer Training Center, Lahore. Two-thirds of the respondents were of the view that their ICT training helped them to find better jobs. The LIS professionals recommended that the centre should also offer training in advanced concepts of library automation.

The five PLA computer training centres have played a pivotal role in training working librarians in Pakistan. These centres were set up by the NLDP in the federal and provincial headquarters of the PLA: Islamabad, Lahore, Karachi, Peshawar and Quetta. The aim of the centres was to provide training to working librarians as well as to LIS students and a place for practise and the necessary infrastructure for the library automation projects of the PLA. The Lahore centre opened in 1992. By January 1996 the centre had held 13 courses for 259 participants in a total of 120 weeks. The centre also provided free consultancy services to libraries. Courses on computer basics, word-processing, spreadsheet management, database management and library automation were conducted at the centre. According to the donor agency, NLDP, the Lahore centre was functioning extremely well and was totally self-sufficient. Other centres also trained hundreds of librarians in using ICT. Other CE activities for ICT include courses conducted by professional associations. The PLA arranged various courses, workshops, seminars and lectures on the topic of library automation. The Punjab University Library Science Alumni Association arranged many courses on the use of microcomputers in libraries. The NLDP invited automation experts from abroad to conduct various courses in Pakistan. Pakistani librarians were also sent by the NLDP to The Netherlands for advanced training in information technology. The topic of the 15th PLA Conference in 1994 was "Information technology in Pakistan: potentials and prospects", and many papers on library automation were presented ([10] Mahmood, 1999).

[1] Ameen (2006) argued for the important role of the component of ICT in LIS education in Pakistan to meet the needs of the twenty-first century. She recommended that there should be better communication and sharing of knowledge among the academics and professionals by using modern affordable ICTs to cope with the challenge of developing competencies needed for the digital era.

A review of the past activities showed that some surveys were conducted regarding general continuing education needs of LIS professionals, but their ICT-focused training needs have never been assessed in Pakistan.

3. Research questions and methodology

This study was the first assessment of continuing education (CE) needs for Pakistani LIS professionals in the use of ICTs in libraries and information centres. The purpose of this study was to seek answers to the following questions:

RQ1. What are the professional and ICT-focused educational backgrounds, as well as other personal and professional characteristics, of LIS practitioners in Pakistan?

RQ2. What are the preferences of LIS professionals regarding ICT training including modes of CE, providers, incentives for CE, suitable days/time, methods of announcement, payment, and language?

RQ3. What skills or techniques do LIS professionals need to learn?

The research design for this study was the survey method using a questionnaire[1] . On the basis of a literature review a questionnaire was formulated. The expert validity of the data collection instrument was established by seeking the opinion of some professionals who were skilled in the use of ICTs in libraries and had been involved in CE activities in Pakistan. The questionnaire was sent through e-mail using the oldest and largest listserv of Pakistani LIS professionals. The listserv ([email protected]) had 800 members throughout the country. After some time, a reminder was issued. These efforts were successful in collecting only 137 responses. This study was the first in the LIS field in Pakistan in which a listserv was used to collect data. Filling in a questionnaire through e-mail was new for LIS professionals in a developing country. The reason for the poor response through e-mail was the lack of an e-culture in Pakistan. Many LIS professionals have e-mail addresses using free e-mail servers but do not use it regularly. Another reason for this response rate was the lack of a research culture in the country. People do not co-operate in research activities. The data collection was supplemented by distributing the instrument to the participants of two ICT-focused CE programmes at Lahore and Islamabad. This added another 63 responses. After having 200 usable responses the data were put into SPSS software for analysis.

4. Results and discussion

4.1 Personal and professional characteristics of LIS professionals

The 200 LIS professionals surveyed belonged to 17 cities in all provinces and federal areas of Pakistan and worked in a variety of institutions as shown in Table I [Figure omitted. See Article Image.]. Some were also faculty members of LIS schools.

Most respondents (72 per cent) worked in government institutions. The highest level of professional education of a large majority (93 per cent) was a masters degree in library and information science. The remaining 4 per cent and 3 per cent had MPhil/PhD and bachelor degrees respectively. The respondents were also asked to mention their education/training in using ICTs. A total of 58 per cent had received some kind of such training. Their qualifications ranged from short certificate courses to masters degrees in computer science or information technology. The length of professional experience of the respondents can be seen in Table II [Figure omitted. See Article Image.].

The respondents mentioned that most of them had internet access, and of these 42 per cent had access at both office and home, 50 per cent only at the office and 8 per cent only at home.

4.2 Modes of training

Respondents were asked to give their preference about different modes of training and these are summarised in Table III [Figure omitted. See Article Image.]. It is interesting to note that while most of the respondents had internet access they did not particularly like web-based tutorials.

4.3 Providers of training

Table IV [Figure omitted. See Article Image.] details the preferences for providers of training courses and this verifies the previous studies.

4.4 Payment for training

As indicated in Table V [Figure omitted. See Article Image.], the majority of respondents (63 per cent) recommended that it is the employers' responsibility to bear expenditures of their employees' training.

4.5 Suitable days/time

The response to a question on preferred timing for training is given in Table VI [Figure omitted. See Article Image.].

4.6 Preferred language

When asked about the preferred language for ICT training, a large majority (86 per cent) were in favour of English, 59 per cent thought that there should also be training in Urdu, and 14 per cent recommended that there should also be training available in local languages.

4.7 Mode of announcement

When asked about their preference on the mode of announcement and communication about possible training programmes, 68 per cent recommended that a brochure should be sent to their work place, 45 per cent favoured an announcement on a web site, similarly 45 per cent thought postings on an e-mail or listserv was best and 26 per cent preferred to hear about courses through personal communication from colleagues.

4.8 Employees' encouragement

The respondents gave their opinion about how employers should encourage LIS professionals to participate in ICT training programmes and this is shown in Table VII [Figure omitted. See Article Image.].

4.9 Subject contents of training

The respondents were provided with a list of 36 different ICT skills and techniques to show their training needs. The analysis, as shown in Table VIII [Figure omitted. See Article Image.], reveals that a large number of LIS professionals felt the need to train themselves in many ICT related areas.

More than 50 per cent of respondents gave their opinion in favour of 24 topics. The areas greatly in need (favoured by 75 per cent or more) included some technical computer topics as well as specialist librarianship topics. The least needed areas (favoured by less than 30 per cent respondents) included basic computer/internet skills. This reveals that most of the LIS professionals in Pakistan already have some knowledge about the basics of computers, word processing software, internet, etc. Another notable point revealed by the analysis is the area of digital libraries. A total of 52 per cent of the respondents needed training in using digital libraries as compared to 78 per cent who wanted to be trained in their design and maintenance. The results also show that a reasonable number of LIS professionals already have learnt online database searching and use of optical discs. Only 35 per cent and 38 per cent respectively wanted training in these areas.

5. Conclusion and recommendations

The results of this initial survey will be useful in planning a strategy for meeting CE needs of LIS professionals in Pakistan. An overwhelming number of respondents felt the need of continuing professional education in various areas of ICTs. Most of them already had entry level professional qualification in LIS. They already had internet access. Half of them had already got some training in using ICTs. They favoured workshops/courses, hands-on training and professional meetings as training methods. They wanted LIS schools and professional associations to organise such training programmes but expenditure should be borne by the employers. They can spare time in evenings and weekends to attend ICT training programmes. English and Urdu can be the medium of instruction. Organisers of such programmes can use brochures for publicity. Many of the findings of this survey are similar to the results of previous studies in other developed and developing countries (examples are [2] Anwar and Al-Ansari, 2002; [5] Evaluation and Training Institute, 2001; [12] Ramaiah and Moorthy, 2002; and [14] Saechan, 2001).

The following recommendations are based on the findings of this survey:

- It is imperative to evolve an ICT-focused continuing professional education strategy at national level. The Government of Pakistan should take measures in this regard through its Higher Education Commission and Department of Libraries.

- The government should designate selected LIS departments and professional associations to set up CE centres provided with hardware and software resources and a recurring budget to conduct CE activities.

- Selected LIS teachers and librarians should be trained to designate them as master trainers in different areas of ICT.

- The CE centres should periodically assess the ICT training needs of professionals. Large libraries should also assess the needs of their staff.

- Libraries and information centres should allocate a regular budget for staff training. The employers should also encourage staff to attend such programmes by offering them incentives.

- Adequate publicity should be given far in advance so that the professionals can plan their participation in CE programmes.

- Attention should be given to the location and timing of CE programmes. Efforts should be made to have a location and timing that is most convenient for the majority of the participants.

- Attempts should be made to obtain financial support for CE programmes from sponsors and donors. Particularly, this is beneficial for those participants who are supporting themselves without any institutional support.

- It may also be necessary for follow-ups to be carried out by organisers of CE programmes to ascertain whether participants have put the knowledge to good use in their organisations.

- There must be co-ordination between various CE providers in the country. The employers, associations, LIS schools and foreign and local funding agencies should share their experiences and plan CE programmes in collaboration with each other.

Footnote

1. A full copy of the questionnaire is available from the authors

References

1. Ameen, K. (2006), "An overview of library education and curriculum development in Pakistan and needs of 21st century", paper presented at the 23rd Indian Association of Teachers of Library and Information Science (IATLIS) Conference, Patiala, 23-25 November.

2. Anwar, M.A. and Al-Ansari, H. (2002), "Developing working LIS professionals in the Gulf Cooperation Council countries: a study of the perceptions of Deans and Directors of academic libraries", The Electronic Library, Vol. 20 No. 3, pp. 231-40.

3. Ashcroft, L. (2004), "Developing competencies, critical analysis and personal transferable skills in future information professionals", Library Review, Vol. 53 No. 2, pp. 82-8.

4. Ashcroft, L. and Watts, C. (2005), "ICT skills for information professionals in developing countries", IFLA Journal, Vol. 31 No. 1, pp. 6-12.

5. Evaluation and Training Institute (ETI) (2001), California Library Staff Continuing Education Needs Assessment, available at: http://institute21.stanford.edu/programs/lib_edu/finalreport.pdf.

6. Haider, S.J. (1998), "Library automation in Pakistan", International Information and Library Review, Vol. 30 No. 1, pp. 51-69.

7. IFLA/UNESCO (2001), The Public Library Service: IFLA/UNESCO Guidelines for Development, KG Saur, Munchen.

8. Mahmood, K. (1996), "Promoting information technology in Pakistan: The Netherlands Library Development Project", Information Development, Vol. 12 No. 2, pp. 96-100.

9. Mahmood, K. (1998), "The technology challenge and continuing education for Pakistani librarians", Information Development, Vol. 14 No. 2, pp. 84-90.

10. Mahmood, K. (1999), "The development of computerised library services in Pakistan: a review of the literature", Asian Libraries, Vol. 8 No. 1, pp. 307-28.

11. Mahmood, K. (2002), "Competencies needed for future academic librarians in Pakistan", Education for Information, Vol. 20 No. 1, pp. 27-43.

12. Ramaiah, C.K. and and Moorthy, A.L. (2002), "The impact of continuing education programs on library and information science professionals", Library Review, Vol. 51 Nos 1/2, pp. 24-31.

13. Ramzan, M. (2002), "Utilization levels and librarians' attitudes towards information technology (IT) applications in academic and research libraries in Pakistan", unpublished doctoral dissertation, St. George University International.

14. Saechan, C. (2001), "The continuing education needs of academic librarians in the South of Thailand", unpublished PhD dissertation, Simmons College, Boston, MA.

15. Sharif, A. and Mahmood, K. (2001), "Impact of computer training on professional library activities in Pakistan", Information Development, Vol. 17 No. 3, pp. 173-7.

16. Siddiqui, S.A. (1992), "Continuing education for librarians in the public libraries of Punjab", in Rehman, S.U., Chaudhry, A.S. and Qarshi, A.H. (Eds), Library Education in Pakistan: Past, Present and Future, Punjab University Library Science Alumni Association, Lahore, pp. 197-207.

17. Weingand, D.E. (2000), "Describing the elephant: what is continuing professional education?", IFLA Journal, Vol. 26 No. 3, pp. 198-202.

Appendix

Corresponding author

Khalid Mahmood can be contacted at: [email protected]

  

Illustration

Table I: Type of institution the respondents belonged to

  

Table II: Professional experience of the respondents

  

Table III: Preference about training methods

  

Table IV: Who should provide ICT training?

  

Table V: Who should pay for training?

  

Table VI: Preference about time for training

  

Table VII: How should employers encourage LIS professionals to participate in training programmes?

  

Table VIII: Preference about skills or techniques in which training is needed