Document Type : Original Article
Authors
1 Department of Literature and Humanities Science, Faculty Member of Knowledge and Information Science, University of Qom, Qom, Iran
2 Department of Knowledge and Information Science, University of Qom,Qom, Iran
3 Instructor in Department of Medical Library and Information Sciences, Abadan School of Medical Sciences, Abadan, Iran
Abstract
Background and Objectives: One of the most significant outcomes of the progress of information technology is probably over the training program and its follow-up job requirements. So, revision of curriculum in higher education is one of the rational approaches to the dynamics of academic disciplines. Therefore, education authorities are acting on issues involving the revision of new educational programs in line with how well they meet their society's needs. In the same vein, the Ministry of Science, Research and Technology has placed the necessity of revising the curriculum of all academic disciplines at regular intervals (five years). The study attempts to investigate educational materials presented for trends of "Public Library Studies, Managing Academic Libraries" and, "Digital Library Management".
Methodology: This research is an applied research using the "content analysis" method. To conduct this research, the latest curriculum revised during the 2011-2013 period was analyzed which approved by the Iranian Curriculum Programming Committee on Information and Knowledge Science for these three fields. In order to retrieve various classifications of Persian and English books, researchers were referred to websites of The National Library of Iran and the Library of Congress, respectively. Data was analyzed using Excel software.
Findings: A total of 525 sources for all three trends were introduced that included 443 books, 79 articles, and 3 theses, respectively. Linguistically, 297 Persian and 228 foreign sources were found. The most Persian and English sources are proposed for the trends of "Managing Academic Libraries" and "Digital Library Management". Out of a total of 226 Persian books, 50% of the educational materials found in Z class (bibliography, bibliography, books, books, industry, and book trade), and more specifically in subclass of ZA (Information Sources), then, followed by classes of the H (Social Sciences) and Q (Science). Finally, the choice of resources from the classes P (Language and Literature) and T (Technology) and B (Philosophy, Psychology, and Religion) was also considered at 12.3%. The retrieval results showed that out of a total of 166 English books, more than 54% of the educational materials have been belonged to Z class and then the most resources from the class H (16%) and Q (14%). There are few sources in the Ttechnology and Law classes. The fewest introduced resources to belong to classes as following the D (History), philosophy (B), and (C). Of course, there are no sources in L class) Education) and G (Geography) and P (Language and Literature), and J (Political Science). Also, most of the proposed works in the field belong to "Rahmatollah Fattahi" and "Mohammad Hasanzadeh" and in the field of articles, the most works were written by "Yaghoub Norouzi" and "Azam Sanatjoo". The most frequent references were also for the common headline of the "Foundations of Library and Information Science".
Discussion: There is no source for the Seminar headlines except in the trend of "Digital Libraries Management". In fact, the lack of attention to these units has caused many problems in the writing of thesis and scientific papers, and it can be concluded that there is significant relationship between this defect and the skill level of students and the potential of their research ideas, it is possible that negligence can be attributed to Curriculum Programming Committee, because it does not seem logical to include practical units without introducing the offered courses for teaching. It often seems that misconduct has not occurred deliberately due to researchers’ lack of knowledge of the proper methods of studying and adapting the work of others. Therefore, it's better to always include prominent theses in various headlines. Fortunately, half of the books were listed in Z class. Other remarkable points can be the lack of proposed resources in the T class. Indeed, the lack of choice textbooks of technology class to confront the digital and information society can be concerning and should be taken in future reviews. According to the findings, the review of research shows, the need for review at regular intervals (maximum five years) can contribute to the coherence of the presentation of headlines and suggested suitable resources for different trends in the field
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