About Continuing Professional Development

CPD is commonly defined as “an ongoing process aimed at monitoring and upgrading skills and
competence of individual workers in the profession” (Doney 1998: 487)3. The aim is to remain abreast
within one’s profession, with the understanding that CPD is a continuous undertaking; a commitment to
lifelong learning. Once formal education is completed, it does not mean that learning will end.

Academic librarians are at the centre of the academic institution4 and are generally expected to
anticipate the needs of researchers and students in respect of techniques for information searching and
evaluation. According to Larsen (2006: 1), librarians are expected to be knowledgeable and deliver an
excellent service to their users: this objective is often compromised by inadequate finances and lack of
training. It is vital that librarians endeavour to upgrade their knowledge and skills constantly throughout
their career (Freeman 1994: 28) and that they supplement their core skills with the new technology that
is available. An academic librarian’s skills are vital in managing collection development and delivering
quality services to their users (Maesaroh and Genoni 2010: 625). It is essential that librarians are aware
of the changes and the new initiatives that arise within the LIS sector (Ritchie et al. 2010: 277). Choi and
Rasmussen (2009: 457) point out that the impact of technological advancements on libraries affects
library structure because the changes may engender reorganising the responsibilities of librarians within
the departments. This implies that existing librarians need to be exposed to continuous learning
initiatives in order to embrace new job functions and changes. According to Lamptey and Corletey
(2011: 2), excellent service delivery within the LIS sector depends upon librarians being knowledgeable,
of a high professional calibre and continuously engaged in CPD activities.

According to Majid (2004, cited in Woolls, 2005) CPD is “the systematic method of learning that leads to
growth and improvement in professional abilities, enabling individual to function successfully in a
changing work environment … the purpose of continuing professional development activities is to fill-in
the knowledge gaps between formal education and the needs of the professional practice”. This
definition indicates that CPD is critically important to standards of professionalism, particularly when the
‘knowledge gaps’ are exacerbated by inadequate formal education. CPD can potentially remedy or
minimise the problems with the standard of first professional qualifications in Indonesian librarianship.
This might be achieved by various means including post-qualification education or library-based
workplace training.

There is a conspicuous lack of existing literature which discusses or investigates the issue of CPD in
Indonesian librarianship. However, investigations of CPD in other developing countries can be found,
such as Adanu’s (2007) report on the working environment and CPD activities in university libraries.

Library and Information Studies (LIS) professional bodies internationally endorse and recognise the need
for lifelong professional learning, in the form of Continuing Professional Development (CPD). The
American Library Association (ALA) lists ‘Continuing Education and Lifelong Learning’ as one of the Core
Competencies of Librarianship. The Library Association of Ireland (LAI) has the commitment to
continuing professional development as a core value of professionalism within the Code of Professional
Practice. The importance of CPD to practitioners has been emphasised by many researchers, notably,
Corcoran & McGuinness (2014) contend that it is crucial to prevent the extinction of the profession:
‘Ultimately the survival of the profession and indeed the professional depend on it [CPD]”.

Rapidly changing technology and its effects on the profession are cited by many authors as driving the
necessity for librarians to turn to and use CPD to upskill and stay abreast of changes (Broady-Preston,
2009; Broady-Preston & Cossham, 2011; Bury, 2009; Corcoran & McGuinness, 2014; Hornung, 2013;
Partridge et al., 2010; Quatab et al., 2016). In her article ‘Professional education, development and
training in a Web 2.0 environment’, Broady-Preston (2009) emphasises the need for LIS professionals to
upskill through CPD and training to embrace the changes brought by the advent of Web 2.0, which she
believes has led to transformation in libraries, something she refers to as ‘Library 2.0’ which is ‘The
application of Web 2.0 technologies and philosophy to library collections and service provision has been
categorized as “Library 2.0”, also referred to by Partridge et al. (2010). Another driver of change is the
concept of the ‘blended professional’ wherein a LIS profession has also to take on other roles, an
example of which is when the academic library department is merged with IT departments and hence
“[A]cademic librarians today face both opportunities and challenges as a result of the convergence of
information services, heavier teaching responsibilities, and hybrid roles” (Corcoran & McGuinness,
2014).

Need of Continuing Professional Development

The need for CPD in developing countries is further supported by low communication and financial
limitation. Omekwu (2008) observes that these are strong enough reasons to slow down the process of
global integration of institutional and national information resources and systems. Therefore, he calls
for ways and means to overcome such problems. Cataloguers, according to Dellit (2008), have
developed and maintained an array of standards that ensure information resources are ordered and
categorized in a way that facilitate access to the materials. Workflow has been developed around the
standards for effective management have become essential parts of the profession. Accordingly, the
need to sustain the standard in flux of changes and new challenges in IR cannot be overstressed.

Library and information science (LIS) professionals today need to attain knowledge and skills in ICTs as
services of most of the libraries are now evolving around information technology. Omotoso (2000)
categorized IT into storing information, telecommunications technology for transmission of information,
and reproduction technology. Information technologies in storage and retrieval are used to bring the
academic library service to the users via: a) Computer; b) Internet; c) Electronic mail; d)
Telecommunications network; e) Information/computer network; f) Reprographic machine; g) CD-ROM;
and h) Telephone, etc. (Enakrire & Baro, 2008).

The perceived needs for professional development may arise in a wide range of situations. For a new
librarian, occupational training begins from the moment he/she steps into the profession. Formal
classroom instruction covers primarily generalized knowledge about the fundamental concepts and
theories of library systems and operations. Each individual library, however, exhibits its own unique
identity composed of organizational structure, types and arrangement of information resources,
clientele characteristics and needs, and international relations that all form the work place culture. New
hires, whether fresh from school with a recent curriculum, or with the advantage of years of practical
experience, face the need of becoming familiar with the new institutional identity. Professional
development opportunities can help the new librarian put theoretical knowledge into practice, apply
generalized concepts to specific responsibilities, and become familiar with given job situations.

Academic librarians are evaluated for their performance in scholarship as well as librarianship, and the
requirements of the individual institution and the publishing industry may prompt no small measure of
anxiety for new librarians. Where institutions require that librarians pursue successful research and
publication in order to achieve promotion and tenure, there is an unofficial consensus that many
librarians are ill-prepared¡ªeither by lack of training or release time¡ªto successfully complete this
requirement (Sapon-White, 2004). Programs designed to familiarize librarians with institutional
expectations and to de-mystify the writing and submission process can have a positive impact on
institutional morale and individual achievement.

By virtue of being in the business of supplying information organization and retrieval services, academic
libraries are intimately tied to the constant and rapid technological changes characterizing the
information age. This technological imperative penetrates all aspects of the academic library's
operations, and drastically influences the information behavior of librarians and patrons alike. The
"push" factor for establishing an active professional development program is the institution's
commitment to and emphasis on the quality and improvement of library services (Shaughnessy, 1992).
The push factor for the individual librarian is the expectation and mandate that he or she both maintain
expert knowledge of new products and services and at the same time participate in publishing and
professional growth activities (Flatley & Weber, 2004).

As exemplified by the above quotes, the field of librarianship is ever expanding and changing, from
exploding Internet and media technologies, to ever diverse patron groups with increasingly complex
information needs. Library professionals need to be as savvy as the clients they serve, and the most
productive and effective way for librarians to keep up with these changes is to seek out professional
development opportunities. Librarians owe it to their clients and to themselves as competent
professionals, to remain abreast of trends and developments in the field. Hurych (2002) proffers
professional development as an essential obligation when he states that education for the
contemporary professional no longer ends with diploma, if it ever did. It has been recognized that
continuing education strengthens not only knowledge and skills necessary for competent performance
but also values and attitudes necessary for the service orientation of a profession. (p. 257)

This paper seeks to address the changing landscape of the library profession, including the changing
nature of library and information science education, and to exemplify the importance and necessity of
continuing professional development for librarians, the newest manifestation of which is online
professional development through Web 2.0 tools and technologies.

"Library science" is so closely related to information technology that the traditional definitions no longer
accurately reflect the discipline without incorporating the conceptual element of information
technology. Starting from the 1970s and 1980s, the impact of technological advancements have been
increasing, changing the reader's habits in accessing and retrieving information. In order to provide
better client services, accommodations to, and acquisition of new technology have been made in all
library transaction models (operations, service, and communication). The application of new
technologies extends to acquisition, cataloging, collection development, circulation (including
information sharing), reference (especially virtual reference), information literacy education,
information retrieval (databases, including full-text, electronic publishing, and consortial agreements),
library services promotion, institutional internal communication, and so on. Thus, all library
professionals, regardless of departmental affiliation, face an imperative to upgrade their knowledge,
improve their skills, and to adapt and broaden service models. They have no other option if they wish to
maintain a role both in the profession and, by extension, in the vitality of the library as an institution.

Pakistani Perspective:

A lot of international literature is available about training initiatives for professional development of
library professionals at international level. A process was undertaken by Colorado State University
libraries faculty task force to address concerns regarding training opportunities to library professionals
working in their libraries. They collected and examined feedback from faculty librarians and
recommended possible training initiatives to library administration and council (Feldmann, Level & Liu
,2013). Bresnahan and Johnson (2013) conducted a survey to determine local training needs about
scholarly communication and research data management of liaison librarians and concluded that
training about research data topic should be prioritized. A sound structure for in-house training of
library professionals in times of economic recession is necessary for developing their skills. Need
assessment is the necessary instrument for constructing a training program to train the human
resources competitively (Crumpton, 2011).

Adam (2009) has conducted a study to determine the approach adopted by the staff development
committee to reinvigorate personal and personal development of library staff. He developed a skill and
attribute matrix which mapped the current and future courses for the creation of program for
professional development of library professionals. Robinson and Glosiene (2007) have conducted a
study of network of training centers for its role for continuing development of library professionals and
found that this network of training centers remain successful for enhancing competencies of library
professionals working in these centers. Different areas of library operations such as ICT skills,
networking skills, copyright and library licensing of digital material and library systems need professional
training of library professionals to perform these operations optimally (Pedersen 2007). Oduwole and
Sho (2007) have reported an international training program at University of Illinois for connecting
librarians all across the world and found this program helpful for professionals to exchange information
about practices in librarianship.

Robinson, et al. (2005) has identified a set of skills and competences needs for library staff and
advocated that library professionals should possess strong information literacy skills and become active
lifelong learners to come up to the expectations of the users. He further prescribed that e-learning
approach along with other methods to be adopted for enhancing the skills of library professionals.
Homan, Foundation and McGowan (2002) asserted that due to introduction of information technology
in the health care environment, health care professionals need to redefine their approaches of training.
He recommended partnership of Medical Library Association with universities for offering certified
programs having demonstrated competences in key areas such as technology. Matthews and The bridge
(2001) have assessed the training needs of library professionals for preserving human knowledge for
future generations. They reviewed the training initiatives about preservation of library material in UK
and abroad and suggested sector wide professional development and training initiatives. Todd and Tedd
(2000) have described two training initiatives including the National Grid for Learning and the University
for Industry for lifelong development of library professionals in UK. They further highlighted the role of
public libraries for providing information and communication technology courses to lifelong learners.

Technological development, organizational development and focus on end users are major influences
that have implication for the training initiatives meant to meet the emerging and future needs of
professionals (Lawes, 1996). Many studies are available in national literature that has analyzed the
training initiatives undertaken for professional development of library professionals in Pakistan. Some
studies have thrown light about the training initiative undertaken for professional development of
librarians in Pakistan and many other studies have elaborated the training needs and avenues of training
available for library professionals in Pakistan. Khan, Muhammad Arif’, Idrees & Khan, Muhammad
Mudassir (2013) conducted a study to judge and evaluate the professional development initiatives
initiated by Pakistan Academy of Rural Development for the training of their professionals. They
asserted that practical involvement, field visits and specialized training sessions for employees are
traditional elements that need to be considered for the capacity building of library staff. Different
initiatives were started to enhance skills in different areas such as LIMS, WINISIS, EDDC, Web Dewey, Z
39.5, open source software and browsing online databases. They found that staff of academy has
benefited personally and professionally from these development opportunities.

Personal quest, conferences and workshops, reading professional literature are important ways adopted
by library professionals of Punjab University libraries to enhance their professional competence. Future
interest of these professionals indicate their priorities of different areas such as digital library,
information retrieval, databases, digital cataloguing and digital reference (Anwar, Uzma & Wariach,
Nosheen Fatima, 2013 ). Library professionals have expressed that management and leadership skills,
information technology and communication skills are the priority areas that need to be covered while
designing in-service training initiatives for library professionals in Pakistan. They found that 80%
preferred practical work (courses/workshops) and only 20% respondents emphasized for lectures and
exercises (Khan, & Rafiq 2013).

Training opportunities available for medical librarians in Pakistan are not enough for fulfilling the
professional needs of medical librarians. Respondents stated that the skills such as use of ICT, integrated
library software, subject headings, classification schemes, referencing styles, ability to coordinate and
assessing information needs of users are necessary for performing professional activities (Ullah, Ameen
& Bakhtar, S. 2010). Jabeen (2010) investigated the training avenues available to library professionals in
Pakistan and suggested some measures to be taken for its improvement. Mahmood (1998) has
described 105 events of training courses, conferences, workshops, seminars, lectures and
demonstrations from 1988 to 1996 conducted for the continuing education of larger group of qualified
librarians relating to information technology with its duration, location, date, year and name of
sponsors. Different areas such as library automation, databases (CDS/ISIS, LAMP, INMAGIC, Scimate),
computer applications, computer basics email and internet etc were covered in these events conducted
for continuing education. More than 80 events were training courses and workshops and ten events
were conferences and seminars with only five lectures.

Competencies & Trainings

Professional competencies include having expert knowledge of the content of information resources,
including the ability to critically evaluate and filter them developing and managing convenient,
accessible and cost-effective information services that are aligned with the strategic directions of the
library; provide excellent instruction and support for library and information service users, assessing
information needs and designing and marketing value-added information services and products to meet
identified needs; using appropriate information technology to acquire, organize and disseminate
information; and continuously improves information services in response to the changing needs (Larsen,
2005).

A number of approaches to professional development are possible such as keeping abreast of listservs
and publications available in electronic form for current awareness; pursuing continuing education
(providers may include professional associations, library systems, vendors, academic institutions);
participating in professional associations (service on committees and contributing to publications such
as newsletters); engaging in mentoring as mentor or mentee; and earning an advanced certificate or
degree. Many traditional techniques of continuous professional development or CPD can be expanded
in scope and sped up by incorporating the Internet into the process (Smith, 2001). Training courses
organised locally for the entire staff or a department shows a measurable impact and stimulates new
activities and change of attitudes (Larsen, 2005).

A full-time course of one, two or three years ending in a qualification can appear to imply that no more
education is necessary: once the initiation has been successfully undertaken, what incentive is there to
do more? A full-time course cannot avoid being divorced from practical reality, and as a result the
knowledge neither is, nor is seen to be, of practical relevance (Line, 2007).

This is not to say that no teaching is desirable. The emphasis must be on learning and experience, but
good teaching can certainly help. This could and should take the form of crash courses (e.g. in applied
statistics), frequent updating courses for all practising librarians over a certain level, and lectures
integrated with practice – an actual job, not student placements in which trainees are too often
regarded and treated as burdens. Some of the teaching could be done by specialists (e.g. in systems
analysis or statistics), but much can and should be done by practicing librarians. It would do
practitioners a great deal of good to have to communicate their experience, knowledge and ideas to
others - this is a very good way of being made to think for oneself, as well as improving one's
communication skills. Mutual education/discussion courses, in which librarians taught - and criticized –
one another, would benefit all concerned. Learning and teaching should also take place within each
library. Learning - whether good or bad - inevitably occurs with practice, but it could be formalized.
Ideally, every library of any size should be a teaching library - just as medicine is learnt in teaching
hospitals (Line, 2007).

What should be sought above all is the integration of learning and practice. This, of course, requires a
change in heart on the part of libraries: to practise without thinking is, if anything, worse than thinking
without practice because it can do more direct damage to the library service. Many libraries are not the
sort of place to teach or learn anything useful except as examples of bad practice to be avoided (Line,
2007).

There is a good deal that could be done in the interim both to improve CPD and to pave the way for
something better in the future. Among some of the measures that could be taken are the involvement
of related professions such as publishing in the development of curricula, the incorporation into courses
of training in writing, statistical and analytical skills, much closer association with local libraries; more
practical work by students, more teaching by local practising librarians, and more experimentation by
the local libraries, greater emphasis on practical needs and problems, as both the starting and
concluding point of all elements in the course, greater emphasis on ideas, concepts and principles, and
less on theory and routine skills, much greater attention to crash and updating courses for practising
librarians at all levels, organization of seminars in which practitioners would teach and learn from one
another, with whatever help was required, much greater efforts on the part of lecturers to move back
into practice. This implies greater willingness on the part of libraries to take them back into practice.
None of these suggestions is at all original, radical or impracticable, though the current need to
economize may make some of them very difficult to implement. Some have doubtless been acted upon
already here and there. All together their impact could be considerable, although they fall far short of
the ideal. It needs to be emphasized that changes in attitude and practice on the part of library
practitioners are at least as necessary as on the part of educators; practitioners have generally been
keener on criticizing library schools than on doing something positive to improve matters (Line, 2007).

Personal competencies include commitment to service excellence, seeking out challenges and sees new
opportunities both inside and outside the library, having effective communications skills, plans,
prioritizes and focuses on what is critical, committed to lifelong learning and personal career planning,
recognizes the value of professional networking and solidarity, and is flexible and positive in a time of
continuing change (Laili, 2005).

The practising librarian's attitude seems to be a key factor in participation, unless the library is large and
has an established culture of funding CPD development. Some practising librarians are very willing to
look for new knowledge, to attend professional events, to extend their skills in new areas, regardless of
how supportive their organisation is. Their reasons may be to further themselves such as personal
satisfaction, salary increase, doing the job well, improving performance, keeping up to date, and
acquiring new knowledge or skills. These individuals are more likely to be members of professional
associations; to contribute their own time and money; to seeking out CPD opportunities wherever they
may be found (e.g. Generic professional courses, those offered to other professional groups, university
courses run as continuing education) and to think laterally about what is available and what they need
(Laili, 2005).

For others, there is an expectation that CPD will come nicely packaged, easily accessible, just in time,
cheap, targeting their needs precisely, paid for by the employer, and not impinging on their life outside
of work. While many employers do offer incentives to staff to participate, the above expectations are
somewhat unrealistic. A desire for courses on niche or specialised topics is understandable, but is simply
not feasible given the population or feasible only in main centres as the practicalities of offering CPD
equitably across the country are complex. There is a failure by these individuals to look beyond what is
offered to the profession - to the generic courses on management, leadership, customer service and so
on (Laili, 2005).

The teachings in each country would progress according to the changes and developments in that
country. For example, in Malaysia the establishment of the Multimedia Super Corridor, Vision 2020, and
the coming of the knowledge of the economy has motivated LIS educators to play their roles towards
these developments (Jamaludin, 2006). In Malaysia, the Librarians Association of Malaysia oversees the
CPD of member librarians. A cursory look at their website www.ppm55.org.my showed outdated
information as far back as 2006 and 2007. Maybe the website would yield more information if a
member of the organization was to log into the organisation's said website.

Challenges & Issues

New tools of information technology have absolutely changed the role &
responsibilities of librarians. A number of studies have been conducted to explore
the problems faced by librarians. Given section reviews the studies conducted at
International level in general and particularly in developing countries to
investigate the problems confronted by the librarians.

Ademodi & Adepoju (2009) investigated the computer skill among librarians in
academic libraries on Ondo and Ekiti State in Nigeria. It was found the shortage of
computers and computer skills among professionals. The study recommended
that more attention and funds should be provided for training and procurement
of ICT infrastructure in Nigerian University libraries. For computerization purpose,
library administration should solicit funds and assistant from foreign agencies and
foundations who are interested for the cause.

Adomi & Anie (2006) in their research on computer literacy skills of professionals
in Nigerarian University libraries concluded that most of the professionals do not
posses high level of computer skill and their use of computer and technology is
still maturing. They recommended that library management and leaders should
organize and offer inhouse computer training programmes for librarians and
enough computers should be provided in this regard.

Trushina (2004) discussed the issues related to the internet as well as the
correlation of professional codes and their implementation in library practice. He
stated that libraries depend on ethical principles more than any other institution
because library services are essentially human-oriented. He stressed that
librarians must follow the intellectual freedom principle and they have a moral
responsibility to the patrons.

Hashim & Mokhtar (n.d) studied the trends and issues in preparing new era
librarians and information professionals. They reported that the following trends
are essential for new era librarians’ i. e. a vision towards information and
knowledge rich society, globalization of information, integrated and idespread
ICT applications, growth of electronic/internet resources, role of
digital/electronic/virtual library, access role replace custodial role, strategic
alliances, partnership and collaborations, librarians need new management
knowledge and skills, specialized knowledge & skills in library and information
management, trend to develop digital contents to facilitate access. It was
concluded that new era librarian will become a guardian of digital information
and digital librarians with newly acquired skills can play a meaningful and leading
role in the networked information society of the millennium.

Sreenivasulu (2000) studied the role of a digital librarian in the management of

digital information systems. He stressed that the multimedia nature of the next
generation of digital libraries requires the digital librarians (DL) to be essentially a
type of specialist librarian who has to manage and organize the digital library,
handle the specialized tasks of massive digitization, storage, access, digital
knowledge m mining, digital reference services, electronic information services,
search co-ordination, and manage the archive and its access. He should be well-
versed in markup languages, cataloguing, metadata, multimedia indexing and
database technology, user interface design, programming, and Web technology.

Johnson (2007) viewed library and information science education in developing

countries. He concluded that LIS programs in developing countries continue to
suffer from lack of financial support by governments.

Wallis (2005) found that information literacy is vital skill set for citizens of
information societies. They suggested that the librarian must support learning at
all levels. They are needed to pass skill set of technological and media literacies to
citizens at all levels of society for economic, social and personal empowerment.

Rahman, Khatun & Islam (2008) reviewed the library education in Bangladesh.
The study found that majority of institutions in Bangladesh do not have well-
equipped computer labs or sufficient numbers of computers for students. A
sufficient number of classification and cataloguing tools (DDC, LC, Sears list of
subject headings for practical were not present. Many institutions either have no
library or inadequate collection of textbooks. Professional’s status was also found
very low, low pay scale and limited opportunities for promotion.

Wijayaratne (n.d) probed the challenges encountered by the librarians of

developing world in providing library services to support open and distance
learning. It was concluded that the attitude of the government towards libraries
in Sri Lanka has been changed during the last few years and the government has
made several approaches to develop the libraries particularly University libraries.
Government also identified the capacity of distance education to accommodate
the huge number of A/L completers who cannot gain admission to learn. It was
found very important for the OUSL to boost the process of achieving its
development goals to upgrade the quality and maintain the standards of distance
education in Sri Lanka.

Siwakoti (2008) found that there was no government agency to control, monitor
and evaluate the school libraries activities. There was lack of awareness
programs, budgetary constraints, inadequate space, inadequate library materials,
lack of trained and skilled manpower and lack of appropriate government policy
and lack of information literacy.

Lee, Brown, Mekis & Singh (2003) investigated that there was lack of full-time
teacher librarians and selected teachers are asked to take charge of the school
resource center as one of their administrative duties. There was no uniform
current syllabus for the training of teacher librarians. The biggest problem which
was found is that in Malaysian teacher librarians are facing professional isolation.

Gavgani, Shokraneh & Shiramin (2011) concluded that librarians do not have
traditional skills and sufficient background knowledge to meet the changing needs
of their customers. They need to be empowered by new skills and information
before going to empower their patrons. So there must not be a gap between
librarian’s professional/technological knowledge and their societies informational
need that to be answered by librarians. Need for changing the syllabus of medical
library and information science education in Iran was also felt.

Jestin & Parameswari (2002) explored the challenges for library professionals in
the new millennium. It found that library professionals in India were subjected to
various challenges. The introduction of computers and new technology was a
challenge to all librarians. It was conclude that librarians should be ready to
participate in the process of generating and distributing information and
knowledge for quality of life and education for all. Librarians must unite to
withstand the revolutions that will occur in the information and communication
fields. Similarly, Dasgupta (2009) searched out that in India there is non-existent
of norms and standards for the education of librarians. Problems for Indian
librarians discovered in his study were emergence of new LIS schools, insufficient
faculty strength, lack of accreditation bodies, lack of proper library facilities,
inadequate physical facilities, little attention for selection criteria, and lack of
apprenticeship programs. Study suggested that the Government of India should
play a leading role in promoting LIS education in India, by creating more job
opportunities for LIS professionals and removing disparity in pay scales among LIS
professionals.
Ali & Bakshi (n.d) explored that LIS profession is facing many challenges such as
lack of finance, inadequate infrastructure, lack of knowledge and training, lack of
high quality teaching staff, lack of permanent faculty for distant programs, lack of
admission policy and evaluation, absence of accreditation body and supporting
policy at national level, lack of global perspective and lack of library visits. It was
suggested that admission test should be conducted before admission in LIS and
practical hours should be increased. Attendance should be made compulsory and
syllabus should be up-dated. Availability of high caliber staff should be ensured.
Mobile based learning programmes should be adopted for distance learning. For
the purpose of imparting practical training, there should be complete
infrastructure. It was concluded that to support learning and teaching ICT should
be used because e-learning would be the future of education.

Like other developing countries, studies conducted in Pakistan do not show the
healthy picture of LIS profession. In Pakistan, even all libraries are not fully
automated. Internet service for users is being provided in University libraries but
in public and college libraries the provision of Internet service is not encouraging.
Haider (2003) found that the present library scenario in Pakistan is not so
impressive and is suffering from inadequate funds and lack of bibliographic
resources in the country. It was suggested that in order to meet new challenges,
library schools are needed to improve the quality of their teaching staff and revise
the curricula as well. The amount of research by library professionals into their
own discipline is simply inadequate. Mohammad Asghar (1992) listed some main
problems as the lack of opportunities for proper training, appropriate guidance,
availability and access to information sources, financial assistance and
sponsorship, encouragement, publication or dissemination of research findings,
and personal interest and initiative. As Khalid, Hafiz (1997) states, the library staff
is an area of weakness in Pakistan; there are several causes of this problem in
Pakistan such as the faulty system of selection, lack of training, poor librarian’s
status, etc.
References:

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Adanu, T. S. A. (2007), Continuing professional development (CPD) in state-owned university libraries in

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Woolls, B. (2005), Continuing professional education to continuing professional development and

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