BANGALORE UNIVERSITY

DEPT. OF LIBRARY AND INFORMATION

SCIENCE
Jnanabharathi Campus
Bengaluru – 560 056

Syllabus for

III & VI Semester

Bachelor’s Degree/Bachelor’s Honors (3+1=4

years) Degree program with Library and
Information Science as a Discipline Core
Paper/Core Paper as per NEP Guidelines.
2021-2022 Onwards

SEPTEMBER - 2022
* .
 CURRICLUM STRUCTURE
Semester III and IV
B.A./BSc/BCom/BBA/BCA etc.
Semester-III (Discipline Core)

Teaching Semester Internal

Paper No of Total
Title of the paper hours / end Assess
No credits marks
week exam ment
Library Systems and
4 4 60 40 100
LIS- Management (Theory)
C3.1: Library Systems and
2 4 25 25 50
Management (Practical)

Semester-IV (Discipline Core)

Information Processing –
Tools and Technologies 4 4 60 40 100
(Theory)
LIS-
C4.1:
Information Processing –
Tools and Technologies 2 4 25 25 50
(Practical)

Semester-III (Open Elective papers for students of other Disciplines)

Paper Title of the paper No of Teachingg Semesterer Internal Total

No credits hours end exam Assess marks
/ week ment

Non-documentary and 3 3 60 40 100

LIS- electronic information
OE.3 resources
Note: For students of
otherDisciplines

Semester-IV (Open Elective papers for students of other Disciplines)

Information Literacy 3 3 60 40 100

LIS- Note: For students of
OE.4 otherDisciplines

1
 Curriculum structure – Semester
IIIB.A./BSc/BCom/BBA/BCA/etc.

Title of the course

Course Title: LIS-C3.1: Library Systems and Management (Theory and Practical)(4-0-2)

Total Contact Hours: 52 Course Credits: 4+2

Formative Assessment Marks: 40 Duration of ESA/Exam: 3 hours

Model Syllabus Authors: Subject committee Summative Assessment Marks:60

–Library and Information Science

Programme Objectives
The objectives of the course are:
1. To study and understand the components, characteristics and functions of information system.
2. To understand the role of library as a communication center.
3. To facilitate the students to understand the application of communication models in LICs.
4. To train the students acquiring knowledge and skills in library administration and management.
5. To familiarise with the policies and practices in collection development and management (Print and
Electronic)
6. To acquire knowledge and skills in management of physical, human and financial resources.

Outcome
After completion of the course student will be able to
1. Understand the components, characteristics and functions of information system.
2. Learn the various communication models.
3. Comprehend the concept of human resource and financial management in libraries.
4. Collect library statistics and prepare library records.
5. Plan Library building, space, library furniture and library equipment.

2
Course Articulation Matrix: Mapping of Course Outcomes (COs) withProgram
Outcomes (POs 1-12)
Course Outcomes (COs) / 1 2 3 4 5 6 7 8 9 10 11 12

Program Outcomes (POs)

XX X
LIS-C1.1: Library Systems and

Operations: Theory & Practical

XX X X X
LIS-C2.1: Basics of Library

Management: Theory & Practical

LIS-C3.1. Library Systems and Management (Theory X X X X X X XX X

and Practical)

LIS-C4.1. Information Processing – Tools and X X X X X X XX X

Technologies (Theory and Practical)

Course Articulation Matrix relates course outcomes with the corresponding program outcomes
whose attainment is attempted in this course. Mark ‘X’ is indicated in the intersection cell if a course
outcome addresses a particular program outcome.

3
 Curriculum structure – Semester
IIIB.A./BSc/BCom/BBA/BCA/etc
Title of the course: LIS-C3.1: Library Systems and Management
(4-0-2)(Theory and Practical)
Number of Number of lecture Number of Number of practical
Theory Credits hours/ semester practical Credits hours/ semester

4 52 2 52

Unit Content of theory course 52

No
Unit-1: Libraries and Information systems 13

Chapter.1: Information Systems 5

Information systems: Definition, characteristics, and Functions.
Components of Library/Information Systems: Libraries, Documentation centers,
Information centers, Data banks, and Publishing Houses.

Chapter.2: Information and communication. 4

Data, Information, Knowledge and Wisdom: Concept, meaning, nature, scope and
types.
Communication: Definition and functions. Types of communication – Verbal and Non-
Verbal communication; Barriers to communication

Chapter.3: Communication models

4
Communication models – Shannon and Weaver, Harold Lasswell.
Application of Communication models in libraries.
Exercise: Case studies of libraries, documentation centers and information centers.

Unit 2 Library profession and professional associations 13

Chapter.4: Librarianship as a profession 5
Attributes of a profession. Librarianship as a profession, Professional Ethics in
Librarianship.
Chapter.5: Library professional associations 4
Study of Professional Associations: KALA, ILA, IASLIC, IFLA.
Chapter.6: Library promotion 4
Promoters of Library and Information services: RRRLF and UNESCO. Public relations
and extension activities.

4
Unit- Library administration and management 13
3:
Chapter-7: Library Management 4
Management: Meaning and definition, Functions, POSDCORB
Concept of Library administration and management.
Chapter.8: Levels of management
4
Levels of management: Top, Middle and lower (supervisory).
Chapter.9: Planning of Library and Information Centers 5
Organizational structure and governance of library.
Planning for libraries: Library building and space. Library furniture and Library equipment.

Unit Library resource management 13

4:
Chapter.10: Collection development in libraries 4
Books and periodical: selection, procedures, policies and principles with special emphasis on 4
electronic resources. 5
Collection development process: selection, acquisition: e-books, e-journals, databases.
Problems of Collection development for print and electronic resources (including licensing).
Chapter.11. Human Resource Management
Human resource management: meaning, need and importance.
Planning for human resource: Job analysis and description, Staff selection and recruitment,
induction, training and development.
Chapter.12: Financial management
Need and importance of finance. Sources of finance.
Budgeting - methods and techniques, Preparation of library budget.

Part-B: Practical (0+0+4) (2 credits) 52 Hours

Content of Practical Course-III 52
Unit.5 Chapter.13: Internal Communication 26
Drafting of letters, circulars, memos and file notes: Higher authorities, Subordinates and
Users. 13

Chapter.14: External Communication

Drafting of letters: publishers, book sellers, libraries, professional associations, donors and 13
other stakeholders

Unit.6 Chapter.15: Budgeting 26

Preparation of Library budget using line-item budgeting.
13
Chapter.16: Library reports and records
Preparation of library records: Library committee meeting proceedings, library annual
report. 13
Note:
1. The curricular components proposed under theory course/papers(Core/Open
Elective/Discipline Specific Elective ) as fieldwork/visit, exercise, record, etc. are to be
considered under Continuous assessment component.
2. Each student shall compulsorily maintain practical record and submit the same before
commencement of theory examination.

5
References
1. Evans, G. Edward & Layzell, Patricia. (2013). Management Basics for Information
Professionals, 2 Ed. Libraries Unlimited
2. Kotler, Philip (2017). Marketing Management. 15th Ed. New Delhi: Pearson
3. Paton, Robert A. (2000). Change Management. Response Books
4. Drucker, Peter F. (2012). Management Challenges for the 21st century. Oxford:Butterworth
Heinemann
5. Johnson, P. (2014). Fundamentals of collection development and management.American
Library Association.
6. Stuart, Robert D & Moran, B. (2007). Library and Information Centre Management. 7th
ed. Libraries Unlimited
7. Webber, Desiree & Peters, Andrew. (2016). Integrated Library Systems: Planning,
Selecting, and Implementing
8. Kenneth C. Laudon, Jane Price Laudon. (2002). Management information systems: managing
the digital firm. Prentice-Hall, Libraries Unlimited.
9. Gorman (2002). Digital Feature in Information &Library Services. Chennai: Allied
Publishers.
10. Webb (2003). Fee Based Services in Library and Information Center. Chennai: Allied
Publishers
11. Rowley. J (1996). The basics of information system. Ed 2. Library Association: London.
12. Singh, Sewa. (2014). Information analysis, consolidation and repackaging. New Delhi: Atlantic
Publishers & Distributors.
13. Kochtanek, T. R. and Mathews, J. R. (2002). Library information systems: From library
automation to distributed information access solutions. Libraries Unlimited: West Westport.
14. Atherton, Pauline (1997). Handbook for information system and services. UNESCO: Paris.
15. Correll (1994). Strategic Planning for Library and Information Service. Chennai: Allied
Publishers.
16. Davies, D. L. (2013). Library and information science. New Delhi: Random Exports.
17. Sayyaid Umar Farooq. (2021) A Textbook of Library & Information Science. New Delhi,
ESS ESS Publications.
18. Rubin, Richard E (2020). Foundations of library and information science, New Delhi Facet
Publishing
19. Bawden, D., & Robinson, L. (2013). Introduction to information science. Chicago:Neal
Schuman.
20. Baker, D. (2011). Libraries and society: Role, social responsibility and future challenges.
Oxford University Press.
21. Stock, W. G., Stock, M., & Becker, P. (2013). Handbook of information science. Berlin;
Boston: De Gruyter Saur.
22. McIntosh, J. (2011). Library and information science: Parameters and perspectives. Oakville,
Ont: Apple Academic Press.
23. Burahohm, Alka. Various aspects of librarianship and Information Science. New Delhi: Ess
Ess, 2000
24. Chapman, Elizbeth A and Lyden, Frederick C. Advances in Librarianship. 24th Vol.San Diego:
25. Academic Press, (2000). IFLA Standards for Library Services, 2nd Ed. Munich: Verlag, 1977
26. Khanna, J.K. Library and Society, Kurukshetra: Research Publisher, 1987
27. Kumar, P.S.G. Fundamentals of information science. Delhi: S.Chand, 1997 6. Kumar, P.S.G.
Indian Library Chronology, Ed.2 Bombay: Allied 2000.
28. McGarry.K.J Changing context of Information, 1993 8. Ranganathan, S.R. The Five Laws of
Library Science, Ed. 2 Bangalore: Sarada Ranganathan Endowment for Library Science, 1999
29. Sahai, Srinath. Library and Community. New Delhi: Today & Tomorrow, 1992
30. Sharma, Pandy.S.K Library and Society. Ed. 2 Delhi Ess Ess, 1992

6
 31. Surendra Singh and Sonal Singh. Ed. Library, Information and Science and Society. New
Delhi: Ess Ess, 2002
32. Vyas, S.D Library and society, Jaipur: Panchasheel.1993.
33. Indian Library Association (ILA): https://ilaindia.co.in/
34. Indian Association of Special Libraries and Information Centers (IASLIC):
http://www.iaslic1955.org.in/
35. Indian Association of Techers of Library and Information Science (IATLIS): https://iatlis.org/
36. International Federation of Library Associations and Institutions (IFLA): https://www.ifla.org/
37. American Library Association (ALA): https://www.ala.org/
38. CILIP, UK: https://www.cilip.org.uk/
39. Special Libraries Association (SLA): https://www.sla.org/
40. RRRLF: http://rrrlf.nic.in/
41. UNESCO: https://www.unesco.org/en
Pedagogy

Course teachers may adopt participatory discussion/self-study/desk work/Library visits/

Educational Video channels/Quizzes/OERs/Academic Web portals/Institutional websites/seminar
presentation/assignments by students and such other novel methods that make a student absorb and
assimilate more effectively the contents delivered in the lecture classes. Seminars, case studies,
discussion sessions etc., are part of the tutorial.

Distribution of continuous assessment marks for theory and practical paper

Continuous Assessment for Theory paper

Activities C1 C2 Total
Session Test 10 10 20
Seminars/Presentations/Activity 10 - 10
Case study /Assignment / Fieldwork / Project work etc - 10 10

Total 20 20 40
Continuous Assessment for Practical paper
Activities C1 C2 Total
Session Test 05 05 10
Practical record maintenance - 10 10
Case study /Assignment / Fieldwork / Project work etc., - 05 05

Total 05 20 25

7
 Curriculum structure – Semester IV
B.A./BSc/BCom/BBA/BCA/etc.

Title of the Course:

LIS.4.1: LIS-C4.1: Information Processing – Tools and Technologies (4-0-2)
Course Objectives
The objectives of the course are:
1. To educate and train students in understanding the concept of cataloguing, resource description
andstructure of knowledge organisation.

2. To familiarize about the normative principles and development of catalogue codes.

3. To train the students in acquiring knowledge and skills about standards for subject cataloguing.

4. To facilitate the students to gain experience in preparation of catalogue entries using various
metadata standards.

5. To understand the cooperative, centralised cataloguing and trends in library cataloguing

Course Outcome
After completion of the course student will be able to;
1. Understand the concept of cataloguing, resource description and structure of knowledge
organisation.

2. Learn the normative principles and development of catalogue codes

3. Use the various bibliographic search and retrieval standards.

4. Comprehend the latest trends in cataloguing.

8
 Curriculum structure –
Semester IV
B.A./BSc/BCom/BBA/BCA/e
tc.
Title of the course: LIS-C4.1: Information Processing – Tools and
Technologies (4-0-2)(Theory and Practical)
Part-A: Theory (4+0+0) (4 credits) 52 Hours
Number Number of lecture Number of Number of
ofTheory hours/ semester practical Credits practical
Credits hours/
semester
4 52 2 52
Unit No. Content of theory course 52 hours
Unit-1: Chapter-1: Resource Description 4
Concept of resource description. Catalogue: Definition,
Need, Objectives, and Functions.

Chapter-2: Forms and types of catalogue 5

Outer forms and Inner forms of catalogue. Types:
Centralized, Cooperative and Union Catalogues.

Chapter-3: Descriptive and subject cataloguing

Descriptive cataloguing and subject cataloguing. 4
Concept of metadata.
Unit 2 Cataloguing Codes and Principles

Chapter-4: Catalogue codes 4

History of catalogue codes from Panizzi to RDA

Chapter-5: Anglo-American Cataloguing Rules 4

AACR-I, AACR-II, AACR-II(R).

Chapter-6: Normative principles 5

Normative principles of Cataloguing: Laws, Canons
and Principles
Unit-3: Cataloguing Standards

Chapter.7: Standards for subject cataloguing 4

Vocabulary control devices: SLSH, LCSH.

Chapter.8: Structural standards 5

MARC21, Dublin Core.

Chapter.9: Retrieval and Exchange standards

ISO- 2709, Z39.50. 4

9
 Unit 4: Chapter.10: Resource Description and Access 4
Detailed study of Resource Description and Access.
FRBR, FRAD.
5
Chapter.11: Metadata and Interoperability
METS, OAI-PMH.
4
Chapter.12: Trends in metadata – Bibframe, Linked
Data, RDF

Exercises:
1. Study of areas of description in AACR-II.
2. Study of elements in MARC21 and Dublin Core.

Part-B: Practical (0+0+4) (2 credits) 52 Hours 52

Unit.5 Document Cataloguing (Print, Electronic and Digital

Resources)
Chapter.13: Cataloguing of book and Non-book 13
materials – as per AACR-II(R)
Preparation of card catalogue entries: Single author,
Two Authors, Three Authors and more than Three
Authors. 13
Chapter.14: Metadata for digital resources
Preparing records by applying MARC21 and RDA for digital
materials: Databases, Webpages, E-books, E-journals, Blog
Unit.6 Metadata standards

Chapter.15: MARC21
Preparation of metadata records using MARC21 12

Chapter.16: Dublin Core

Preparation of metadata records using Simple Dublin 14
Core
Note: Each student shall compulsorily maintain practical record and submit the same
be fo re co mmence me nt o f theory examination.

References

1. Anglo American Cataloguing Rules (2002). (2nd Rev ed.) New Delhi: Oxford.
2. Barbara, M. W. (Ed.). (1997). Sears List of Subject Headings. New York: HW Wilson.
3. Byrne, D. J. (1998). MARC manual: Understanding and records. Chicago: ACA.
4. Maxwell, R. & Maxwell, M. F. (1997). Maxwell’s handbook of AACR2R: Explaining
andillustrating the
5. Anglo American Cataloguing Rules and the 1993 amendments. Chicago: ACA.
6. Maxwell, R. L. & Connell, T. H. (Eds,), (2000). Future of cataloguing. Chicago: ALA.
10
7. Ramalingam, M. S. (2000). Library cataloguing and classification systems. Delhi: Kalpaz.
8. Ranganathan, S R. (1950). Library catalogue: Fundamentals and procedures. Madras.
9. Ranganathan, S. R. (1955). Headings and canons. Madras: S Vishwanathan.
10. Ranganathan, S. R. (1998). Classified Catalogue Code. Madras: UBSPD.

Pedagogy

Course teachers may adopt participatory discussion/self-study/desk work/Library

visits/ Educational Video channels/Quizzes/OERs/Academic Web portals/Institutional
websites/seminar presentation/assignments by students and such other novel methods that
make a student absorb and assimilate more effectively the contents delivered in the lecture
classes. Seminars, case studies, discussion sessions etc., are part of the tutorial.

Distribution of continuous assessment marks for theory and practical paper

Continuous assessment for Theory paper

Activities C1 C2 Total
Session Test 10 10 20
Seminars/Presentations/Activity 10 - 10
Case study /Assignment / Field - 10 10
work / Project work etc.,
Total 20 20 40
Continuous assessment for Practical
Paper
Activities C1 C2 Total
Session Test 05 05 10
Practical record maintenance - 10 10
Case study /Assignment / Field - 05 05
work / Project work etc.,
Total 05 20 25

The following devices/tools/equipment are the required facilities to conduct the

course:
 Computer laboratory with Internet connectivity (Minimum of 25computers)
 RDA Tool kit
 Sear’s List of Subject Heading (SLSH)
 Dublin Core elements

11
C.4 Curriculum Structure Semester III (Open Elective)

Course title

LIS-OE.3 NON-DOCUMENTARY AND ELECTRONIC INFORMATIONRESOURCES

(Theory) (3+0+0) (3 credits) 40 Hours

Course Objectives
The objectives of the course are:
1. To educate and train students about the types, structure, contents, use
etc. of E-information sources.
2. To educate and train about Open Educational Resources and their use.
3. To develop knowledge about types of non-documentary sources of
information and skillsfor use.
Course Outcome
After completion of the course student will be able to:

1. Effectively use electronic information sources of information

2. Make use of Open Educational Resources
3. Identify different types of non-documentary sources of information
Course Curriculum

LIS-OE.3 ELECTRONIC AND NON-DOCUMENTARY INFORMATION

RESOURCES(3-0-0)
Teachingg
Unit Nos. Description hours

Unit-I Electronic source: Concept, meaning and Definitions of e-books, e- 24 Hours

journals, e-theses, database
bibliographic databases, full-text databases, citation databases (WoS,
Scopus, Google Scholar, Indian Citation Index, Dimensions.ai), Ulrich
+. Open Access Sources, DOAJ, DOAB, Shodhganga, ETDs, Online
dictionaries, Online encyclopedia (including Wikipedia), Consortium:
e-shodhasindhu with reference to N- LIST. Skill based exercise: Course
teacher shall conduct hands on-assignments using the online resources
available in the local libraries
Unit-II Open Educational Source 12 Hours
E Definition, Scope, History, Advantages and disadvantages, licensing
and types.Study of prominent OERs – e-pathshala, e- pgpathshala,
NPTEL, e-gyankosh, NROER, Digital Library of India, CEC,
Vijayeebhava, Jnananidhi, Vidyamitra. Moocs with special reference
to Swayam, Swayamprabha DTH Channel Skill based NROER,
InfoTree OAISIS.

12
 Unit-III Non – documentary source 12 Hours
Human sources: Technological gatekeepers, invisible
colleges, Consultants, resource persons Institutional
sources: Government ministries, and Departments.
R &D Organizations, learned societies, databanks,
information analysis centers, institutional website

Pedagogy

Course teacher may adopt participatory discussion / self-study / desk work /

Library visits/ Educational Video channels/Quizzes/OERs/Academic Web
portals/Institutional websites/seminar presentation/assignments by students and such
other novel methods that make a student to absorb and assimilate more effectively the
contents delivered in the lecture classes. Seminars, case study, discussion sessions etc.,
are part of tutorial.

References:

1. Chowdhury, G.G and Chowdhury, Sudatta. Searching CDROM and

OnlineInformation Sources. London, Facet, 2001.
2. Churchill, Daniel. Digital Resources for Learning. Singapore,
SpringerSingapore, 2017.
3. Citation Databases Available at
https://libguides.mssm.edu/citation_analysis/dbs.
4. Electronic Resources Available at
https://nios.ac.in/media/documents/SrSecLibrary/LCh-008.pdf
5. E-ShodhSindhu: Consortium for Higher Education Electronics
(inflibnet.ac.in)
6. http://www.indiancitationindex.com/ici.aspx
7. https://www.lisbdnetwork.com/library-consortia-mdg/
8. Jeevan, V.K.J. E-resources and Digital Services. India, Ess Ess
Publications, 2011.
9. Jemni, Kinshuk, Mohamed and Koutheair Khribi, Mohamed. Open
Education: from OERs to MOOCs. Germany, Springer Berlin Heidelberg,
2016.
10. Sharma, K.J. Print Media and Electronic Media: Implications for the Future.
Delhi, Authorspress, 2003.
11. DigitalLearning Resources. Available at
https://vikaspedia.in/education/interactive-resources
12. Open Educational Resources (OER): Resource Roundup. Available
athttps://www.edutopia.org/open-educational-resources-guide
13. Open Educational Resources. Available at
https://libraryguides.lib.iup.edu/c.php?g=660341&p=4636709

13
14. Thanuskodi S. Challenges and Opportunities of Open
Educational Resources Management. United States, IGI Global,
2020.
15. Zhou, Molly Y. Open Educational Resources (OER) Pedagogy andPractices.
United States, IGI Global/Information Science Reference, 2019.
16. Chowdhury, G.G. and Chowdhury, Sudatta. Information Sources
andSearching on the WorldWide Web. London, Facet, 2001.
17. https://nios.ac.in/media/documents/SrSecLibrary/LCh-005.pdf
18. Institutional Sources.
http://www.wbnsou.ac.in/online_services/SLM/PG/MLIS_0
4.pdf
19. Katz, W.A. Introduction to Reference Work. New York, McGraw Hill, 1992.
20. Krishan Kumar. Reference Service. Rev. Ed. 3. New Delhi, Vikas, 1987.
21. Non-documentary Sources.
https://epgp.inflibnet.ac.in/Home/ViewSubject?catid=21
22. Prasher, R.G. Information and Its Communication. Ludhiana,
Medallionpress,2003.
23. Sewa Singh. Handbook of International Sources on
Reference andInformation. New Delhi, Crest, 2001.
24. Sharma, J.S. & Grover, D.R. Reference Service and Sources.
Chicago,ALA,1992.
25. Shores, Louis. Basic Reference Sources. Chicago, ALA, 1959.

26. Sing, S. International Manual of Reference and Information Sources.

NewDelhi, Beacon Books, 1997.
27. Subramanyam, K. Scientific and Technical Information Resources.
NewYork, Marcel Dekker, 1981.
28. Technological Gatekeepers. Available at
http://nopr.niscair.res.in/bitstream/123456789/27829/1/ALIS%2034
%281%29%2012-15.pdf

Pedagogy

Course teachers may adopt participatory discussion/self-study/desk work/Library

visits/ Educational Video channels/Quizzes/OERs/Academic Web portals/Institutional
websites/seminar presentation/assignments by students and such other novel methods
that make a student absorb and assimilate more effectively the contents delivered in the
lecture classes. Seminars, case studies, discussion sessions etc., are part of the tutorial.

14
 Distribution of continuous assessment marks for theory

Continuous assessment for Theory paper

Activities C1 C2 Total

Session Test 10 10 20

Seminars/Presentations/Activity 10 - 10

Case study /Assignment / Fieldwork / Project work etc - 10 10

Total 20 20 40

C.5 Curriculum Structure- Semester IV

Title of the Course:

LIS-OE.4 INFORMATION LITERACY (3-0-0)

Course Objectives

The objectives of the course are:

1. To educate the students in understanding the concept of information literacy, the

types and levels and importance of lifelong learning and also to create awareness
about information literacy and its utility
2. To develop understanding and inculcate the ILS skills to be possessed by the
students of Higher Education.
3. To Understand and inculcate information search skills to be possessed by the
students.

Course Outcome

After completion of the course student will be able to:

1. Understand the concept of information literacy, the types and levels and
importance inlifelong learning.
2. Get awareness and competencies in ILS and information search skills to be
possessed bythe students of Higher Education
3. Understand effectively he knowledge and skills to search the digital information

15
 Course Curriculum

LIS-OE.4 INFORMATION LITERACY (3-0-0)

Unit Teaching
Nos. Description hours
Unit-I Information Literacy 14 Hours
Information Literacy: Meaning, Definition, Need, Evolution,
Lifelong learning
Types of Information Literacy: Technology literacy, media literacy,
computer and digital literacy

Unit-II Information Literacy Models 14 Hours

B-6 skills, SCONUL, IFLA guidelines, ALA IL Competency
standards, ACRL standards with theoretical discussion and
demonstration

Unit-III Searching and Ethical Use of Information 20 Hours

Searching for information: Searching and Browsing: Basic Search
and Advanced Search
Research literacy, IPR: Copyright, Creative Commons.
Plagiarism: Concept, types, reasons for plagiarism, online
plagiarism Checking
UGC regulations on prevention of plagiarism

References:

1. Alewine, M.C., & Mark C. Introduction to Information Literacy for Students.

Wiley Blackwell Publication, 2017.
2. Blanchett, H.A. Guide to Teach Information Literacy. London, Facet,2010.
3. De Abreu, B.S., Mihailidis, P., Lee, A. Y.L., Melki, J., &
McDougall, J. International Handbook of Media Literacy
Education. London, RoutledgePublications, 2017.
4. Digital Literacy. Available at https://vikaspedia.in/education/digital-litercy
5. Godwin, P., & Parker, J. Information Literacy Meets Library 2.0. London,
Facet,2008.
6. Information Literacy Handbook. https://libraries.wales/wp-
content/uploads/2016/06/Handbook_Aug_16th_11.pdf
7. ACRL. Information Literacy Competency Standards for Higher Education: ACR:
Chicago,2000
8. Bruce C, The Seven Facets of Information Literacy. Auslib Press, Adelaide, 1997.
9. Eisenberg, M.B., Lowe, C.A., & Spitzer, K.L. Information Literacy:
Essential Skillsfor Information Age. London, Libraries Unlimited, 2004
10. Gedam,Pranali B. and Agashe, Ajay T. Information Literacy Competencies
and Programmes in India. ICAL, 2009.

16
 Available at http://crl.du.ac.in/ical09/papers/index_files/ical-
88_100_227_2_RV.pdf
11. http://eprints.rclis.org/17512/6/Information_literacy_to_the_new_breed_of_c
onsumer_-_final_copy-1.pdf
12. https://epgp.inflibnet.ac.in/Home/ViewSubject?catid=21
13. https://infolit.org.uk/
14. Information Literacy: Government Policies and Initiatives in India.
Available athttp://ir.inflibnet.ac.in:8080/ir/bitstream/1944/1634/1/42.pdf
15. Michael B. Eisenberg, Carrie McGuire, Kathleen L. Spitzer. Information
Literacy: Essential Skills for the Information Age, 2nd ed. Libraries
Unlimited Inc, India, 2004.
16. Chowdhury, G.G. and Chowdhury, Sudatta. Information Sources and
Searching onthe World Wide Web. London: Facet, 2001.
17. Collaboration in Designing a Pedagogical Approach in Information Literacy.
Available at https://link.springer.com/content/pdf/10.1007%2F978-3-030-34258-
6.pdf
18. Cox, Christopher N. and Lindsay, Elizabeth Blakesley (Ed.).
InformationLiteracy Instruction Handbook. Chicago, Association of
College and Research Libraries, 2008.
19. Grassin, E.S., & Kaplowitz, J.R. Information Literacy Instruction:
Theory andPractice. New York, Neal Schuman, 2001
20. Herring, James E. Improving Students' Web Use and Information Literacy:
a Guidefor Teachers and Teacher Librarians. London, Facet, c2011.
21. https://libguides.madisoncollege.edu/InfoLitStudents
22. https://libguides.uah.edu/informationliteracy
23. https://media.lib.ecu.edu/DE/tutorial/OER/Information_Literacy_Concepts.pd f
24. Search Strategies. https://uj.ac.za.libguides.com/c.php?g=581225&p=4011505
25. Smith, S. Web-based Instruction. A Guide for Libraries. Chicago: American
LibraryAssociation, 2001a

Pedagogy

Course teachers may adopt participatory discussion/self-study/desk work/Library

visits/ Educational Video channels/Quizzes/OERs/Academic Web portals/Institutional
websites/seminar presentation/assignments by students and such other novel methods
that make a student absorb and assimilate more effectively the contents delivered in the
lecture classes. Seminars, case studies, discussion sessions etc., are part of the tutorial.
Distribution of continuous assessment marks for theory

Continuous assessment for Theory paper

Activities C1 C2 Total
Session Test 10 10 20
Seminars/Presentations/Activity 10 - 10
Case study /Assignment / Field - 10 10
work / Project work etc.,
Total 20 20 40

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