Review of the information communication technology content in the masters of library and information science curriculum TU
| dc.contributor.advisor | Nyaichyai, Lila | |
| dc.contributor.author | Nyoupane, Bhabana | |
| dc.date.accessioned | 2023-01-08T07:50:57Z | |
| dc.date.available | 2023-01-08T07:50:57Z | |
| dc.date.issued | 2021-10-05 | |
| dc.description.abstract | The study, entitled "Review of the information communication technology content in the masters of library and information science curriculum TU," has two objectives. i) to compare and contrast of ICT content of MLISc., TU curriculum with the MLISc curriculum of the SAARC countries and ii) to describe the aspects of reviewing ICT components in the MLISc. curriculum of Nepal. To obtain these objectives, this study compares the ICT content of the MLISc. curriculum of TU with five universities in India, Pakistan, Sri Lanka, and Bangladesh. The universities were selected as per the rank. Focus group discussion was conducted among the working chief librarians. These two sources of data were interpreted categorically. As a result, the comparison clarified that the MLISc curriculum of TU has incorporated similar standards of those selected universities, where fundamentals of ICT, data communication and networking, programming language, library management software, web designing, multimedia, and information retrieval courses are incorporated. In Nepal, the content related to library management software are relatively less. However, to address the gap, TU CDLIS has included a practical class on Koha, ILS for last year's past two years. The focus group discussion found that the curriculum should exclude very basic courses so that the more advanced content, like library automation, digital library making softwares could be incorporated. In addition to those content, there is the need of ICT-focused internship for MLISc graduating students. Nevertheless, an individual's capacity influences how the professional endeavor's help to overcome the ICT related challenges in the real world. Furthermore, the comprehensive package of library automation and digitization services, from operations to system design, is the most demanding from LIS graduates. Keywords: ICT course, Library- Automation, Library education - Curricula, Nepal | en_US |
| dc.description.sponsorship | scholarship by UGC | en_US |
| dc.identifier.citation | Nyoupane ,Bhabana (2021).Review of the information communication technology content in the masters of library and information science curriculum TU [Master's Thesis ,Tribhuvan University ].TUCDLIS elibrarey .https://elibrary tucdlis.edu.np / | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.14573/291 | |
| dc.language.iso | en | en_US |
| dc.publisher | Central Department of Library and Information Science | en_US |
| dc.subject | . Library education - Curricula. | en_US |
| dc.subject | . MLISc. Curriculum- Nepal | en_US |
| dc.title | Review of the information communication technology content in the masters of library and information science curriculum TU | en_US |
| dc.type | Thesis | en_US |