Neste artigo é sinteticamente apresentada a evolução ocorrida no âmbito do ensino em Informação e Documentação em Portugal, correlacionando-a com o contexto internacional.Esta abordagem inicial permite-nos perceber a mudança de paradigma ocorrida e as relevantes e complexas alterações provocadas pelo impacto das trasnformações económicas, sociais, culturais e tecnológicas que caracterizam a Era da Informação, assim como a emergência de uma nova área científica - a Ciência da Informação -. Ambas contribuíram para o aparecimento de novas perspectivas de serviços de informação, de novos profissionais de informação e, sem dúvida, de novos modelos de formação.É ainda considerado o posicionamento no contexto Europeu e a implementação do Espaço Europeu do Ensino Superior, cuja criação visa a aproximação dos países da União Europeia, no âmbito da formação, incluindo a área específica da formação em Informação e Documentação. ; This article starts by a brief overview of the evolutive process in the field of education in Library and Information Science (LIS) in Portugal and its connection with international contexts.This approach allows to understand the paradigm shift and the crucial and complex changes caused by the impact of social, economic, cultural and technological conditionsof the information era as well as the emergence of a new scientific area - Information Science (IS). Both contributed to the arising of new perspectives in information services, new information professionals and,undoubtedly, new education models.Considering the positioning in the European space, will also be considered the implementation of the European HigherEducation Area, whose creation endeavoured an educational approach across the European Union countries, including LIS field.
The article discusses how he has applied various concepts from speech communication, psychology, military science and martial arts in teaching LIS. He shows that the choice of the tools of the trade is still a personal choice in the exercise of academic freedom.
L'articolo esamina le sfide e le opportunità che il Library and Information Science Department della St. Petersburg State University of Culture ha affrontato durante la pandemia di Covid-19.I problemi didattici erano dovuti alla mancanza di esperienza tra i docenti nell'organizzazione dell'apprendimento digitale (digital learning, DL). I problemi tecnologici sono stati di due tipi: la mancanza di un adeguato learning management system(LMS) e quella di computer e software adeguati sia tra i docenti sia tra gli studenti. Non esisteva in precedenza una politica chiara e rigorosa di DL ma, in qualche modo, questo ha fornito flessibilità nell'organizzazione dei processi di apprendimento.Inoltre, la situazione di chiusura e l'isolamento sono stati psicologicamente molto difficili da affrontare, generando un'ansia costante e una sensazione di perenne ritardo, pur lavorando tutti i giorni.Per affrontare questi problemi sono state elaborate nuove strategie di DL, facendo ricorso a tecnologie 'a portata di mano': la videoconferenza su Zoom e il social network russo VKontakte; la mancanza di attrezzature a casa è stata compensata dall'aumento della flessibilità dell'insegnamento e dell'apprendimento, si è sviluppato un ambiente DL che includesse materiali di apprendimento e di insegnamento, nonché una biblioteca digitale. Si è ricorso alla didattica a distanza con brevi lezioni via Zoom, sia sincrone sia asincrone. L'apprendimento online ha avuto un approccio problem-based e project-based, motivando gli studenti a lavorare in gruppo e su casi di studio concreti. Sono stati inoltre elaborati nuovi sistemi di valutazione dei progressi dell'apprendimento degli studenti con quiz online e risoluzione di casi. Per gestire l'ansia, si è rafforzato il lavoro di supervisione e di mentoring.Nonostante le nuove sfide e le tendenze portate dalla pandemia, il dipartimento ha conservato le sue tradizioni educative che hanno permesso il miglioramento della qualità generale dell'istruzione. ; The paper reviews challenges and opportunities ...
The rhetoric of public librarianship includes many ringing claims for the role of libraries in democracy; and, on the 20-year anniversary of the advent of democracy in South Africa in 1994, it is an opportune moment to examine the rather confusing fortunes of libraries in our young democracy. In recent years, some 20 libraries have been destroyed in social protest; yet the LIS profession would argue that libraries are agents of development and social transformation. The paper reports on the work of the authors on the LIS Transformation Charter which, after a start-stop-start process of two phases over six years, has now been handed to government. The paper analyses the political and professional forces that influenced the Charter writing process; but we argue that the final Transformation Charter offers a vision of a transformed and integrated library system that has meaning to all sectors of South African society.
The paper draws on the LIS data to describe the socio-economic situation of the Middle Classes for a selection of European countries over the last 30 years. The LIS data were used as they cover a wide range of countries, including not only European countries, but also American and Asiatic countries like India, China, Russia, Brazil, Peru or Chile. In addition, for some countries, LIS time series start in the seventies, which is particularly interesting for analysis over time. The paper starts with an historical and sociological review of the middle class concept in France, Germany, Belgium and the United Kingdom. Different options are considered then to define the middle classes, namely using subjective (self-assessment) or more objective criteria like income level, education attainment or type of occupation. The income-based definition is finally chosen as comparative data on income are now available in the European countries from sources like the LIS or EU Statistics on Income and Living Conditions (EU-SILC). Besides, income is generally correlated with socio-economic characteristics like age, education attainment or occupation. Based on this definition, summary statistics (size, mean income.) are produced for the middle class households in European countries. We observe that the situation of middle class households varies from one country to another: the group is getting smaller in some countries, while getting larger in others. With regard to income levels, the mean income of middle class households has been increasing over the last decades. However, it should be noted that the increase was in some key European countries (such as France) slower than the increase for lower class or upper class households.
In combating poverty, whether or not to design a universal program or a targeted program has been a perpetual dilemma. The objective of this paper is to conduct an international comparison of the 'universality' and 'targeting' of social security systems. The paper presents an outline of methodologies used in assessing the universality and categorical targeting of the poor. Two methodologies are employed. The first builds on the work of Beckerman and examines how positive and negative net transfers are distributed using micro-data from eleven countries; the second employs a logistic regression method to estimate the effects of the initial poverty gap and categorical status of a household on its poverty outcome. The data used are drawn from the Luxembourg Income Study (LIS) database and a micro-data from the Ministry of Health, Labor and Welfare of Japan.
Librarianship has long been viewed as a "pink collar" profession, meaning a predominantly female profession. Such a gendered distinction still holds true when it is broken down into sub-fields such as academic and public librarianship. However, the stark gender differences do lessen in the field of academic librarianship when compared to public librarianship, similar to k-12 education and higher education. A 2017 article "Gender in the Journals: Publication Patterns in Political Science" inspired this current study because we wanted to know if there was a similar gender gap in publication in this female dominated profession as there was in a male dominated profession. At a technical level, we show how data can be pulled from a database using an API, and cleaned and transformed into a usable tabular format, using open source tools. More broadly, we show how data can be obtained from published sources and extrapolated to fill in gaps which would not otherwise be obtainable, such as demographic data, which can then be assessed and analyzed. The results show women authorship is not proportional to the gender make-up of the profession as whole. But if overall, if equity in representation is the goal, more women need to be published in these journals, and potentially LIS research publishing as a whole.
Copyright literacy in Spanish Library and Information Sciences (LIS) students was studied using a web survey as part of a multinational research project. The study focused on their knowledge, opinions and experiences with various aspects of copyright and intellectual property legislation and training. Results show that Spanish students are familiar with copyright and related laws at the national level, as well as with Creative Commons Licenses. However, most of respondents were very unfamiliar with topics related to the protection of rights in the digital environment and international copyright issues. Therefore, there is a need to increase information and knowledge of copyright issues in the LIS curricula, since copyright issues are already, and will continue to be in the future, a relevant part of information professionals' expertise.
Copyright literacy in Spanish Library and Information Sciences (LIS) students was studied using a web survey as part of a multinational research project. The study focused on their knowledge, opinions and experiences with various aspects of copyright and intellectual property legislation and training. Results show that Spanish students are familiar with copyright and related laws at the national level, as well as with Creative Commons Licenses. However, most of respondents were very unfamiliar with topics related to the protection of rights in the digital environment and international copyright issues. Therefore, there is a need to increase information and knowledge of copyright issues in the LIS curricula, since copyright issues are already, and will continue to be in the future, a relevant part of information professionals' expertise.
The conventional approach to comparing tax progression (using local measures, global measures or dominance relations for first moment distribution functions) often lacks applicability to the real world: local measures of tax progression have the disadvantage of ignoring the income distribution entirely. Global measures are affected by the drawback of all aggregation, viz. ignoring structural differences between the objects to be compared. Dominance relations of comparing tax progression depend heavily on the assumption that the same income distribution holds for both situations to be compared, which renders this approach impossible for international and intertemporal comparisons. Based on the earlier work of one of the authors, this paper develops a unified methodology to compare tax progression for dominance relations under different income distributions. We address it as uniform tax progression for different income distributions and present the respective approach for both continuous and discrete cases, the latter also being employed for empirical investigations. Using dominance relations, we define tax progression under different income distributions as a class of natural extensions of uniform tax progression in terms of taxes, net incomes, and differences of first moment distribution functions. To cope with different monetary units and different supports of the income distributions involved, we utilized their transformations to population and income quantiles. Altogether, we applied six methods of comparing tax progression, three in terms of taxes and three in terms of net incomes, which we utilized for empirical analyses of comparisons of tax progression using data from the Luxembourg Income Study. This is the first paper that performs international and intertemporal comparisons of uniform tax progression with actual data. For our analysis we chose those countries for which LIS disposes of data on gross incomes, taxes, payroll taxes and net incomes. This pertains to 15 countries, out of which we selected 13. This gave rise to 78 international comparisons, which we carried out for household data, equivalized data, direct taxes and direct taxes inclusive of payroll taxes. In total we investigated 312 international comparisons for each of the six methods of comparing tax progression. In two thirds of all cases we observed uniformly greater tax progression for international comparisons. In a bit more than one fifth of all cases we observed bifurcate tax progression, that is, progression is higher for one country up to some population or income quantile threshold, beyond which the situation is the opposite, i.e., progression is higher for the second country. No clear-cut findings can be reported for just one tenth of all cases. But even in these cases some curve differences are so small that they may well be ignored. We also test consistency of our results with regard to the six methods of comparing tax progression and present here twelve (Germany, the UK and the US) plus four comparing Germany and Sweden out of the total of 312 graphs, each containing six differences of first moment distribution functions. These differences can be interpreted as intensity of greater tax progression. We demonstrate the overall picture of uniform tax progression for international comparisons using Hasse diagrams. Concerning intertemporal comparisons of tax progression, we present the results for the US, the UK, and Germany for several time periods. We align our findings with respect to major political eras in these countries, e.g., G. Bush senior, W. Clinton, and G. Bush junior for the United States; M. Thatcher, J. Major, and A. Blair for the United Kingdom, and for Germany, the last year before German re-unification (1989), the beginning of H. Kohl's last term as chancellor (1994), and G. Schröder (2000). In addition, we study sensitivity of our results to the equivalence scale parameter.
Vor allem die bestehende urheberrechtliche Situation verhindert die Digitalisierung von Beständen des 20. Jahrhunderts. Basierend auf einem EU-Memorandum hat der deutsche Gesetzgeber durch eine Neuregelung für die Materialart Buch eine Möglichkeit geschaffen: Nach dem Erwerb einer entsprechenden Lizenz bewegt sich die digitalisierende Einrichtung bei der öffentlichen Bereitstellung digitalisierter Bücher in einem rechtssicheren Raum. In Kooperation mit dem DeutschenBibliotheksverband (dbv), der VG Wort und VG Bild-Kunst sowie dem Deutschen Patent- und Markenamt (DPMA) hat die Deutsche Nationalbibliothek (DNB) bis Juli 2015 einen Dienst entwickelt, der die Ermittlung vergriffener Bücher sowie ihre Lizenzierung im Rahmen der gesetzlichen Vorgabe wesentlich erleichtert. Dieser Dienst wird hier vorgestellt und eingeordnet.The existing copyright situation prevents the digitization of collections of the 20th century. Based on a European memorandum, the German legislature has created a new way for books: After the acquisition of the appropriate licence, the digitization becomes possible; the public provision of digitized books takes place in a legally safeguarded manner. In cooperation with the German Library Association (dbv), the copyright collecting agencies Wort and VG Bild-Kunst and the DPMA, the German National Library (DNB) has until July 2015 developed a service which significantly facilitates the identification of out-of-commerce-books as well as their licensing under the new regulation. The new service will be presented and explained.
This study of 23 leases over land on the island of Epi is the first of the Jastis Blong Evriwan (JBE) research activities to examine land and natural resource management (L&NRM) and access to justice on particular Vanuatu islands. The research will be repeated on the island of Tanna. To inform the broader context of land leasing in Vanuatu, JBE, in collaboration with the government of Vanuatu, has begun collecting and analyzing government land-leasing data. This process commenced in late 2009 and will ultimately make it possible for leasing patterns in each of the island studies to be placed in a broader national land-leasing context. The JBE Project Framework Document (PFD) for Vanuatu outlines a number of priority research areas in Land and Natural Resource Management (L&NRM) and Access to Justice. The research undertaken on Epi Island during March 2010 investigated the way customary groups negotiate and engage in land-lease dealings and the type and effectiveness of mechanisms and strategies people used to resolve disputes. This approach combined the L&NRM and access to justice research areas in order to: (i) document ways in which customary groups engage with the formal system; and (ii) increase understanding of the type of justice problems citizens face and the mechanisms and strategies people use to enforce their rights. Integrating these two research interests supported a more holistic understanding of the ways in which custom landholder groups operate in the context of legal pluralism.
Peer-reviewed ; The Universitat Oberta de Catalunya (UOC) was created in 1994, with its headquarters in Barcelona, as an initiative of the Catalan Government. It was set up from the very beginning as a fully Internet-based distance e-learning university, with a very specific model to deliver distance education (Duart and Sandrà 2000; Cobarsí 2008). Keeping into account such organizational features, the UOC was called to be a key actor in LIS distance education. With this goal in mind, a new undergraduate degree in LIS (Llicenciatura en Documentació) was set up in 1999. ; La Universitat Oberta de Catalunya (UOC) fue creada en 1994, con sede en Barcelona, como una iniciativa de la Generalitat. Se estableció desde el principio como una universidad a distancia totalmente basada en Internet e-learning, con un modelo muy específico para ofrecer educación a distancia (Duart y Sandrà, 2000; Cobarsí 2008). Teniendo en cuenta estas características organizacionales, la UOC fue llamada a ser un actor clave en la educación a distancia LIS. Con este objetivo en mente, un nuevo título de grado en LIS (Licenciatura en Documentació) se creó en 1999. ; La Universitat Oberta de Catalunya (UOC) va ser creada el 1994, amb seu a Barcelona, com una iniciativa de la Generalitat. Es va establir des del principi com una universitat a distància totalment basada en Internet e-learning, amb un model molt específic per a oferir educació a distància (Duart i Sandra, 2000; Cobarsí 2008). Tenint en compte aquestes característiques organitzacionals, la UOC va ser cridada a ser un actor clau en l'educació a distància LIS. Amb aquest objectiu en ment, un nou títol de grau en LIS (Llicenciatura en Documentació) es va crear el 1999.
The impact openness to knowledge is having, not only in the Higher Education (HE) sector but at public and institutional policy level, is largely due to the efforts of information professionals and researchers, as thanks to these two groups, initiatives such as open access (OA), open education (OE) and open science (OS) have changed the way in which research is being taught, conducted, and communicated. Openness is a way to democratise access to knowledge developed through public funds, and this movement has been led by informational professionals worldwide, however, we have observed that to a large extent, professional development in areas different areas of openness is rather self-taught, informal, mentored or continuous, but not formalised in information science, documentation or scientific educational programmes. In this exploratory research, gathered evidence on how (or if) openness to knowledge is being taught by reviewing a series of syllabi from undergrad and postgraduate programmes in Library and Information Science schools (LIS) sampled from universities which either/ a) are leading the agenda in OA, OS or OE; b) have policies in OA, OS or OE; c) have national / federal mandates, policies, or regulations regarding OA, OS or OE and also a range of non-formal and/or lifelong learning training offer in these same three areas. We found that while LIS schools are not providing formal training to gain skills and competencies in Openness, their libraries are offering different kinds of training in this respect. On the other hand, the good intentions and Openness awareness of policies have not yet materialised in actions to ensure capacity building. Research implications are to be able to influence the development of capacity building in open knowledge, by providing solid evidence for enhancing curriculum advancement in LIS Schools and by proposing some recommendations in this direction.
Curriculum is the core of the reform. Most of the library schools and departments have revised or in the process of redesigning their curricula according to the fulfillment of ICT skill development. Many government, non government institutions, Universities, Colleges, Library Association etc. are also organizing the Professional development programmes, refresher courses, open source software training programmes, digital library development training, e content management open source software training for development of ICT skill and knowledge. In the ICT era due to lack of expertise and ICT skill the professional other than LIS professionals are encroaching spheres of LIS. Therefore, it is dire need of responsibility an d cooperation among the LIS school and Universities, libraries, associations that they should generae technically trained/ ICT skills LIS professionals.IntroductionThe first training course in Library Science in India was established at the Central Library, Baroda in 1911/12 by W.S. Borden and at Punjab University in 1915 by A.D. Dickinson. Gradually other universities and library association started setting up library schools. Madras Library Association and Bengal Library Association started certificate courses in 1929 and 1935 respectively. Postgraduate courses also started in other universities subsequently, such as Andhra University (1935), Banaras Hindu University (1941) and University of Delhi (1947). The University of Delhi started providing facilities for research leading to doctorate degrees. It was the first institution to start the M.Phil courses in 1977. India has one of the largest education systems in the world. There were only 20universities and 500 colleges at the time of Independence. At present, there are 610 universities, comprising 289 state universities, 42 central universities and 94 state private universities, 130 deemed universities, 05 other institutions established under state legislations and 50 institutes of national importance established by central legislation. Four new central university acts are in the process of being brought into force. In addition, there are 18064 colleges including 1902 women's colleges. At the beginning of the academic year 2009-10, the total number of students enrolled in the universities and colleges was reported to be 1.46 crore in university departments, colleges and 96.01 lakhs (87.06%) in affiliated colleges (University News, May 2012, Annual Report, Ministry of Human Resource Development 2006-2007). In spite of these facilities higher education in India is not accessible to more than six percent of the population. To meet the growing demand of learners as well as taching faculties in various discipline like Arts, Science, Commerce/ Management, Education, Engineering and Technology, Medicine, Law and other professional course for higher education.
