گروه کتابداری و اطلاع رسانی

A Study of Subject Indexing Consistency between the National Library of Iran and Humanities Libraries in the Area of Iranian Studies

Abstract

This study represents an attempt to compare indexing consistency between the catalogers of the National Library of Iran (NLI) on one side and 12 major academic and special libraries located in Tehran on the other. The research findings indicate that in 75% of the libraries the subject inconsistency values are 60% to 85%. In terms of subject classes, the consistency values are 10% to 35.2%, the mean of which is 22.5%. Moreover, the findings show that whenever the number of assigned terms increases, the probability of consistency decreases. This confirms Markey's findings in 1984. 

Neshat, Narges, & Horri, Abbas (2006). A Study of Subject Indexing Consistency between the National Library of Iran and Humanities Libraries in the Area of Iranian Studies. Cataloging & Classification Quarterly, 43 (1): 67–76.

Nastaran PoorSalehi & Fahimnia, Fatima (2006).  Point Exercise in Methodological Study of Sustainable Development of Primary School Libraries. World Library and Information Congress: 72nd IFLA General Conference and Council, 20-24 August 2006, Seoul, Korea. http://www.ifla.org/IV/ifla72/index.htm

Bibliometric Overview of Library and Information Science Research Productivity in Iran

Abbas Horri

In order to explore the status of library and information science research and its subject trends in Iran, after the introduction of modern librarianship and library education to the country in 1966, the total scientific production (2,490 titles) was surveyed and analyzed employing bibliometrics. The findings indicate that most contributions to the scientific production of the field are papers, theses, and research reports respectively. The highest subject priority for papers belongs to the“libraries and resource centers,” and for research reports to “bibliographies.” The growth rate for papers, theses, and research reports—except in very few cases—is not as consistent.

 

Journal of Education for Library and Information Science (JELIS), Winter 2004: Volume 45, Number 1. http://www.alise.org/publications/jelis45_1.html

Graduate IT orientation courses in LIS

Case Study

Elaheh Maleki and Nader Naghshineh

There are 71 LIS departments operating in Iran. This is in stark contrast to the fact that the current number of mostly state funded libraries cannot employ the majority of LIS graduates. In many cases the library and information graduates do not receive any exposure to any aspect of IT development work including basic ICDL skills or programming. Some departments have tried to become more IT intensive, especially in the graduate courses. However cultural and budgetary obstacles often make their investments less productive. The project surveyed the manner of delivery of "IT Basics" on graduate courses in three different "trend-setting" universities in Iran to uncover any shifts or development in training philosophy. Course delivery was analyzed from the stand point of content, course requirements, instructor/students expectations, as well as instruction style. The comparison aimed to test the impact of the IT orientation courses, both on the student body and the faculty.

The paper will outline the differences in student cohort (social and ethnic background), the courses and the staff and students attitude to the courses. For example, in two cases, the students believed that they had not received the IT training they expected. The courses relied on assignment papers and in-class student moderated seminars. One course, offered by Tehran University, was considered to be too hard, especially since the students had no prior exposure to the delivery mode. The course materials were entirely in English. The focus of the course was not on teaching the IT basics, but on how to use IT for problem solving. The course has no grades just a pass and fail standard. The course at Tehran University is actually considered to be insensitive to students IT background. It seems that while the other two courses are less stressful and have a collegiate atmosphere, the Tehran University course seems to be more effective. The analysis of student expectations at the end of the course often demonstrates that in the final analysis the students would not mind being pushed to overcome their professional handicaps and skill gaps.

Currently the UT ICT orientation program is being redesigned to incorporate some of the lessons learned. One is that there would be two tracks, with one track dedicated to a few students who wish to pursue a career as a system librarian. The other track would be helping the students to learn the skills necessary to embed the information service within research and development activities within both academic and industrial environment. Given the ethnic and social diversity in Iran, it is the project team’s belief that the lessons learned here could be of some value to other countries who have a wide-varying spectrum of ICT preparedness among their student bodies.

eLit2006, Wednesday 28 June 2006

http://www.lboro.ac.uk/library/eLit2006/parallelsessions.html