1553765852590_61 Final Thesis.docx

CHAPTER –1 INTRODUCTION

Concept of Library Science Library Science is concerned with the logistics and management of documents and problem-solving and decision-making of the users. The library is the scientific laboratory for the information scientists. Ranganathan has postulated the five laws of Library Science in 1924, formulated in the final form in 1928 and published in 1931 entitled “The Five Laws of Library Science”. These laws are: -

BOOKS ARE FOR USE.

-

EVERY READER HIS/HER BOOK.

-

EVERY BOOK ITS READER.

-

SAVE THE TIME OF THE READER.

-

LIBRARY IS A GROWING ORGANISM.

With the formulation of these five laws, a unified theory for large divisions of library science such as book selection, classification, cataloguing, reference service,

management,

library

buildings,

fittings

and

furniture,

and

documentation has evolved out (Khanna, 1994).

Library and Information Science as a Subject Library and Information Science (LIS) is combination of two academic branches i.e. Library Science and Information Science. It is associated with Schools of Library and Information Science abbreviated as slis, which

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developed from professional training programs to university institutions during the second half of the 20th century. In late 60s schools of librarianship started to use the term "Information Science". This branch studies about the practice of professional methods in the use and exploitation of information in perspective of users. It is an interdisciplinary field that applies the practices, perspectives, tools of management, technology, education, and other areas to libraries; the collection, organization, preservation, and dissemination of information resources; and the political economy of information. The first school for Library Science was founded by Melvil Dewey at Columbia University in 1887 (Bates, 2001).

Library and Information Science Education in India The beginning of the 20th century marked the beginning of LIS education in India. Sayyaji Rao Gaekwad Library of Baroda provides ample literatures about this. For initiating the Library Science education in the country the American librarian William Alanson Borden and Asa Don Dickinson came as the first LIS teachers in India. John MacFarlane, an Englishman, happened to be the first librarian of the Imperial Library, (now National Library), Kolkata who started training for librarians in our country. In fact, MacFarlane’s training programme is the first instance of development of Library Science which later on changed into LIS education in India. It took place between 1901 and 1906 in the Imperial Library, when training programmes were organised for its staff. The Baroda School– The first formal training course in library routines, to be started anywhere in the country, began in 1911 when classes were held to impart professional training to librarians in the erstwhile Baroda. W.A. Borden was invited by the State to develop its library system; library education became part of it. The training programme supported the library development and in turn was supported by the library development. The trainees applied the knowledge and skills acquired during the training programme to library work. On the other hand, the library provided them the infrastructure as a laboratory to practice and learn from it. The class comprised 10 best workers

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of the library. They underwent one year theory and subsequent practical training for another year. Borden also started a short-term summer training programme (5 months) for town and village librarians, both from within and outside the State. Book selection, ordering, accessioning, classifying, lending, preparing quarterly and annual reports, billing, children’s libraries, travelling libraries, and the knowledge about the new outlook of librarianship were the topics taught in this summer course. Punjab University– Another landmark year in the history of LIS education in India was 1915 when the first university was started in Punjab University, Lahore. Asa Don Dickinson, the then university librarian started the course. The subjects like decimal classification, cataloguing rules, list of subject headings, dictionary catalogue, and open shelves were taught. The duration of the course was 3 months. Dickinson also wrote the first book, “Punjab Library Primer”, for a better understanding of the course. Incidentally, this was the second such school in LIS education in the world and the first in Asia; LIS education was first started in the US.

LIS Education by Library Associations– The LIS education, which started in the northern and western parts of the country moved towards the south subsequently. LIS professionals realising the need for education acted through Library Associations and a school was set up by Andhra Desa Library Association in 1920. Lectures were organised on various topics related to the history, literature, and culture of Andhra Pradesh besides the library movement. The course was modified later to include more topics of library science. In 1929, Madras Library Association (MALA) started a School of Library Science for training college and school librarians in the state of Madras. It was an undergraduate summer certificate programme of 3 months duration. The students were taken to Madras University Library for practical work and observing library routines. This was the first certificate course of Library Science to be started by any state library association in India. Prof.

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Ranganathan was instrumental in instituting library school under the auspices of the Association and also taught the students. He also acted as the Honorary Director of the school. The course consisted of two parts. Part I covered theory (laws of Library Science including library organisation, classification, cataloguing, and library routine). Part II (practical) covered classification according to colon scheme and cataloguing according to cataloguing rules of the Madras University Library. In 1931, the school was taken over by the University of Madras. The certificate course continued up to 1937. In 1938, the 3 months training course was suspended and was replaced in July 1938 by a one-year full-time postgraduate course, leading to a diploma course in librarianship. Throughout, the period of his service in the University (1931-1946), Ranganathan continued to be the head of the school. Two members of his staff were coteachers. It may be noted that Ranganathan, taught Library Science courses at the university right from 1931 to 1946. University of Madras was the first university in India to offer one-year Postgraduate Diploma in Library Science. Only persons employed in libraries were admitted to the course. Thus, India became one of the first countries to introduce full-time postgraduate courses in universities, the credit for which goes only to Ranganathan. In 1935, Bengal Library Association started a training camp for librarians, a precursor to the summer course provided by the Association in 1937. The summer course was later upgraded to a certificate course.

LIS Education by the Universities– The LIS courses got a boost in 1935 when due to the efforts of Dr. M.O. Thomas. Andhra University started a diploma course in Library Science. The course was later upgraded as a postgraduate diploma in 1961. In 1938, a postgraduate diploma course in librarianship was started by Madras University by taking over the course earlier offered by MALA. The course was open only for working librarians, and owes its credit to Ranganathan.

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Banaras Hindu University (BHU) became the second university after University of Madras to start a postgraduate diploma course in 1941 and MLIS course in 1965. In 1945, University of Calcutta started a one-year diploma course, due to the efforts of Kumara Munindra Deb Rai. It continued till 1968 and was upgraded to BLIS in 1969. Prof. S.R. Ranganathan was a pioneer in the LIS education in India as evident from his initial efforts at Madras University and BHU. In 1947, he moved to University of Delhi and started the first postgraduate diploma course. In the same year, a two-year programme for MLIS was introduced replacing the BLIS programme. Simultaneously, the Ph.D. programme was launched by the university to start a doctoral programme in Library Science in the entire British Commonwealth. In 1956 Nagpur University and M.S. University, Baroda also started Library Science courses. The next year saw the beginning of Library Science courses in Vikram University, Ujjain. The first Ph.D. was also awarded in 1957 to D.B. Krishna Rao from the University of Delhi. His guide was Prof. S.R. Ranganathan. Library Science courses were also started in five more universities- Hyderabad, Osmania, Panjab, Poona and Rajasthan by the end of 1960. Thus, the LIS education widely spread throughout the country and the early 1990s is considered as period of modernisation of Library Science. Government of India gave a thrust to application of information technology, through various incentives. Library schools started revising their curriculum, introducing courses on computer application in libraries, information science, and established computer laboratories for giving hands on experience to their students (Kumar, 2010). At present Master of Library and Information Science course mainly deals with the following papers such as (i)

Foundations of Library & Information Science

(ii)

Computer Basics & Applications

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(iii)

Knowledge Organisation

(iv)

Library Management

(v)

Information Sources & Services

(vi)

Universe of Knowledge & Research Methods

(vii)

Information Retrieval

(viii)

Information Technology and System Design

(ix)

Information Science and Knowledge Management

(x)

Information Users & Needs

Out of all these papers Knowledge Organization is, supposed to be the heart of LIS education. So, this area has been taken into consideration for further study.

Knowledge Organization: Knowledge Organization is concerned with the meaningful and logical ordering of knowledge. Knowledge is the term used to represent what is known at any point in time. A significant proportion of knowledge available at any point in time is recorded in artefacts such as books, papers in periodicals, thesis and dissertations, digital resources etc. Knowledge Organization is a much broader area and is by no means limited to classification, indexing, cataloguing only. I. Dahlberg defines Knowledge Organization as: A subject area encompassing the organizing of a) units of knowledge concepts and b) all types of objects (minerals, plants, animals, documents, pictures, museum objects, etc.), related to particular terms or categories, so as to capture what is known about the world in some orderly form allowing it to be further shared with others.

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Knowledge Organization is the everlasting demand for efficient storage, retrieval and processing of information codified in text and other human artefacts. Similar to information science it is an independent discipline with the prerequisite of getting standardized, established, mediated, and updated information (Raghavan, 2014). It refers to structural ordering, arrangement and classification of knowledge to facilitate the use of documents or recorded knowledge (Kiel, 1994). Knowledge Organization encompasses every type and method of indexing, abstracting, cataloguing, classification, records management, bibliography and the creation of textual or bibliographic databases for information retrieval (Anderson, 1996). The term "Knowledge Organization" seems to be established around 1900 by people like Charles A. Cutter, W.C. Berwick Sayers and Ernest Cushington Richardson.

Also

Henry Bliss'

book

(1929) “The

organization

of

knowledge” and “The system of the Sciences” represent one of the main intellectual contributions in establishing the field. All of these authors argued that book classification is based on Knowledge Organization such as it appears in science and scholarship. In general, knowledge can replace subject knowledge in Knowledge Organization. Knowledge is always about something specific. The structures in specific domains are discovered or determined by professionals in those areas (Broughton, 2005). The basic functions of Knowledge Organization in the context of LIS are: 

Information Retrieval-function or IR: It facilitates searches in catalogues, bibliographies & full-text databases



Document information function (Information Services): It provides information about documents of importance for the users decisions to borrow the documents

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

Ordering function: It includes shelf arrangements and other kinds of ordering i.e. linear or two or multidimensional.

Shelf-arrangement is a narrow function, which puts major constraints on a given system. It is important that each of these functions be considered in their right. Many advanced tools are able to facilitate IR far beyond the traditional systems constrained by their shelving purposes. The functions of Knowledge Organization may be more or less integrated with the functions of a library (or other systems, e.g. bibliographies). When modern library classification began in the nineteenth century, its purpose was intertwined with the educational and cultural objectives of the modern library movement. That movement took as its primary aim the cultivation of people's minds so as to produce citizens for an enlightened democracy. Thus, where patrons had access to printed catalogue and if those catalogues were classified, they would, when reading such catalogue, also receive instruction about the idea of the universe of knowledge and its structure. Miksa has discussed about the differences in goals between library classification and the movement to classify knowledge and the sciences. He has explained that those engaged in the classification of knowledge or in the classification of the sciences, appears to have been motivated by a need to explain the value of the rising sciences and the knowledge they produced (Miksa, 1998). Conclusively, the function of Knowledge Organization is to help users to navigate through information bearing documents to retrieve documents, to make decisions for further search activities and overview information resources (Sharma, 1994). In LIS education Knowledge Organization encompasses the process of classification and cataloguing. Classification:

The word ‘classification’ has been derived from the Latin

word ‘classis’. It has been defined as the process of arranging into groups. The classification of library documents is an important aspect of Library

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Science and it is the basic necessity for readers. The library possesses a variety of documents in physical formats representing different subjects. A small collection of documents can be handled easily, but problems arise as the collection starts growing. It needs a systematic classification scheme with a sound base for the proper arrangement of documents in the library. Documents in a library could be grouped and arranged in a variety of ways e.g. by size, accession number, colour of the binding, author, title, subject etc. According to E.C. Richardson, ‘use is the watchword of classification’. It signifies that the documents in a library should be classified on the ‘subject’ basis. Access to the document depends upon the cataloguing. The catalogue acts as surrogates and presents the details of the documents. Ordering, grouping, arranging are the basic terms which are used while classifying the library documents. Thus, classification helps us to perform our activities in a better way, more effectively and efficiently. Library classification involves two basic activities: 1.

grouping the entities, and

2.

arranging them in a convenient specific order for the users.

If the documents are to be classified by the name of the subjects, they are to be arranged alphabetically. But this system of classification suffers from a number of limitations e.g. synonyms & homonyms creating noise in the subjects conveyed and alphabetical scattering of related subjects. Hence, libraries arrange their collections according to the systematic structure of a library classification. A unique identifying code (known as the call number) is assigned to all records. The call number consists of the class number which is the translation of the thought content of the record into a classificatory language; and a book number or some other device to sub arrange records belonging to the same class number (Chan, 1994).

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Definition of Classification According to Sayers “It is that exercise of power of perception and reason which enables us to assemble things in an order of likeness, and to separate them according to an order of unlikeness”. According to Mann “classification is the arranging of things according to likeness and unlikeness. It is sorting and grouping of things, but, in addition classification of books is a knowledge classification with adjustments made necessary by the physical form of the books”. Schemes of Classification: The followings are some general schemes of classification 1)

Dewey Decimal Classification

2)

Universal Decimal Classification

3)

Library of Congress

4)

Colon Classification

5)

Bibliographic Classification

1. Dewey Decimal Classification: The Dewey Decimal Classification (DDC) was formulated by Melvil Dewey in 1876. It is now in the 23rd edition (in English). The present edition is in 4 volumes and it is a hierarchical scheme of classification following the principle of general to specific. The universe of subjects has been divided into ten main classes (0,1,2,3,4,5,6,7,8,9). The notational base of the DDC is Arabic numerals and each class consists of the three digits and a decimal is added after third digit. This system of notation provides for the division of the universe of subjects into ten main classes which are further subdivided into 10 sub-classes or sections. According to the editors of the DDC, the scheme can

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be used for broad classification and close classification. It is available in full and abridged editions also (Sehgal, 2002). 2. Universal Decimal Classification: The Universal

Decimal

Classification (UDC)

is

a

bibliographic library

classification scheme based on the Dewey Decimal Classification developed by the Belgian bibliographers’ Paul Otlet and Henri La Fontaine at the end of the 19th century. UDC provides a systematic arrangement of all branches of human knowledge organized as a coherent system in which knowledge fields are related and inter-linked. It was developed as a new analytico-synthetic classification system with a significantly larger vocabulary and syntax that enables very detailed content indexing and information retrieval in large collections. The first edition of UDC appeared in 1905, many features in the context of knowledge classifications have been included such as: I.

tables of generally applicable (aspect-free) concepts - called common auxiliary tables;

II.

a series of special auxiliary tables with specific but re-usable attributes in a particular field of knowledge; and

III.

an expressive notational system with connecting symbols and syntax rules to enable coordination of subjects and the creation of a documentation language proper.

UDC was originally designed as an indexing and retrieval system. Due to its logical structure and scalability, it has become one of the most widely used Knowledge Organization systems in libraries, where it is used for shelf arrangement, content indexing or both. UDC codes can describe any type of document or object to any desired level of detail. These can include textual documents and other media such as films, videos and sound recordings, illustrations, maps etc.

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The classification has been modified and extended over the years to cope with increasing output in all areas of human knowledge, and is still under continuous review to take account of new developments (Satija, 2008). 3. Library of Congress Classification: The Library of Congress was founded in 1800 A.D. and had been classifying books by 1812 on Francis Bacon’s Classification method. It developed its own system of classification in 1901. The whole universe of knowledge has been divided into 21 classes based on different alphabets which make the base. The alphabets with different combinations like A, B-Bj, C, D, G, H, etc. are used for the classes. General works includes Polygraphy; Philosophy; Auxiliary sciences of History; History; Geography; Anthropology; Folklore; Social Sciences; etc. respectively. The base is extended by the use of IndoArabic numerals from 1 to 9999 and the expansion of these numerals is done by the use of decimals or Cutter Numbers. This scheme has certain advantages over the DDC because of the use of mixed notation, principles of literary warrant, synthetic devices which facilitate construction of numbers, etc. 4. Colon Classification: Dr. S.R. Ranganathan is the person behind the Colon Classification (CC) Scheme. The scheme uses (:) colon as the connecting digit hence the name colon classification. The first edition was published in 1933 and since then there are seven editions till date. The reprint of edition 6 published in 1963 has an annexure which incorporates certain changes in the original sixth edition. An important amendment amongst the various changes, being the introduction of an indicator digit (‘) in place of dot (.) for time facet. This classification scheme is analytico-synthetic scheme and is based on principles and postulates of classification. It makes use of various devices such as phase relation, subject device, alphabetical device, chronological device, classic device, etc. in classifying the documents. It has a large notational base

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of mixed notation i.e. lower case and upper case alphabets, indicator digits to connect different facets, etc. 5. Bibliographic Classification: Henry Evelyn Bliss is the person behind the Bibliographic Classification. This appeared in full form during early fifties of the present century precisely during 1940-53 and was entitled ‘Bibliographic Classification, extended by auxiliary schedules for composite specification and notation. This classification consists of form subdivisions, subject subdivisions, subdivisions of persons, and subdivisions of places, languages, periods and ethnic groups. It uses mixed notation i.e. alphabets in capitals and Arabic numerals. In place of colon (:) as in the UDC it makes use of hyphen (−) to separate different subjects (Sehgal, 2002). Library Catalogue– The word “catalogue” has been derived from a Greek phrase katalogus. “Kata” means “by” or “according to” and “logos” has various meanings like “word” or “order” or “reason”. Thus “catalogue” may be regarded as a “work in which contents are arranged in a reasonable way, according to a set plan, or merely word by word?” Library catalogue is a “list of documents in a library or in a collection forming a portion of it”. This concept of a library catalogue thus involves three aspects: (i) list; (ii) documents; and (iii) holdings of a library or group of libraries. List indicates some sort of arrangement according to a set plan; “documents” refer to printed, handwritten, and engraved materials, including books, periodical publications, microfilms, photographs, gramophone records, tape records, etc. Document is “embodied thought” which is a “record of work on paper or other material, fit for physical handling, transport across space, and preservation through time”. Thus, documents embrace all types and forms of records in which information can be stored. A library catalogue lists

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documents, which form the holdings of a library. When a library catalogue lists holdings or part of holdings of two or more libraries, then it is known as a union catalogue (Kumar, 1995). The library catalogue is an organized set of bibliographic records that represent the holdings of a particular collection and/or resources accessible in a particular location. A collection may consist of any of several types of materials- e.g., books, periodicals, maps, coins, sound recordings, paintings, musical scores, to name a few. Cataloguing is being defined by a few persons as follows: James Duff Brown defines “A catalogue is an explanatory, logically arranged inventory and key to the books and their contents and it is confined to the books in a particular library”. C.A. Cutter defines “A library catalogue as a list of books which is arranged on some definite plan. As distinguished from a bibliography it is a list of books in some library or collections”. Margaret s. Taylor defines “A catalogue is also a list of books like bibliography but its scope is limited to a particular collections”. Margaret Mann defines “A catalogue is a record of the material in library” (Taylor, 2006). Knowledge is growing exponentially with the inclusion of interdisciplinary as well as multidisciplinary research, the availability of printed and electronic resources like books, periodicals, articles etc. This growth is not always on the positive side. The quality of the written documents is deteriorating day by day. One of the main causes for that is availability of material on World Wide Web freely. This has led the serious problem of plagiarism. Thus plagiarism has to be controlled so that the readers get the original and quality reading materials or books.

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REFERENCES Anderson, J.D. (1996). Organization of knowledge, in: Feather, John & Sturges Paul (eds.): International Encyclopedia of information and library science, London & New York: Routledge, 336-353. Bates, M.J. & Maack, M.N. (2001). Encyclopeia of Library and Information Sciences, Vol. 1-7, USA: CRC Press. Broughton, V. et al. (2005). [Chapter 7] Knowledge Organization. IN: European Curriculam reflections on Library and Information Science Education. Ed. By L. Kajberg & L. Lorring. Copenhagen: Royal School of Library and Information Science. (pp. 1-3). [Report of working group on LISeducation in Europe. Working seminar held in Copenhagen 11-12 august 2005 at the Royal School of Library and Information Science.] Chan, Lois Mai. (1994). Cataloguing and Classification: An Introduction, New York: McGraw-Hill, 207-210. Khanna, J.K. (1994). Library and Society. New Delhi: Ess Ess, 178-231. Kiel, E. (1994). Knowledge organization needs epistemological openness: A reply. Knowledge Organization, 21(3), 148-152. Kumar, Girja & Krishan Kumar (1995). Theory of Cataloguing. New Delhi: Vikas, 1-2. Kumar, Krishan & Jaideep Sharma (2010). Library and Information Science Education in India: A Historical Perspective. DESIDOC Journal of Library & Information Technology, 30(5), 3-5. Miksa, Francis (1998). The DDC, the universe of knowledge and the postmodern library. Albany, New York: Forest Press, 39-77. Raghavan, K.S. & A. Neelameghan (2014). Knowledge Organization: From Libraries to the Web. New Delhi: Ess Ess, 125-137.

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Satija, M.P. (2008). Universal Decimal Classification: Past & Present. DESIDOC, Journal of Library & Information Science, 28(6), 3-10. Sehgal, R.L. (2002). An Introduction to Universal Decimal Classification. New Delhi: Ess Ess, 3-6. Sharma, Jaideep & Ram Kumar (1994). DDC 20: A Practical Guide. Delhi: Indian Bibliographies Bureau, 1-3. Taylor, Arlene G. (2006). Introduction to Cataloguing and Classification. London: Libraries Unlimited, 6-18. *****

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CHAPTER –2 REVIEW OF RELATED LITERATURE Review of related literature is a pre-requisite for actual planning of any scientific research. In research work, literature review in the field of Library and Information Science has its own importance. The importance of books, journals, magazines and literature via internet is of utmost necessity to decide the topic and carry out further research. The studied papers fall into various parts. The first part of review focuses on content analysis, while the second part focuses on evaluative study. The aspects related to authorship pattern are included in the third part. The last part of the review gives a detailed account of e-books, e-journals, e-resources etc. The recent development in Library and Information Science research is not only based on published books and journals but it also requires consultation of electronic literatures.

2. 1 Content Analysis: Dhaliwal & Tandon (2014) through “Citation Analysis of Thesis Submitted at the Gastroenterology Department of the Postgraduate Institute of Medical Education, India” have analysed the citations of 30 Ph.D. thesis of Dr. Tulsi Das Library of Postgraduate Institute of Medical Education and Research. This study revealed that out of total citations 94% were of journals followed by books (3.69%), reports (1.24%), conference/workshop (0.67%) website (0.2%) and other thesis (0.1%). Conclusively this study revealed that interdisciplinary journals were more widely used instead of books and other reference sources. Asokan & Dhanavandan (2013) through their research paper “Reading Habits of Newspapers among Engineering Professionals: An Analytical Study” have emphasized that reading activity is an important element of a

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person’s culture and education. They have tried to evaluate the engineering professionals and students of engineering colleges of Chennai through questionnaires and observed that reading habits changed the contemporary environment and provided awareness about technological changes at the global level. Banateppanvar, Biradar & Kannappanavar (2013) have demonstrated the cited materials used in Ph.D. thesis during the period of 2000-2006. They have also investigated the use patterns of literature as revealed through the citation analysis of the doctoral theses submitted between 2000 to 2006 to the Department of Botany, Kuvempu University, India. Their findings revealed that journals were the most preferred source for research work. The study proved to be beneficial for social community as well as researchers. Haridasan & Khan (2013) have demonstrated that World Wide Web (WWW) provides rapid and efficient means of e-citing sources. Their study focused on technology based computation of the library’s documents with an objective to identify the usage of printed source citation and e-citation in journals. The findings revealed that there was an increase of e-citations among the academicians and researchers. They have also highlighted the changing trend in citation usage among the users. This study serves as a guideline for managing the technology based libraries’ infrastructure. Prithviraj & Kumar (2013) in “URLs as References in Indian LIS Conference Papers: An Analysis” have tried to assess the characteristics of URLs for Indian library. The present study has limitations for future study of library websites. Through this paper they have tried to examine the citation behavior of Indian LIS scholars. Singh & Bebi (2013) have analysed the 5766 citations of 25 Ph.D. thesis submitted in the Sociology Department at the University of Delhi during the period of 1995-2010. Through this study they have tried to assess the authorship pattern, forms of literatures, country-wise scattering of citations, distribution of Indian and Foreign citations and a ranked list of top 30 cited

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Sociology journals. Their findings revealed that about 84.9% citations had a single author, 66.23% citations were from books and only 22.02% citations were from journals. Such a critical study helped the libraries and users in selecting useful electronic sources especially for ranking the books and journals for information collection. Thavamani & Velmurugan (2013) in their research paper “Citation Analysis of Webology journal during 2004-2012” have analysed 2637 citations. The study revealed that journals were the most cited publication among the Library and Information Scientists. This study also shows that the journal of the American Society for Information Science and Technology has much importance and value in terms of citation analysis of ‘Webology’ during the period of 2004-2012. Aharony (2012) in her article “An Analysis of American Academic Libraries’ Websites: 2000-2010” has critically evaluated and analysed the content of homepages of the 31 American Academic Library’s websites during the period of 2000-2010. The findings revealed that the content of academic library’s websites had been changed. There is an increasing trend in use of ejournals, e-books and web 2.0 along with other electronic sources such as large scale use of graphics in the websites. Library websites serve as gateways to libraries and has much importance to the students, researchers and library managers. Aydeed & Beegam (2012) have studied about the awareness, purpose and utilization of e-learning platforms among the postgraduate students of Kerala through questionnaire survey method. The study revealed that all the students of Kerala prefer e-learning rather than traditional learning methods. Almost all the postgraduate students are engaged in e-learning process and also in collecting educational materials through e-resources. They have conclusively remarked that universities and other higher institutions have changed their mode of teaching and learning process. Through the e-learning process the total scenario of political, managerial, administration, social, technological,

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academic institutions and university’s activity of Kerala have changed. They are actively engaged in generating more e-resources for future development in spatial and temporal context. Jadhav, Khaprade and Santosh (2012) in their research paper “Citation Analysis of University News Journal 2011” revealed that single authored books are the most suited and dominant documents for citations than journals in the Indian context. Ocholla, Ocholla & Onyancha (2012) have attempted to establish and compare the research and publication patterns. They have also correlated the output of academic librarians in Eastern Africa during the period of 2000-2009 using informetric techniques through content analysis obtained from LISA database. Their findings revealed that the research visibility of academic librarians was quite insignificant. The publication of research articles from university librarians and directors were minimal. Most academic librarians prefer to publish individually. Through this study they have tried to raise the issues related to research output and research visibility of university librarians. Wickramanayake (2012) has demonstrated the nature and type of instruction applications and help tools used to serve clientele via academic library websites and web pages of Sri Lankan Academic Libraries. By analysing the 14 academic libraries websites and total 223 web pages, the findings revealed that the websites of academic libraries in this country provide online instruction and help with dependency on different variables. The non existence of websites or web pages and lack of enough information in library websites caused the exclusion of most of the libraries in the country. The study also revealed that the development and management of library websites or web pages are not linked to library profession and the librarians were rather unaware of international current trends or techniques in online instruction and help.

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Zafrunnisha (2012) found that foreign journals were the most cited sources as compared to Indian journals. In authorship pattern collaborative authorship is high as compared to single authored papers. Deshmukh (2011) has revealed that journals are the most cited form of literature. Regarding the authorship pattern he has advocated that single authored papers have more dominancy over joint authorship. Deswal (2010) has attempted to examine the status of public libraries in Haryana in terms of physical facilities, manpower, finance, collection development, collection organization, computerization, networking/internet services offered etc. This study tries to access the current situation of public libraries in Haryana. The findings revealed the actual status of public libraries of Haryana. Through this study it has been suggested that there is an urgent need to computerize all the district libraries which provide various services to their users. Haneefa & Nellikka (2010) have tried to evaluate the contents and design of 12 Online English Newspapers published daily in India. Their findings revealed that all the English newspapers were ‘flash’ enabled and some of those were using photos and video galleries. The online versions of ‘The Hindu’, ‘The Statesman’ and ‘The Daily News and Analysis’ have interactive graphics. They have also advocated that the online version of the newspapers are complimentary to the existing print versions and try to attract and engage more readers by delivering their products and services in real time. They have also emphasized that all the online newspapers must have different headings like business, entertainment, health etc. They have laid emphasis on the misuse of e-mail, blogs, RSS, facebook, web posting, live chats etc. They have also advocated that online newspaper version is a mirror image of print versions. Haneefa & Venugopal (2010) have conducted a checklist of the websites of 28 National libraries in November 2009. The objective of their study was to evaluate the Asian National Library websites’ content, services and facilities

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and measures for the improvement of national library websites. The findings revealed that the websites of National Libraries of Asian countries have a common pattern of content and design. A very few number i.e. only 6 National Libraries have developed one or more web 2.0 technologies. Usually the National Library websites in Asian countries provide informative links to contact copyright, news and events. They have informative preview of the contents and designs along with user’s interaction in the form of feedback. Finally they have advocated that library should avoid using banners, images that take long time to upload on websites. They have also advocated that the functions and purposes of National Libraries differ from country to country and subject to political factors. Mohammadi; Azadeh & Babalhavaeji (2010) have tried to study Iranian Literature for children and young adults in terms of content analysis. The present study attempts to review and categorize them in three groups’ i.e. content analysis of written stories, translated stories and poems. Conclusively they have remarked that in such a study each discipline has its own importance and relevancy. Also, they have suggested that some new mechanisms should be introduced effectively considering the usability of such literatures to the retired persons. Jan, Rosy (2009) discussed that books received more citations as compared to journals. It has been observed that in research and study conducted by female candidates the percentage of citation of books is 52.34% whereas it was 47.66% in the case of male candidates. This shows that the contribution of females on cited books is more than that of males. Kumar, et al. (2009) have explained the characteristics of academic libraries especially in the field of Management Sciences. Their thrust of the study is that academic libraries have to provide flexible services especially to individuals and distant clients. After examining the academic library websites, their findings revealed that library websites should always be the main starting point for searches and the one virtual “entrance” to the library. The main

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criteria for quality control of library websites is adequate language, clear structure, options for different user groups; all up-to-date, short and concise information. They have considered the different cultural and educational backgrounds of library users. The findings revealed that websites present the basic functions of library activities. Vijayakumar, Kannappanavar & Mestri (2009) have emphasized on web portals as a boom for the institution’s resources by listing them for the users and also creating direct links to the native interface of each resource. A typical library portal acts as a single access point combining the library catalogues, subscription of databases, subject gateways, electronic journals etc. for the Library and Information Science professionals. They have listed seven library portals separately for consultation by IITs libraries. Their findings revealed that the library portals of IITs provide detailed information with links and menus to access information from different information resources. There is a requirement of the library portals which must display detailed information, so as to know about the collection and services of these libraries online. Chikate & Patil (2008) have discussed through the research paper “Citation Analysis of Thesis in Library and Information Science Submitted to University of Pune: A Pilot Study” that single authored citations in the journals are more preferable than the books, web and other e-resources. Raju N. & Harinarayana (2008) through “An Analysis of Usability Features of Library Websites” have tried to study 30 websites of top 10 Science Universities at the global level. They have observed that the websites emphasize much on embedded navigation to save the screen real estate (50% of the websites have included this feature) so that the usability features of library websites can be highlighted. Pillai (2007) has observed that journal articles were found to be the most frequently cited bibliographic items. USA is the leading cited country and Elsevier Science is the leading cited publisher at global level.

23

Reddy & Suseela (2006) have explored the measures of deficiencies in online database creation in Library and Information Science. Their findings revealed that in the initial years there was an extensive use of online systems which subsequently decreases day by day. Full text articles are more commonly referred and linked within online system. Rooi & Snyman (2006) have described the progress of research and the opportunities for librarians in the context of knowledge management. For this they have selected 28 full length journal articles indexed by Library Literature in the past ten years (1996-2006). Their findings revealed that researchers are more aware of knowledge management opportunities, utilize more literature reviews and their findings based on theory rather than practice. Their study showed the progress of research in terms of the knowledge management opportunities for librarians, researchers and practitioners interested in the field. However, it is important for practitioners to consider the findings of researchers to alert themselves about opportunities they are unaware of. Tigga, Lihitkar & Rajyalakshmi (2005) emphasized that DESIDOC Bulletin of Information Technology (DBIT) is a peer reviewed journal and publishes thematic issues on different areas of IT, Library Management and Information Marketing. This study revealed that DBIT is a useful tool for library professionals,

information

managers,

information

scientists,

computer

professionals etc. for information related to development in IT. Okiy, Rose B. (2003) in her research paper “A Citation Analysis of Education Dissertations at the Delta State University, Abraka, Nigeria” found that students in Education use more textbooks (60.3%) than other forms of documents. Hirwade & Dankhade (2002) have made an effort on bibliographic form-wise distribution of citations. The study revealed that books accounted for 42.77% of citations, followed by journals (32.81%), Ph.D. thesis (14.70%), newspapers (4.50%) and others (5.22%). Conclusively, they remarked that

24

the single authored papers were the highest in number and half-life period for journals was found to be 22 years. Still, Julie M. (2001) has tried to examine and access the university library websites of four English speaking countries namely Australia, Canada, the UK and the USA. The researcher has categorized the libraries of these four countries on the basis of geographical diversities across each country and divided them into central or main libraries, and state/provincial and regional libraries for the convenience of analysis. These libraries are likely to serve a multitude of users including beginners, graduates, and research students. After analysing the pattern and web pages of these libraries the author has commented that web pages are the standard features in almost all the English speaking countries along with content and design etc. After listing and analysing the 150 library websites the author conclusively remarked that cataloguing of most of the databases are more or less on similar pattern but there are some cultural differences. She had remarked that such differences are only due to differences in the pattern of educational environment, prevalence of examination paper, interaction between universities and business sector etc. in these countries. She had also remarked that library’s web pages of all the countries, there is a common instruction “Always Available” about the digital library. Buttlar, L. (1999) has observed that about 80% of the citations were of single authored papers. The number of cited journal articles was more than books, book chapters, proceedings, thesis and other print resources. The most cited journals were College & Research Libraries and Journal of the American Society for Information Science. It revealed that single authored papers are most preferred for citations in doctoral research. Mete & Deshmukh (1996) have tried to analyse 202 articles of Annals of Library Science and Documentation published during the period of 1984-1993 with 1824 citations. They have found that Annals of Library Science and Documentation is the most cited journal for academic purposes.

25

2. 2 Evaluation: Nikam & Kumar (2013) have outlined the use of e-libraries, e-journals and edatabases. They have also statistically examined the user’s behaviour of 66 research scholars and faculty members of selected departments at the University of Mysore. Their statistical finding revealed that most of the users prefer e-journals in PDF formats and e-books via Google search engine. Dhanavandan & Tamizhchelvan (2012) have discussed the available eresources i.e. e-Journals, e-Books etc. in public libraries of Tamil Nadu. They have tried to identify the available facility and accession mode in the Engineering Institutions especially in Tamil Nadu through a well structured questionnaire related to e-resource facility. Their study revealed that nowadays most of the libraries subscribe to e-journals and e-books and few libraries have online and CD-ROM databases in their collection and also provide internet facility. Majority of the institutional libraries are having OPAC. Francis (2012) studied the utilization of Consortia-based digital information resources by the post graduate and doctoral students of Kerala Agricultural University, Thrissur. The findings revealed that all the students were familiar with the use of digital information resources available online and 87.14% used CeRa (Consortium of e-Resources in Agriculture). Conclusively, he remarked that the increasing rate of use of digital information resources, the curriculum based information literacy courses like ‘Library and Information Services’, ‘Research Methodology’ etc. will strengthen information accessibility. Kannappanavar (2012) has analysed the periodical services provided by the Agricultural Science University libraries in South India. Conclusively, he remarked that the journal section is the major section which fulfil the services in any university library in general and Agricultural Science University libraries in particular. The findings revealed that the present scenario is far from the satisfaction to meet the user needs. Kannappanavar has pointed out that the availability of the periodicals are inadequate and has suggested that the

26

concerned authorities should take immediate steps to subscribe more number of journals and make them available to the user community in a proper place, so that user’s research productivity in the agricultural sciences increases. Islam & Tsuji (2011) by using HTML toolbox, web page analyser and questionnaire have examined some selected University Websites in Bangladesh from the perspective of usability. The study revealed that users are not satisfied by overall usability level of available websites. At user end, it failed to meet the user’s demands and expectations because they are not ideal in terms of design, interface etc. It needs to be modified to meet the varieties of user’s demand. Biswas & Paul (2010) have discussed the extent of adoption of open source software (OSS) packages for digital library in various organizations through an online survey to find out their usability. The finding from the survey revealed that to build digital library under economical conditions Open Source Software’s are preferable. They have also tried to compare the features of popular Open Source Digital Library Softwares. The major objective of this study is to look into the technologies and tools available in the Open Source Softwares to improve the services of digital library. They have also tried to highlight the advantages of digital library. Conclusively they have remarked that the use of Open Source Software empowers less privileged communities to access knowledge easily. Consonni (2010) has attempted questionnaire based survey analysis of nonusers of digital library services at the Universita Degli Studi di Milano. He has focused mainly on ‘factual non-users’ who have been defined as the persons who used the services of this library once and then decided not to use it. The reason behind this, is that their need is not fulfilled by this library. Conclusively, he has remarked that the factual non-users think that services facilitated by this University Library are insufficient to fulfil their requirement and hence they don’t need it and they use another digital library according to

27

their interest. His study also suggested the modification and promotion of the present library policy and services in public interest. Bhat (2009) through “Open Access Repositories in Computer Science and Information Technology: An Evaluation” has tried to evaluate nine open access repositories in the field of Computer Science and Information Technology through questionnaire survey by electronic method with an objective to examine the content management and preservation policies. Conclusively he remarked that open access repositories provide a strategic response to digital network environment and scholarly communication system to

identify and

systematically solve

the

problems.

Finally he

has

recommended the inclusion of different facets of open access repositories in the curriculum of Library and Information Science at school or university level. Mittal & Mahesh (2008) have tried to identify and evaluate the collections of digital libraries and repositories in India. They have emphasized that the digital libraries and repositories in India use Open Source Softwares especially, DSpace for information procurement. They have remarked that digital expertise centres in India are very few in numbers. These centres are involved in conducting various training programmes for procurement of human resources in this field. They emphasized that digital library is the only centre which can solve the upsurge in technological demand and fulfil mantechnology gap. Das & Jeevan (2006) have described the e-books portal provided by the Elsevier Science Direct, Project Gutenberg, Digital Library of India, University of Virginia library (E-Text Centre) and Bartleby.com by using 20 selected parameters such as ease of use, response time, networkability, appropriate computational environment for documentation, indexing, linking to other resources, display of results, help features etc. They have studied the overall structure of e-book portal system. Also they have examined the designing framework of the system as per the accepted standards and guidelines in order to discover the user interface of the system.

28

Wang (2005) has put forth the glimpses of webometric analysis of demographic websites. He has synthesized the widely used conventional criteria into six C’s (creator, content, currency, connectedness, credibility and critical thinking) and its applicability in terms of webometric criteria. He has remarked that evaluation criteria from webometric perspectives utilized the measurable data and tangible information for informed assessment. Wang concludes that conventional criteria continue to be convenient and useful, particularly for novel web users, a basic set of webometric criteria can serve as a supplementary tool to provide additional insights into evaluating online resources. Ganesan & Pandian (2004) have discussed about the web resources and techniques to be followed to identify the relevant information and web services adopted by a library for the users based on their feedback. They have conclusively remarked that web evaluation techniques are in their beginning stage and are yet to be developed. Technology has outpacing ability to create standards and guidelines. Establishing evaluation procedures will be an ongoing evolutionary process. Web plays a major role and removes the barriers. It is time for LIS professionals to become experts in web related activities to provide better services to their user community. Ramesha, Kanamadi & Kumbhar (2004) have studied the IT based services through their article entitled “Evaluation of IT Based Services on the basis of User Requirements and Satisfaction: A Case Study of University Libraries of Karnataka State”. They have covered the interrelationship between the

users and facilitators i.e. receivers and providers about the information technology

based

services

and

have

laid

emphasis

on

the

provider’s/facilitator’s views and their opinions regarding the IT based services in different libraries in the Indian context. Conclusively they have remarked that nature and efficiency of the information services provided by the university libraries vary from one another. The changing information environment demands library professionals to keep themselves abreast of new technologies and skills and in house training programmes and digital

29

databases, collection of e-journals, e-books which are more important for providing IT based services. Sasikala (2003) has discussed researcher’s need about the books, websites in the library system. Emphasis has been laid only on relevant and authentic information sources in terms of coverage, scope, users, timeliness etc. which suits his/her purpose. Findings revealed that variations exist among the websites in terms of their structures, content and validity of information. The study also revealed that all the websites do not offer all the facilities to the users. They need to improve their content and structure with the help of published guidelines available on Internet. Careful examination of other successful and popular sites on the World Wide Web will also help in making the existing features of their websites more usable, helpful and attractive. Singh (2003) has dealt with the impact and acceptability of information technologies in libraries and information centres, the role of reference librarian and behavioural change with the changing pattern of the mode of production and access to reference sources in libraries. He also emphasized the need of knowledge about accessing the online reference sources available through different processes which the libraries are facing presently. Singh & Garg (2002) have presented an overview of reprography as an inseparable part of information centres and libraries along with brief historical development of reprography and its impact on document delivery services. The findings revealed that there is an increase in availability and use of photocopying facilities in Biomedical Information Centres and Libraries (ICLs) in India. They have conclusively remarked that Biomedical Information Centres and Libraries have photocopy facilities which are used as a time saving service while collecting information. They have suggested that based on user demand, colour photocopier machines with automatic document feeding, loading, alignment, sorting, stapling, and correct enlargement ratio with computer attachment provisions must be available in each and every library.

30

Murali (2001) has focused on the importance of standards and contents of sites on the World Wide Web (www) with special reference to India where scope, coverage and validity of information is vital for both academic and research community. He has identified the scope and policy for evaluating internet resources and has also evaluated and catalogued few newsletters and databases which are freely available on the Web. Dutta (1969) conducted a study carried out by Martin and Gilchrist to evaluate the British scientific journals, based on the data extracted from a special print out of the Science Citation Index (SCI). He concludes with the fact that a primary periodical is not covered by any abstracting periodical or that no citation is made to it, does not condemn the periodical as useless.

2. 3 Authorship Pattern: Ezema & Asogwa (2014) have demonstrated the sources cited in articles published in two Linguistic Journals namely Applied Linguistics and Journal of Linguistics during the period of 2001-2010. Bibliometric indicators were used for conducting retrospective descriptive study such as types and timeliness of cited sources, authorship pattern, rank list of frequently cited journals, degree of research collaboration and yearly distribution of articles in the journals. Their findings revealed that sole authorship dominated reports on linguistics research. In their detailed study they have also classified the Applied Linguistics and Journal of Linguistics in first and second order respectively. This study is mainly useful for researchers and for collection development of academic libraries especially in the field of linguistics. After analysing the 15283 bibliographic references, it has been concluded that the most suitable approach in Linguistic research is the selection of core Linguistic books and monographs. Sengar (2014) has revealed the academic and scientific output in the Web of science during the period 1991-2010. He has studied about 902 published papers by scientists and researchers of the CSIR-IMTECH, Chandigarh. He

31

has tried to examine the collaborative nature and pattern of authorship in the published research papers. His study is mainly based on the analysis of the number of articles published per year, authorship pattern, and degree of collaboration and strength of authors. His major findings revealed that majority of the scientists and researchers preferred to publish research papers in joint authorship. He has observed that out of total 902 studied articles, 753 (83.48%) were joint works, while only 149 (16.51%) were single authored works. Tunga (2014) explored the authorship pattern and degree of collaboration in the field of Horticulture. His study is mainly based on analysis of 8437 cited references of which 1327 are books citations appended to 80 doctoral dissertations of Bidhan Chandra Krishi Viswavidyalaya (BCKV) and Uttar Banga Krishi Viswavidyalaya (UBKV) of West Bengal during the period of 1991-2010. He has tried to examine the nature of authorship pattern, author’s productivity patterns and degree of collaboration in Horticulture literature. Conclusively, he has remarked that citation study is helpful in understanding the research and authorship pattern. Cheng & et al. (2013) explored to identify the degree and type of research collaboration in Malaysia. Their findings revealed that in Malaysia, the researchers tend to work in teams but their collaboration is more dominant in the field of science rather than social sciences. Academics published extensively with their colleagues from the same university or from other academic institutions, but there is little collaboration with researchers from public or industrial research institutes. The major collaboration is in Physics, Chemistry, Agriculture, Astronomy etc. The finding of this study highlights the patterns, nodes and links established among researchers in five research universities in Malaysia. The study provides useful information for policy makers

seeking

to

intensify

scientific,

collaboration.

32

international

and

industrial

De Souza & Ferreira (2013) have analysed the profile of researchers and the pattern of scientific collaboration and Knowledge Organization in the field of Information Science in Brazil. The basis of their study is gender differences, skills by region and type of institutions, academic performances, indicators of productivity, co-authorship relations, interaction with other subjects etc. They have tried to evaluate all these parameters during the period of 2000-2010 based on Scientometrics journal. Their findings revealed that the majority of the researchers in Brazil are women who are either doing research or are Post Graduate students. This study also revealed that a significant regional asymmetry exists in public universities. The major publications are in national journals with open access; the scientific production follows the same pattern of the areas of Humanities, Social Sciences, Linguistics, Literatures and Arts. This study presents an overview of the scientific community who contribute their experiences for a better understanding of its specific characteristics. Thavamani (2013) has highlighted the authorship and collaborative patterns in the Chinese librarianship on the basis of bibliometric techniques. The major objective is to study year-wise and issue-wise contribution of research articles, authorship pattern, author productivity, identification of prolific contributors and degree of author collaboration. The study is mainly based on the website of the Chinese Librarianship: An International Electronic Journal (CLIEJ) during the period of 1996-2013. Conclusively, it has been observed that the authorship pattern has changed predominantly from single authors in beginning to multi-authored collaboration in recent years. This states that researchers have an inclination towards multi-authorship pattern. Elango & Rajendran (2012) have examined the authorship trends and collaboration pattern in Marine Science Literature during the period 20012010. They have also attempted to assess the level of collaboration among the authors through Scientometric tools such as collaboration index, collaboration co-efficient and dominance factor. The study emphasized that co-authorship varies from one subject to other and also provides valuable

33

information about the characteristic features of authors, their collaboration, assessment and monitoring of research activities. Vinayagamoorthy, Chellappandi & Shanti (2009) have emphasized to investigate bibliometric analysis of Herbal Literature in the perspective of medicinal plants. They have tried to analyse the authorship pattern ranging from single author articles to as many as 22 authors for a single contribution during the period of 1991-2000. Their observation revealed that the contribution to Herbal Science Literature is less in developed countries whereas in developing countries like India, China spends more time and money on Herbal Science Literature. Their findings reveal that the GDP and the research output of the developing countries in the field of Herbal Science Literature are directly proportional. Zafrunnisha & Pullareddy (2009) have analysed the authorship pattern and collaborative researches in the field of Psychology by Ph.D. thesis submitted in three universities namely Sri Venkateswara University, Tirupati, Osmania University, Hyderabad & Andhra University, Visakhapattanam during the period of 1963-2003. The major objectives of their study was to analyse the nature of authorship pattern, proportional analysis of single and multiauthored research papers, degree of collaboration, country-wise and language-wise distribution of journals related to Psychology. Their findings highlight that collaborative research has a great potential in managing the library journal collection in the field of psychology. The increasing trend of collaborative research is due to the interdisciplinary nature of investigation, escalating cost of instrumentation, laboratory facilities and interest of scientists in the same subject fields. Pillai (2007) has studied about authorship pattern and collaboration in the field of Physics. He has observed that in this field team research work is more preferable to solo research. The authorship collaboration is mainly found in the journal articles than in books which vary from journals to journals and books to books. Conclusively it has been remarked that there is varying

34

degrees of authorship pattern and degree of collaboration among journals and books.

2. 4 E-Books, E-Journals, E-Resources and E-Research Papers: Puttaswamy & Krishnamurthy (2014) have emphasized the usage of eResources by faculty members and research scholars who have registered through the recognized Research Centres of Visvesvaraya Technological University (VTU) Belgaum, Karnataka. The study also revealed that 94% of the users are depending on e-Resources rather than print resources. And libraries should also focus to provide various publisher’s e-Books in addition to e-Journals that have been already provided by the libraries so that end users will avail maximum benefit from the e-Resources. Rao & Rao (2013) have attempted to examine electronic resources of various libraries. They have argued that the information facilities available in any library consortia are abundant but there is a need to train the users from time to time. This will generate capacity of knowledge about recent methodology and technique for the use of electronic resources and facilities available at the library consortia. They have concluded that users should be educated from time to time to tap the information successfully to meet their academic needs. Singh & Madhusudhan (2013) through “Current Practices Related to Electronic Resources in Management Libraries of National Capital Region of Delhi: An Analytical Study” have presented a brief account of changing facets of e-resources and current practices related to acquisition, selection, mode of procurement, promotion, development policy, problems and future plans of management libraries in NCR of Delhi. The study also highlights the current practices in selection of e-materials and helps in efficient collection development policy of e-resources in management libraries. The finding revealed that tools and criteria used for selecting e-resources are different from printed materials. Their survey revealed that the libraries are

35

lagging behind in strategic planning of e-resources, development plan and its implementation. Kumbhar (2012) has critically reviewed the method of writing research papers and books during the period of January to December 2010. He has reviewed the literatures consulted and has analysed them on the basis of ebook’s themes and sub-themes, readers choice, publishers and libraries contribution. Conclusively, he remarked that for writing purposes e-books are used in a large number due to their easy availability through internet. Pandita & Singh (2012) have emphasized the need and importance of library classification in ICT era for organizing information and knowledge with respect to their timely retrieval. They have tried to highlight the need and importance of classifying documents in the technological era, and also emphasized that with and without it, library will suffer in its resource organization and retrieval of knowledge and information. They have tried to develop the strategies for library classification in relation to ICT and its applicability throughout the Indian libraries. Conclusively, they have remarked that without classification it is impossible to locate the documents in libraries. The authors have also tried to explore future possibilities of technology based library classification so that the present traditional libraries may become hi-tech. Singh (2012) has explored the impact of electronic books on Indian publishing industry. He has emphasized that technology has changed the entire scenario of traditional publishing process. He has remarked that traditional print publishers have entered into the technology based e-book market and have also become the e-publishers for their survival. His emphasis is on web-based publishing due to increasing usage of internet as the hardware and software, which is dramatically faster, better and cheaper. Vasistha (2012) has put forth an overview of the changes faced in librarianship and also synchronized the changes influenced by library services. Conclusively, she has remarked that technology has much impact on users’ nature, society and working style. She has also suggested for

36

updating the lower level libraries with managerial and skilled manpower for technological advancements. Natarajan (2011) tried to find out the ability to use the library resources either in the print or non-print form. The use of e-resources now-a-days has been recognized as an integral part of education pattern and for library practitioners at global level. The emergence of electronic resources has drastically changed the status of libraries and information centres. There has been a rapid urge by the users’ community to have online information, as it has become a basic necessity for development in ICT, electronic databases and e-books have played a dominant role. Finally, he has remarked that it is the time for information professionals in India to study the different dimensions of electronic resources and to channelize them successfully. Sarkar, Kishor & Yadav (2011) have emphasized on development of information technology and its application to Library and Information Sciences. They opined that information technology has proved to be beneficial for e-documentation of books, journals, technical reports, conference proceedings, and other management processes of library. Thus, the developments in ICTs have enabled the Library and Information Centres to develop innovative tools and techniques for acquiring, organizing, retrieving, disseminating knowledge from their resources. Gupta (2010) has opined that information is a valuable resource for modern developing society. Its progress depends upon delivery of knowledge by authors, scholars and scientists. She has also highlighted the importance of virtual and digital libraries and their mode of operation. Khan (2010) has highlighted the integration of information technology with academic libraries. Technology has added several new dimensions and opened new avenues in solving the need of information. He has also emphasized that there is a dramatic change in libraries which provide their services to readers from traditional to modern system and utilization of new tools and methods for providing variety of information to library users.

37

Lin, Chia-Yu & Chiu, Ming-Hsin Phoebe (2010) had reviewed the development of information technology and internet along with online books. Their study investigated the structure and format of online book reviews as well as their content and characteristics. They have collected their data from Nobii, an online book club of National Taiwan. This study aimed to provide basic guidelines to the library, publishers, book promoters and other organizations to enhance their online knowledge. Xu (2010) in “Implementation of an Electronic Resource Assessment System in an Academic library” has tried to prove the importance of library for

information

collection.

He

emphasized

that

electronic

resource

assessment system is the only system which makes library as a provider of information. His finding reveals a number of homegrown, open-source and commercial electronic resource assessment system as a selection criterion for library up-gradation and useful information collector. Nattar & Selvakumar (2009) have stated the different facets of e-books. In a nutshell they have observed that e-books seem to be most useful than hardcopy books because these are easily accessible on websites without any delay. Conclusively, they have remarked that library user’s expectations are changing with the pace of time. The current users are dependent on wireless technologies that transmit information quickly. In such situations the e-books are proved to be more fruitful. Perrone (2009) has attempted to investigate how librarians are managing the integration of electronic book collections in their library holdings. The study has been carried out in Italian academic libraries. The analysis of the electronic book collections has been carried out considering the different factors

such

as

evaluation

of

contents,

cost,

licensing

issues,

recommendations from the faculty members and influence of consortia. The study highlights the important changes in the selection process of electronic contents and print materials. Finally the author has suggested that librarians

38

should focus on the evaluation of users’ need, the analysis of contents, business models, archival rights etc. Vashishth (2009) has narrated the impact of internet on learner and teaching community. He has tried to emphasize that in a very short span of time, the internet has put forth an impact over the classroom teaching processes and searching books and references. It has changed the mode of teaching through paper notebook to LCD projector. He emphasized that internet is used as e-resource and it is both a time and money saver, especially for library consultation, internet proved to be beneficial for searching digital documents either on subscription or without subscription charges. Malviya & Gautam (2008) have studied the new technologies and their impact on the development of libraries. There are number of technological approaches to highlight the changing phase of traditional libraries. The information revolution has also proved to be beneficial for making a digital library. They have tried to assess the advancements in digital libraries and their impact over the library consultants. Malhotra (2007) has discussed that education and library are two inseparable and individual concepts but fundamentally and synchronically related. After evaluating the concept of library and education he has remarked that library is not merely a collection of books but it is a learned institution equipped with treasures of knowledge in an organized way to train or educate the personnel. Connaway (2003) in “Electronic Books (eBooks): Current Trends and Future Directions” has emphasized that electronic resources are valuable and easier for retrieving the relevant and authoritative information, for current trends and future directions in library development. Electronic books boost up the digital library performance. He has also advocated that e-resources have opened the new opportunity, challenges and utilization pattern for library users who especially belong to remote areas because their expectations are changing and becoming more dependent on technology.

39

Panigrahi (2000) has focused on the application of information processing technology which has improved the quality of library productivity, reduced the cost and increased level of information procurement. He has also highlighted some major difficulties that may arise during the use of technology for development of library infrastructure. Kochar (1999) has signified the role of electronic media especially computer, in

acquisition,

cataloguing,

circulation

control,

serial

control

and

documentation and information retrieval and in library’s upgradation and development. After the careful analysis of the literature on content analysis, evaluation of the journals, it was found that a continuous analysis and evaluation of the literature is must to understand the nature and scope of the literature. It gives a clear picture of the scope of journal literature and the extent of material used under study but what is the picture of published books is not clear. Book publication has become an important aspect of one’s academic career. Newer books are being published in the subject by newer publishers and rate of book publication has increased manifold. So under the present research work it was tried to find out scenario of published books under the title “An evaluative study of published books in Library and Information Science in India”.

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REFERENCES Aharony, Noa (2012). An Analysis of American Academic Libraries’ Websites: 2000-2010. The Electronic Library, 30(6), 764-776. Asokan, L. & Dhanavandan, S. (2013). Reading Habits of Newspapers among Engineering Professionals: An Analytical Study. International Journal of Library and Information Studies, 3(4), 36-41. Aydeed, Mahjabeen & Beegam T., Vahida (2012). Utilization of E-Learning Platforms by the Postgraduate Students of Kerala: An Analytical Study. Journal of Indian Library Association, 48(2), 18-25. Banateppanvar, Koteppa; Biradar, B.S. & Kannappanavar, B.U. (2013). Citation Analysis of Doctoral Theses in Botany Submitted to Kuvempu University, India: A Case Study. Collection Building, 32/1, 12-20. Bhat, Mohammad Hanief (2009). Open Access Repositories in Computer Science and Information Technology: An Evaluation. IFLA Journal, 35 (3), 243-257. Biswas, Goutam & Paul, Dibyendu (2010). An Evaluative Study on the Open Source Digital Library Softwares for Institutional Repository: Special Reference to Dspace and Greenstone Digital Library. International Journal of Library and Information Science, 2(1), 1-10. Buttlar, L. (1999). Information Sources in Library and Information Science Doctoral Research. Library and Information Science Research, 21 (2), 22745. Cheng, M.Y. & et al. (2013). Patterns of co-authorship and research collaboration in Malaysia. Aslib Proceedings New Information Perspectives, 65(6), 659-674. Chikate, R.V. & Patil, S.K. (2008). Citation Analysis of Theses in Library and Information Science Submitted to University of Pune: A Pilot Study. Library

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Philosophy and Practice, Retrieved on January 12, 2012 from http://unllib. unl.edu/LPP/chikate-patil.htm. Connaway, Lynn Silipigni (2003). Electronic Books (eBooks): Current Trends and Future Directions. DESIDOC Bulletin of Information Technology, 23(1), 13-18. Consonni, Chiara (2010). Non-users’ Evaluation of Digital Libraries: A Survey at the Universita degli studi di Milano. International Federation of Library Associations and Institutions, 36(4), 325-331. Das, Kshirod & Jeevan, V.K.J. (2006). Evaluation of Few Web Based E-Book Portals. 4th International Convention CALIBER, Gulbarga, 2-4 February, 399408. De Souza, Cristina & Ferreira, Marta Lucia Azevedo (2013). Researchers profile, co-authorship pattern and Knowledge Organization in Information Science in Brazil. Scientometrics, 95, 673-687. Deshmukh, Prashant P. (2011). Citations in Annals of Library and Information Studies from 1997-2010: A Study. Annals of Library and Information Studies, 58, 355-61. Deswal, Arpana R. (2010). Status of Public Libraries in Haryana: An Analytical Study. ILA Bulletin, 46(1-2), 17-22. Dhaliwal, Kiran & Tandon, Deepika (2014). Citation Analysis of Theses Submitted at the Gastroenterology Department of the Postgraduate Institute of Medical Education and Research, India. PEARL- A Journal of Library and Information Science, 8(1), 15-20. Dhanavandan, S. & Tamizhchelvan, M. (2012). An Evaluation of E-Resources in Academic Libraries in Tamil Nadu. Journal of Emerging Trends in Computing and Information Sciences, 3(3), 421-426.

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Dutta, S. (1969). Evaluation of Scientific Periodicals. Annals of Library Science Documentation, 16(1), 32-34. Elango, B. & Rajendran, P. (2012). Authorship Trends and Collaboration Pattern in the Marine Sciences Literature: A Scientometric Study. International Journal of Information Dissemination and Technology, 2(3), 166-175. Ezema, I.J. & Asogwa, Brendan E. (2014). Citation Analysis and Authorship Pattern of two Linguistics Journals. Libraries and the Academy, 14(1), 67-85. Francis, A.T. (2012). Evaluation of Use of Consortium of e-Resources in Agriculture in Context of Kerala Agricultural University. DESIDOC Journal of Library & Information Technology, 32(1), 38-44. Ganesan, P. & Pandian, N. Murugesa (2004). Evaluating Web Resources, Services and User Attitude towards Web Based Information Services at University of Hyderabad Library - A Study. 2nd International CALIBER, New Delhi, 11-13 February, 81-85. Gupta, Jyoti (2010). Changing Role of Information Professionals in Digital Era. Library Herald, 45(2), 140-141. Haneefa K., Mohamed & Nellikka, Shyma (2010). Content Analysis of Online English Newspapers in India. DESIDOC Journal of Library & Information Technology, 30(4), 17-24. Haneefa K., Mohamed & Venugopal M.K., Anjana (2010). Contents of National Library Websites in Asia: An Analysis. Annals of Library and Information Studies, 57, 98-108. Haridasan, Sudharma & Khan, Aisha (2013). Citation Analysis of the Journal ‘Library Hi-Tech’. Journal of Indian Library Association, 49(4), 26-33. Hirwade, M.A. & Dankhade, S.S. (2002). Citation Analysis of Doctoral Research in economics. ILA Bulletin, 38, 36-45.

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Islam, Anwarul & Tsuji, Keita (2011). Evaluation of Usage of University Websites in Bangladesh. DESIDOC Journal of Library & Information Technology, 31(6), 469-479. Jadhav, V.; Khaprade, V.S.S. & Santosh, M.S. (2012). Citation Analysis of University News Journal 2011. Retrieved on February 3, 2012 from http:// shodhganga.inflibnet.ac.in/dxml/handle/1944/1655?show=full. Jan, Rosy (2009). Citation Analysis of Library Trends. Webology, 6(1). Retrieved on October 11, 2011 from http://www.webology.org/2009/v6n1/ a67.html. Kannappanavar, B.U. (2012). Evaluation of Periodical services in Agricultural Science University Libraries in India: With Special Reference to South India: A User Study. Indian journal of Library & Information Technology, 2(3), 1-10. Khan, Javed (2010). Digital Reference Services: An Overview. ILA Bulletin, 46(1-2), 12. Kochar, R.S. (1999). Electronic Media and the Library Services, New Delhi, Discovery pub. Kumar, B.T. Sampath & et al. (2009). Content Analysis of Indian Institute of Management Library Websites: An Analytical Study. Pondicherry University, Poducherry, 7th International CALIBER, February 25-27, 194-201. Kumbhar, R. (2012). E-Books: Review of Research and Writing during 2010. The Electronic Library, 30(6), 777-795. Lin, Chia-Yu & Chiu, Ming-Hsin Phoebe (2010). Analyzing Online Book Eeviews for Scientific Popularization and Genre: A Genre Analysis Study. Journal of Educational Media and Library Science, 48(2), 269-298. Malhotra, A. (2007). Improving Education through Digital Libraries. Delhi, S.S. Pub.

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Malviya, R.N. & Gautam, J.N. (2008). Digital Library: Bridging Digital Divide. ILA Bulletin, 44(1-2), 11-12. Mete, M.V. & Deshmukh, P.P. (1996). Citation Analysis of Annals of Library Science and Documentation. Annals of Library Science and Documentation, 43(1), 11-25. Mittal, Rekha & Mahesh, G. (2008). Digital Libraries and Repositories in India: An Evaluative Study. Electronic Library and Information Systems, 42(3), 286302. Mohammadi, Mahdi; Azadeh, Fereydoon & Babalhavaeji, Fahimeh (2010). Content Analysis-Based Studies of Iranian Literature for Children and Young Adults, 1974-2007: A Review. International Federation of Library Associations and Institutions, 36(2), 166-175. Murali, N. (2001). Criteria for Evaluating Information on the Internet: Personal Perspective. INFLIBNET Newsletter, Retrieved on May 25, 2014 from http://www.inflibnet.ac.in/newsletter/oldnewsletter.htm

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org.in/newslett.htm. Natarajan, M. (2011). Exploring the E-Resources for Educational Use. International Journal of Information Dissemination and Technology, 1(4), 193196. Nattar, S. & Selvakumar, M. (2009). Electronic Books (e-Books): Current Trends. ILA Bulletin, 45(3-4), 27-30. Nikam, Khaiser & Kumar, Dhruva (2013). Evaluating the Effective Use of Electronic Journals by the Academia: A study. DESIDOC Journal of Library and Information Technology, 33(2), 125-130. Ocholla, Dennis; Ocholla, Lyudmila & Onyancha, Omwoyo Bosire (2012). Research Visibility, Publication Patterns and Output of Academic Librarians in Sub-Saharan Africa: The Case of Eastern Africa. Aslib Proceedings New Information Perspectives, 64(5), 478-493.

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Okiy, Rose B. (2003). A Citation Analysis of Education Dissertations at the Delta State University, Abraka, Nigeria. Collection Building, 22(4), 158-61. Pandita, Ramesh & Singh, Shivendra (2012). Need and importance of Library classification in ICT era. Journal of Indian Library Association, 48(4), 25-30. Panigrahi, R.M. (2000). Impact of Information Technology on Libraries. New Delhi, Ess Ess pub., 137-138. Perrone, Agnese (2009). Electronic Book Collection Development in Italy: A Case Study. IFLA Journal, 35(3), 305-312. Pillai, K.G. Sudhier (2007). Authorship Patterns in Physics Literature: An Informetric Study on Citations in Doctoral Theses of the Indian Institute of Science. Annals of Library and Information Studies, 54, 90-94. Prithviraj, K.R. & Kumar, B.T. Sampath (2013). URLs as References in Indian LIS Conference Papers: An Analysis. Annals of Library and Information Studies, 60, 284-295. Puttaswamy, R.M. & Krishnamurthy, M. (2014). Use of E-Resources for Teaching and Research by the Faculty Members of Various Engineering Colleges of VTU, Karanataka: A Study. International Journal of Library and Information Studies, 4(1), 52-60. Raju N., Vasantha & Harinarayana, N.S. (2008). An Analysis of Usability Features of Library Websites. Annals of Library and Information Studies, 55, 111-122. Ramesha; Kanamadi, Satish & Kumbar, B.D. (2004). Evaluation of IT Based Services on the basis of User Requirements and Satisfaction: A Case Study of University Libraries of Karnataka State. 2nd International CALIBER, New Delhi, 11-13 February, 61-72.

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Rao, T. Venkata & Rao, K. Somasekhara (2013). Knowledge of E-Resources in Engineering College Libraries- A Study. International Journal of Library and Information Studies, 3(4), 1-15. Reddy, Y.N. & Suseela, V.J. (2006). An Analytical study of EBSCO Online Journal Databases: with special reference to I.G.M. library, University of Hyderabad. 4th Convention Planner, 09-10 November, 487-495. Rooi, Hazel Van & Snyman, Retha (2006). A Content Analysis of Literature Regarding Knowledge Management Opportunities for Librarians. Aslib Proceedings New Information Perspectives, 58(3), 261-271. Sarkar, B.; Kishor, A. & Yadav, D. (2011). Future of e-books: Challenges and Opportunities. Professional Journal of Library and Information Technology, 1(2), 79-83. Sasikala, C. (2003). Evaluation of Websites: A Study. Retrieved on May, 28, 2014 from http://ir.inflibnet.ac.in/bitstream/1944/221/1/cali_52.pdf. Sengar, K.P.S. (2014). Authorship Pattern, Degree of Collaboration and Research Publication Trend among Scientists/Researchers of CSIR-IMTECH, India 1991-2010: A Bibliometric Study. PEARL- A Journal of Library and Information Science, 8(1), 26-31. Singh, Dharmveer (2012). Impact of E-Books on Indian Publishing. Journal of Indian Library Association, 48(4), 31-35. Singh, K.K. & Madhusudhan, Margam (2013). Current Practices Related to Electronic Resources in Management Libraries of National Capital Region of Delhi: An Analytical Study. International Journal of Library and Information Studies, 3(4), 16-35. Singh, K.P. & Bebi (2013). Citation Analysis of Ph.D. Theses in Sociology Submitted to University of Delhi during 1995-2010. DESIDOC Journal of Library Information Technology, 33(6), 489-493.

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Vasistha, Seema (2012). ICT and Librarians: Surviving the challenges of the Technological Developments. Journal of Indian Library Association, 48(2), 3640. Vijayakumar, M.; Kannappanavar, B.U. & Mestri, Mamata (2009). Content Analysis of Indian Institutes of Technology Libraries Web Portals: A Study. DESIDOC Journal of Library & Information Technology, 29(1), 57-63. Vinayagamoorthy, P.; Chellappandi, P. & Shanti, J. (2009). Authorship Pattern and Collaborative Research in Herbal Literature. PEARL – A Journal of Library and Information Science, 3(4), 32-38. Wang, Cheng-Zhi (2005). Evaluating Demographic Websites: Toward Webometric Criteria. Journal of Library and Information Science, 31(2), 52-61. Wickramanayake, Lalith (2012). Instruction and Help Services in the Academic Library Websites and Web Pages in Sri Lanka: A Content Analysis. The Electronic Library, 30(3), 377-389. Xu, Fei (2010). Implementation of an Electronic Resource Assessment System in an Academic library. Electronic Library and Information Systems, 44(4), 374-392. Zafrunnisha, N. & Pullareddy, V. (2009). Authorship Pattern and Degree of Collaboration in Psychology. Annals of Library and Information Studies, 56, 255-261. Zafrunnisha, N. (2012). Citation Analysis of Ph.D. Theses in Psychology of Selected Universities in Andhra Pradesh, India. Library Philosophy and Practice. Retrieved February, 3, 2012 from http://unllib.unl.edu/LPP/. ***

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CHAPTER – 3 OBJECTIVES AND METHODOLOGY

This chapter deals with the methodology used in the present study and the chapter has been discussed under the following headings: 

Objectives of the study



Hypothesis



Scope of the study



Methodology



Tools used in the study



Construction and development of tools



Sample of the study



Data Collection Procedure



Date Analysis

3. 1 Objectives of the Study To carry out any research proper objectives need to be framed out. On the basis of objectives the whole study is being done. The objective of any research summarizes what is to be achieved by the study. These objectives should be closely related to the research problem. While problem formulation serves to describe the aim of the thesis, the objectives provide an accurate description of the specific actions to be taken in order to attain the aim.

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The main objectives of the study are: a) To evaluate the authenticity standard of published books in the field of Knowledge Organization in terms of some defined parameters. b) To find out the most prolific author vis-à-vis publisher and geographical areas of publication of the studied books.

3. 2 Hypotheses Hypothesis is an important and indispensable tool of a scientific study. In lack of hypothesis, no scientific study can be completed. Hypotheses are the working instrument of the theory, which can be tested and shown to be probably true and false. It is the hypothesis which makes the way for solution of the problem. For the present study following hypotheses have been framed: a) Most of the published books in the field of Knowledge Organization lack in the standards of book publication. b) Well known authors try to publish their books under reputed publishers.

3. 3 Scope of the Study The scope of this study includes: 1) The books selected for the study were written and published by Indian authors and Indian publishers only. 2) The study covers publications (books) from 1990-2014. 3) The scope of the study is limited to the field of Knowledge Organization of LIS. 4) The study covers published books in hard form.

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5) Evaluation criteria are on the basis of certain check points, such as: (a) Table of content (b) Glossary (c) Bibliography (d) Recommended reading (e) Websites (f) Index (g) Writing style (h) Heading/subheading (i) Caption and labels (j) Margin (k) Topical subheadings and chapter previews (l) Section/chapter summaries (m) Page layout (n) End-ofsection/chapter comprehension and critical-thinking questions (o) Type style (p) line length (q) Space between the line (r) Graphic elements (photographs, illustrations, maps, charts, etc.).

3. 4

Methodology

Methodology has its own importance in scientific investigation, because objectivity in any research investigation cannot be obtained unless it is carried out in a very scientific and planned manner. Scientific investigation involves careful and proper adoption of research design, use of standardized tools, sampling techniques for collecting data and then their careful tabulation, use of appropriate statistical technique for analysing data. This study was carried out to analyse the different chosen books on the basis of their tables of content, glossary, bibliography, recommended reading, websites, index, writing style, heading/subheading, captions and labels, margins, chapter preview, chapter summary, page layout, critical thinking questions, type style, line length, line spacing and graphic elements. For this study the researcher used textbook evaluation proforma for data collection to analyse the books quantitatively.

3. 5

Tools Used in the Study

Textbook evaluation proforma was developed as a tool for collecting data.

3. 6

Construction and Development of Tools

For the purpose of easy administration and securing the actual information from the books, the researcher drafted the textbook evaluation proforma on the basis of textbook evaluation form downloaded from www.sde.com on 18.10.2011. In order to ensure the validity of information collected the

52

researcher took more than 200 books on Knowledge Organization as the sample size but could procure only 104 books because at the time of evaluation many books were not available in the market as well as in the library also. Textbook evaluation proforma is attached in appendix has been used to evaluate the books.

3. 7

Sample of the Study

University library where possibilities of availability of books were found was selected purposively i.e. the universities where the LIS courses were running, was selected. Books on various aspects of Library Science were available in all the universities, but here the researcher has chosen only books on Knowledge Organization to make the study more objective. The sample frames available to researcher regarding the present studies were the near by central or state universities having LIS course and list of books on Knowledge Organization. These lists were made available to researcher by the library professionals of respective universities.

Before actual analysis sample size was determined by:

a. Selection of university libraries where LIS courses were running. b. Selection of books on Knowledge Organization. a. Selection of university libraries: - Uttar Pradesh is having four central universities and six state universities whereas in Delhi with three central universities where LIS course is running was selected randomly. b. Selection of books on Knowledge Organization: - As there were many books on all the aspects of LIS which could make the study cumbersome, so the researcher undertook the study in the area of Knowledge Organization only to make it manageable.

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3. 8 Data Collection Procedure Data collection is the process of gathering and measuring information on targeted variables in an established systematic fashion, which then enables one to answer relevant questions and evaluate outcomes. After finalization of textbook evaluation proforma, the actual evaluation work was started. The field work of evaluation was conducted in two phases. In first phase, information was collected regarding list of books published in every year by publisher’s catalogue. This data collection task was done during the period of February, 2011 to December, 2013. In the second phase, data was collected regarding the evaluation of published books in Knowledge Organization in the field of LIS. The various central and the state university libraries as well as nearby CSIR Institute’s library were visited to collect data. Each book has been evaluated on the basis of the textbook evaluation proforma developed by the researcher. This task was done during the month of October, 2012 to March, 2014.

3. 9 Data Analysis Data analysis is a process of inspecting, cleaning, transforming and modeling data with the goal of discovering useful information, suggesting conclusions and supporting decision making. Data analysis has multiple facets and approaches, encompassing diverse techniques under a variety of names in different business, science and social science domain. The data obtained through textbook evaluation proforma were analyzed in view of objectives and hypotheses of the study. The data collected was further tabulated and analyzed by using Bar Diagram, Pie-Diagram, Descriptive Statistical Methods and Percentages.

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REFERENCES Ackoff, R.L. (1961). The Design of Social Research. Chicago: University press, 11. Bajpai, S.R. (1980). Social Survey and Research. Kanpur: Kitabghar, 6-86. Bhattacharya, Dipak Kumar (2006). Research Methodology. New Delhi: Excel, 1-25. Fowler, F.J. (1988). Survey Research Methods. Newbury Park: Sage, 10-24. Ghosh, B.N. (2003). Scientific Method and Research. New Delhi: Sterling, 64. Good, C.V. and Seates, D.E. (1954). Methods of Research, New York: Appleton Century Crafts, 54. Goode, William J. and Hatt, Paul K. (2006). Methods in social research. New Delhi: Surjeet, 42. Khanzode, V.V. (2004). Research Methodology: techniques and trends. New Delhi: APH Pub., 27. Kothari, C.R. (2004). Research Methodology. New Delhi: New Age International. Krishan Kumar (1992). Research methods in library science (2nd rev. ed). New Delhi: Har-Anand, 120. Kumar, Ranjit (2005). Research Methodology: a step-by-step guide for beginners. New Delhi: Pearson, 1-86. Moser & Kalton (1971). Survey methods in social investigation. London: Heinmann Educational books, 414. Singh, N. & Panda, K.C. (2002). Growth of LIS literature as reflected in Indian Journal of Library Association 1995-2001: A study. Indian Journal of Library Association, 38(4), 118-122.

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Singh, Yogesh Kumar (2006). Fundamentals of Research Methodology and Statistics. New Delhi: New Age International, 12-35. Sinha, S.C. & Dhiman, A.K. (2002). Research Methodology. New Delhi: Ess Ess, 15-47. Slater, Margret (Ed.) (1990). Research methods in Library and Information Studies. London: The Library Association, 70. Sridhar, M.S. (2002). Library Use and User Research: with twenty case studies. New Delhi: Concept, 37. Young, P.V (1968). Scientific Social Surveys and Research: An Introduction to the background content, methods, principles and analysis of social studies (4th ed). New Delhi: Prentice- Hall of India, 576. ****

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CHAPTER– 4 DATA ANALYSIS AND INTERPRETATION

Keeping in view of objectives of the study, the data was analysed and interpreted. In order to arrive at meaningful conclusion, percentage, groupedbar-diagrams, pie-diagrams have been employed to analyse the data. This chapter deals mainly with the descriptive analysis and interpretation of data and results obtained.

4.1 Evaluation of Authenticity Standard of Published Books in the field of Knowledge Organization The first objective of the study i.e. to evaluate the authenticity standard of published books in the field of Knowledge Organization. For this, study was carried out to analyse the different chosen books on the basis of their table of content, glossary, bibliography, recommended reading, websites, index, writing style, heading/subheading, captions and labels, margins, chapter preview, chapter summary, page layout, critical thinking questions, type style, line length, line spacing and graphic elements. Graphic elements like photographs, illustrations, maps, charts etc. with their terms of presentation (i.e. figure1, 2 etc.) various symbols used to represent them and also the captions of photographs with their connection in the text and their illustrations. These elements are represented as graphic elements each of these categories have been further discussed with the help of tables given below. Analysis has been rated under various categories like: Very Poor: where the defined check point is totally absent. Poor: Where the defined check point is present but not well defined. Fair: books with average defined check point.

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Good: books where the quality of the defined check points is better than the fair category but not so well defined. Excellent: where the defined check points are present and well defined. Data analysis has been done on the basis of given check points: Table (1): Table of Contents No. of Books under

Very Poor

Poor

Fair

Good

Excellent

2

0

90

11

1

Investigation 104

Table of Contents deals with the availability of qualities such as foreword, preface, acknowledgement, chapter, sub-chapter, abbreviation, glossary, bibliography, index, suggested readings, etc. For a standard book a comprehensive table of content represents the material which is presented in an order that makes sense for teaching/ learning: a) Foreword – to whom book is useful. The direction of the book towards the intended audience. b) Preface – deals with the genesis, purpose, limitations and scope of the book. c) Acknowledgement – a tribute given by author or to express gratitude for. d) Chapter – the thought content of the book, what it deals with. e) Sub-chapter – the narrower focus of the subject or sub content of the book. f) Abbreviation – a shortened form of a word or phrase used in the text.

58

g) Glossary – a list of terms accompanied with definitions used in the book. h) Bibliography – a list of books referred to by the author while making this scholarly work. i) Index – an alphabetical list of terms, concepts, etc. with references at the end of a book. j) Suggested reading – the author suggests the reader if he/she wants to have much wider knowledge or information to have a clear insight of the matter. As the above table shows that out of total 104 books 90 books were analysed in the range of fair category namely Library Classification: Theory & Principles by Pushpa Dhyani; Library Classification: Facets & Analysis by Shabahat Husain etc. because they have about 3 to 5 above mentioned parameters. 11 books rated under good category namely Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; A Textbook of Cataloguing by Leigh Gernert etc. because they have 6 to 8 above mentioned parameters and only one book i.e. Dewey Decimal Classification: A Practical Manual of 23 rd Edition authored by Sanjay K. Kaushik is rated under excellent category because it has all the above defined parameters; and two books namely Subject Classification Practice: S. R. Ranganathan’s Postulational Approach by M.A. Gopinath & M.A. Alar Mel Mangai; A Descriptive Account of the Colon Classification by S.R. Ranganathan were rated under very poor category that means these books don’t have the comprehensive table of content i.e. the defined parameters were totally absent.

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Table (2): Glossary

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

96

0

0

1

7

Investigation 104

The second table i.e. Glossary is an alphabetical list of specialized terms with their definition in a particular domain of knowledge and it provides the meaning of those words which have been used in the book and are entirely new or uncommon. It is useful because it gives the meaning and definition of the intricate words that have been used in the main chapter. As the table clearly shows that out of 104 books 96 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification: Facets & Analysis by Shabahat Husain etc. does not have glossary which means the glossary was totally absent. And 7 books namely Library Classification: Theory & Principles by Pushpa Dhyani; Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; A Textbook of Cataloguing by Leigh Gernert; Library Cataloguing: Principles and Practices by Jogender Singh Burman; Recent Advances in Library Classification and Acquisition by Jogender Singh Burman; AACR 2R with MARC 21: Cataloguing Practice for 21st Century by R.S. Aswal and A Descriptive Account of the Colon Classification by S.R. Ranganathan is rated under excellent category which means the glossary is well defined in a very good and systematic manner

whereas only one book i.e. MARC 21:

Cataloguing format for 21st Century by R.S Aswal is rated under good category because it has less terms in the glossary as compared to excellent category.

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Table (3): Bibliography

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

52

0

27

16

9

Investigation 104

Table 3 i.e. Bibliography is a list of all those sources the author has consulted during the writing of the chapter. It is must to find the authenticity of the content and that too in the era of the plagiarism. As the table shows that 52 books out of 104 books were of very poor category namely A Textbook of Cataloguing by Leigh Gernert; Cataloguing and Classification for Library Personnel by Mary Liu Kao etc. which means the bibliography was totally absent in these books. 27 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification: Facets & Analysis by Shabahat Husain; Colon Classification by C.K. Sharma & R.K. Singh etc is rated under fair category as the listed bibliography was very less and not tagged in an alphabetical order. 16 books namely Library Classification: Theory & Principles by Pushpa Dhyani; Classification system in Library Classification by R.P. Verma; Cataloguing of Non Book Materials by Anil Kumar Dhiman etc. were of good category as the bibliography was in a systematic manner but was less and 9 books namely Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; Library Cataloguing: Principles and Practices by Jogender Singh Burman; Recent Advances in Library Classification and Acquisition by Jogender Singh Burman; Knowledge Organization: From Libraries to the Web by K.S. Raghvan & A. Neelameghan etc were rated under excellent category as they have a comprehensive long list of bibliography in an alphabetical order.

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Table (4): Recommended Reading

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

100

0

0

2

2

Investigation 104

Table 4 deals with Recommended reading which is given at the end of each chapter. Recommended reading basically suggests the reader to consult some other related books in the fringe area of the subject which may give a clear concept about the topic but if not consulted may not affect the understanding of the reader for further study. The table shows that 100 books namely Library Classification: Theory & Principles by Pushpa Dhyani; Library Classification: Facets & Analysis by Shabahat Husain etc. do not have any recommendations for further reading out of 104 books. Two books such as Cataloguing and Classification for Library Personnel and Theory by Mary Liu Kao and Practice of Subject Headings: The Sears List by M.P. Satija is rated under good category as they have given a very small list of books under recommended reading whereas two books namely Theory of Cataloguing by Girija Kumar & Krishan Kumar and Theory of Classification by Krishan Kumar is rated under excellent category as they have given a long list of books under recommended reading.

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Table (5): Websites

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

93

0

6

2

3

Investigation 104

Table 5 deals with the websites which is given in chapter. Websites are basically the address of the matter consulted online. They give a different and current perspective to the discussed matter. They are available for consultation by the larger mass for a diverse range of information. Above table shows that 93 books were rated under very poor category namely Library Classification: Theory & Principles by Pushpa Dhyani, Library Classification: Facets & Analysis by Shabahat Husain etc. as the websites were totally absent. 6 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Exercises in the 22nd edition of the Dewey Decimal Classification by M.P. Satija, etc. has been rated under fair category as the websites were very few. 2 books such as Number building through DDC 22nd Edition by Bhaskar Mukherjee and Knowledge Organization: From Libraries to the Web by K.S. Raghvan & A. Neelameghan were rated under good category as the websites were more in comparison to fair category but less as compared to excellent category. Whereas 3 books namely Guide to MARC 21: for Cataloguing of Books and Serials by Asoknath Mukhopadhyay; Fundamentals of MARC 21 Bibliographical format by Subarna K. Das and The Theory & Practice of Dewey Decimal Classification System by Shivendra Singh has been rated under excellent category as there were a big list of websites and has been categorized in an alphabetical order.

63

Table (6): Index

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

30

0

45

24

5

Investigation 104

An index is a detail alphabetical list of the names, terms, topics, places, numbers or other significant terms in a completed work with exact page reference to material discussed in that work. It helps in locating the concepts, terms and topics in the book. Table 6 deals with index given in every book. As the table shows that 45 books such as Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification by C.K. Sharma & Amit K. Sharma etc. were rated in fair category as the index was very less and not in a systematic manner. 30 books namely Colon Classification by C.K. Sharma & R.K. Singh; Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; Number building through DDC 22nd Edition by Bhaskar Mukherjee etc. were rated under very poor category as the index was totally absent in these books. 24 books namely Knowledge Organization, Information Processing and Retrieval (Paper II of UGC Model Curriculum) by P.S.G. Kumar; Exercises in the 22nd edition of the Dewey Decimal Classification by M.P. Satija etc. were rated under good category as the list of index terms was less as compared to excellent category but was in an alphabetical order. 5 books such as Library Classification: Theory & Principles by Pushpa Dhyani; Library Classification: Facets & Analysis by Shabahat Husain; Cataloguing and Classification for Library Personnel by Mary Liu Kao; Theory of Cataloguing by Girija Kumar & Krishan Kumar and Theory of Classification by Krishan Kumar were rated in excellent category as there is a long list of index terms present in an alphabetical manner.

64

Table (7): Writing Style

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

0

0

24

59

21

Investigation 104

The above table deals with writing style of a book i.e. whether writing is descriptive and thought-provoking and fosters visualisation, sparking the readers’ imagination on different levels. Vocabulary consists of words that are both familiar and challenging, and words, the reader may not know are clearly defined. Above table shows that 59 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Colon Classification by C.K. Sharma & R.K. Singh; Knowledge Organization, Information Processing and Retrieval (Paper III of UGC Model Curriculum) by P.S.G. Kumar, etc. were rated under good category as the writing style was descriptive and fosters visualization. 24 books namely Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani etc. were rated under fair category as the writing style of these books were average. 21 books namely Library Classification: Facets & Analysis by Shabahat Husain; Cataloguing and Classification for Library Personnel by Mary Liu Kao, etc. were rated under excellent category as the writing styles of these books were excellent. None of the books were rated under poor category.

65

Table (8): Headings/Subheadings No. of Books under Investigation

Very Poor

Poor

Fair

Good

Excellent

104

6

0

59

32

7

The above table deals with headings/subheadings in chapters of a book. Headings/subheadings support the content and can make predictions of the content also. Headings/subheadings visually represent how information is organized in a document as well as succinctly tell the reader what is in each section. Headings give an idea of what the section of the text is about but not in depth analysis whereas subheadings are slightly longer than headings as they are essentially expanding on the topic. 59 books namely Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani; Knowledge Organization, Information Processing and Retrieval (Paper II of UGC Model Curriculum) by P.S.G. Kumar etc. were rated in fair category as the headings were there but somewhere subheadings were not given. 32 books such as Colon Classification by C.K. Sharma & R.K. Singh; Online Cataloguing and Library Networking by Bipin A. Patel; A Textbook of Cataloguing by Leigh Gernert; Cataloguing and Classification for Library Personnel by Mary Liu Kao etc. were rated under good category as the headings and subheadings were given but the idea about the content was not very clear. 7 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification: Facets & Analysis by Shabahat Husain; Universal Decimal Classification (IME-1993) (Theory and Practice): A Self Instructional Manual by A.A.N. Raju etc. were rated under excellent category as the headings and subheadings were given with a clear idea about the content of the chapter and six books such as Cataloguing Services by Sunil Kumar; Library Cataloguing and Multimedia Libraries by Shyama Balakrishnan & P.K. Paliwal; Preservation and Cataloguing Serials by Shyama Balakrishnan & P.K. Paliwal etc. were rated under very poor category as the headings and subheadings were totally absent from these books.

66

Table (9): Captions and Lables

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

86

0

5

8

5

Investigation 104

The table deals with captions and Labels. It is a brief explanation accompanying an illustration and specifies whether they are accurate and informative and supplement the text or main ideas in that part of the book. From the above table it is clear that 86 books such as Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani etc. were rated under very poor category which means these books do not have captions and labels at all. 8 books such as Library Classification: Facets & Analysis by Shabahat Husain; Knowledge Organization, Information Processing and Retrieval (Paper II of UGC Model Curriculum) by P.S.G. Kumar etc. were rated under good category as the captions and labels were accurate and informative. Whereas 5 books namely Cataloguing and Classification for Library Personnel by Mary Liu Kao; Online Cataloguing by C. Janakiraman etc. have been rated under excellent category as the captions and labels were maximum in number and also very informative and supplement the main ideas in that part of the books and 5 books such as Online Cataloguing and Library Networking by Bipin A. Patel; Dewey Decimal Classification by M.T.M. Khan; Universal Decimal Classification (IME-1993) (Theory and Practice): A Self Instructional Manual by A.A.N. Raju etc. may be kept in fair category as the captions and labels of these books were not informative as it should be and also not supplement the main part of the books.

67

Table (10): Margin

No. of Books under Investigation

Very Poor

Poor

Fair

Good

Excellent

104

2

0

28

47

27

Above table deals with margin. A margin is the area between the main content of a page and the page edges. When two pages of content are combined next to each other the space between the two pages is known as the gutter. The top and bottom margins of a page are called “header” and “footer” with standards measure being 1.5” respectively. The term “margin” can also be used to describe the edge of internal content, such as the right or left edge of a column of text which is also standardised with measure 1.5” respectively. As the table shows, 47 books namely Colon Classification by C.K. Sharma & R.K. Singh; Number building through DDC 22nd Edition by Bhaskar Mukherjee; Exercises in the 22nd edition of the Dewey Decimal Classification by M.P. Satija; A Textbook of Cataloguing by Leigh Gernert; Cataloguing and Classification for Library Personnel by Mary Liu Kao etc. have been rated in good category as the top and bottom margin of these books were standard one but the left and right margins were less to standard. 28 books such as Library Classification: Theory & Principles by Pushpa Dhyani; Facets and Analysis of Dewey Decimal Classification by Madan Mohan Singh; Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik etc. were rated in fair category as the margin was less than standards. 27 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Facets & Analysis by Shabahat Husain, etc. were rated in excellent category as the margin of the page edges were in standard format whereas 2 books such as Modern Cataloguing and Online Cataloguing were rated in very poor category as the margins of these books were irregular in their measure.

68

Table (11): Topical Subheadings/chapter previews

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

1

0

37

50

16

Investigation 104

Topic sentences or chapter previews given in every chapter communicates what is being discussed in the chapter and allow the reader to establish, identify and absorb main ideas and give a clue for further reading. Above table shows that 50 books namely Colon Classification by C.K. Sharma & R.K. Singh; Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; Number building through DDC 22nd Edition by Bhaskar Mukherjee; Online Cataloguing by C. Janakiraman etc. were rated in good category as the content of the chapters were properly presented in the preview but somewhere wordings were vague or ambiguous. 37 books such as Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani; Library Classification: Facets & Analysis by Shabahat Husain, etc. have been rated in fair category as the chapter preview paragraphs of these books were not so much elaborated, that the reader absorbs the main ideas for further reading. 16 books namely Exercises in the 19th edition of the DDC by M.P. Satija; A Textbook of Cataloguing by Leigh Gernert; Cataloguing and Classification for Library Personnel by Mary Liu Kao, etc. were rated under excellent category as the chapter preview in these books allow the reader to establish, identify and absorb the main ideas for further reading whereas only one book i.e. DDC Readymade: A Tresury to 15000, Readymade DDC Class Numbers, Relating to Indian Subject, English Language and Literature by B.K. Sen has been rated under very poor category as it lacks the topical sentences and chapter previews.

69

Table (12): Section/Chapter Summaries

No. of Books under Investigation

Very Poor

Poor

Fair

Good

Excellent

104

78

0

15

4

7

The table 12 deals with chapter summary given at the end of each chapter. Summary gives the gist of entire chapter, key ideas and main points supporting the topic discussed in the chapter which should be clear and accurately restated. As the table shows that 78 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani; Library Classification: Facets & Analysis by Shabahat Husain, etc. were rated under very poor category as chapter summary was totally absent in these books. 15 books such as Number building through DDC 22nd Edition by Bhaskar Mukherjee; Library Classification by Bhagwatiben Govindbhai Prajapati; Library Cataloguing by Bhagwatiben Govindbhai Prajapati; Modern Perspectives in Anglo-American Cataloguing Rules by Dheeraj Pandey, etc. were rated in fair category as the chapter summary given at the end of each chapter were ambiguous and not elaborated so much. 7 books namely Recent Advances in Library Classification and Acquisition by Jogender Singh Burman; Universal Decimal Classification (IME-1993) (Theory and Practice): A Self Instructional Manual by A.A.N. Raju, etc. were rated under excellent category as the chapter summary given at the end of the chapters gives a gist of entire chapter whereas 4 books namely Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; MARC 21: Cataloguing format for 21st Century by R.S. Aswal; Knowledge Organization: From Libraries to the Web by K.S. Raghvan & A. Neelameghan and Theory and Practice of Subject Headings: The Sears List by M.P. Satija were rated in good category i.e. they have given a summary to the extent possible but not very clear.

70

Table (13): Page Layout

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

78

0

14

12

0

Investigation 104

Table 13 deals with page layout of the book. In page layout the text is complemented/supported by graphic elements and they do not crowd the page or overwhelm the student with too much textual or visual information or labelled data items. Above table shows that 78 books such as Colon Classification by C.K. Sharma & R.K. Singh; Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; Number building through DDC 22nd Edition by Bhaskar Mukherjee, etc. were rated under very poor category that means the page layout of the books were crowded with too much textual information and not supported by any graphic elements. 14 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani, etc were rated under fair category as there were quite few graphic elements with textual information in these books whereas 12 books such as Library Classification: Facets & Analysis by Shabahat Husain; Cataloguing and Classification for Library Personnel by Mary Liu Kao; Online Cataloguing by C. Janakiraman, etc. were rated under good category as the page layout of the books were supported with textual or visual information in a quite balanced way and not crowded with so much textual or visual information.

71

Table (14): End-of-Section/Chapter Comprehension and Critical-Thinking Questions No. of Books under

Very Poor

Poor

Fair

Good

Excellent

82

0

13

1

8

Investigation 104

Table 14 deals with end of section/chapter comprehension or critical thinking questions given at the end of each chapter. The questions make connections between the learned content, allow the readers to reflect on main ideas and extend critical thinking about past and future events. As the above table shows that 82 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani, etc. were rated as very poor category due to absence of critical thinking questions at the end of the chapters in these books. 13 books namely Online Cataloguing and Library Networking by Bipin A. Patel; Library Classification by Bhagwatiben Govindbhai Prajapati; Library Cataloguing by Bhagwatiben Govindbhai Prajapati, etc. were rated under fair category as there were very few critical thinking questions at the end of the chapters of these books. 8 books such as Knowledge Organization, Information Processing and Retrieval by P.S.G. Kumar; Cataloguing and Classification for Library Personnel by Mary Liu Kao; Sears 16 Sears List of Subject Headings: A Practical Introduction for Indian Students by M.P. Satija, etc. were rated under excellent category as the critical thinking questions were too many with some sort of intellectual input in those questions whereas only one book i.e. Knowledge Organization, Information Processing and Retrieval (Paper III of UGC Model Curriculum) by P.S.G. Kumar is rated under good category as the critical thinking questions were few in number as compared to excellent category.

72

Table (15): Type Style

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

0

0

30

48

26

Investigation 104

The above table deals with type style. Type style deals with the variations in the thickness and stroke such as light, bold, italic that lend flexibility and emphasis in the appearance of characters constituting a type face, also called character attribute. A type style also means style of the text whether a page is visually appealing good or not. As the above table shows that 48 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Facets & Analysis by Shabahat Husain, etc. were rated under good category as the pages of these books were not attracting and text type style was simple one without any differentiation in the text type (bold, italics etc.) as compared to excellent category. 30 books such as Library Classification: Theory & Principles by Pushpa Dhyani; Colon Classification by C.K. Sharma & R.K. Singh; Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik, etc. were rated under fair category as the type style of the text was average with font size less than good category and text was compact whereas 26 books namely Exercises in the 22nd edition of the Dewey Decimal Classification by M.P. Satija; Cataloguing and Classification for Library Personnel by Mary Liu Kao; Online Cataloguing and Library Networking by Bipin A. Patel, etc. were rated under excellent category as the style of the text and the page in these books were visually very good i.e. text type style was differentiated into bold, italics and normal type sizes as per the demand of the text.

73

Table (16): Line Length No. of Books under

Very Poor

Poor

Fair

Good

Excellent

0

0

30

48

26

Investigation 104

Table 16 deals with the length of the lines of the text. A length of the line of a text assures whether text is easier to read or not. Lengthy lines are very tiring for the eyes to read in a sweep. For a printed text it is widely accepted that line length fall between 45-75 characters per line (cpl), although the ideal is 66 characters per line (cpl). However for the electronic text, unlike with printed text glare, flicker and scrolling all need to be considered. On screen reading tasks can be completed faster with text containing long lines which allow the user to quickly scan across the pages and recommended one is 55 characters per line (cpl) for the electronic text. As the table shows that 48 books namely Exercises in the Online Cataloguing by C. Janakiraman; Modern Perspectives in Anglo-American Cataloguing Rules by Dheeraj Pandey, etc. were rated under good category as the length of the line was good. 30 books such as Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; A Textbook of Cataloguing by Leigh Gernert etc. were rated under fair category as the length of the line was large enough to read in a sweep without any pause whereas 26 books namely Modern Cataloguing: Systems and Practices by R.S. Khochar; Exercises in the 23rd edition of the Dewey Decimal Classification by M.P. Satija; Dewey Decimal Classification: Editions 19 (1979) to Edition 23 (2011) by M.P. Satija, etc. were rated under excellent category as the length of the line in these books were although large but were properly punctuated so no need to give stress to eyes.

74

Table (17): Space Between the Line No. of Books under

Very Poor

Poor

Fair

Good

Excellent

0

0

30

48

26

Investigation 104

Table 17 deals with the spaces between two lines of the text, proper line spacing improves the readability of the text. The absence of line spacing makes the text clumsy and unreadable. It mars the usefulness of the document. Line spacing determines the amount of vertical space between lines of text in a paragraph. As the table shows that 48 books namely Exercises in the 19th edition of the DDC by M.P. Satija; Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Facets & Analysis by Shabahat Husain, etc. were rated in good category as the space between the lines were good and the text was also readable in these books. 30 books such as Library Classification: Theory & Principles by Pushpa Dhyani; Colon Classification by C.K. Sharma & R.K. Singh; Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik, etc. were rated in fair category as the line spacing were less than good category whereas 26 books namely Exercises in the 22nd edition of the Dewey Decimal Classification by M.P. Satija; Cataloguing and Classification for Library Personnel by Mary Liu Kao; Sears 16 Sears List of Subject Headings: A Practical Introduction for Indian Students by M.P. Satija; Online Cataloguing and Library Networking by Bipin A. Patel, etc. were categorized under excellent category as the space between the lines were very good.

75

Table (18): Graphic Elements 1 (photographs, illustrations, maps, charts, etc.) located inside the text No. of Books under

Very Poor

Poor

Fair

Good

Excellent

79

0

6

12

7

Investigation 104

Table 18 deals with location of graphic elements (photographs, maps, chart, etc.) within the books i.e. graphics are located with the text itself rather than pages before or after it. As the table shows that 79 books namely Library Classification by Bhagwatiben Govindbhai Prajapati; Modern Perspectives in Anglo-American Cataloguing Rules by Dheeraj Pandey; Classification system in Library Classification by R.P. Verma etc. were rated under very poor category that means the graphics were totally absent in these books. 12 books such as A Textbook of Cataloguing by Leigh Gernert; Online Cataloguing by C. Janakiraman; Classification and Collection Management in Library by Dheeraj Pandey, etc. were categorized as good. 7 books namely Library Classification: Facets & Analysis by Shabahat Husain; Cataloguing and Classification for Library Personnel by Mary Liu Kao, etc. were rated under excellent category as the graphics were located with the text and were very good whereas 6 books such as Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani, etc. were rated in fair category as the graphics were located with the text were properly labelled and defined.

76

Table (19): Graphic Elements 2 (photographs, illustrations, maps, charts, etc.) Call Outs

No. of Books under

Very Poor

Poor

Fair

Good

Excellent

86

0

1

2

15

Investigation 104

A call out is a short string of text connected by a line, arrow or similar graphic to a feature of an illustration or technical drawing and giving information about the feature. The term is also used to describe a short piece of text set in larger type than the rest of the page and intended to attract attention. Table 19 deals with graphics which are identified with their call outs (captions) such as Figure1, Figure 2, etc. As the table shows that 86 books namely Colon Classification by C.K. Sharma & R.K. Singh; Cataloguing of Indic Names in AACR-2: A Study by D.K. Kaushik; Classification system in Library Classification by R.P. Verma etc. were such books in which graphics were totally absent so they were rated under very poor category. 15 books such as Library Classification: Facets & Analysis by Shabahat Husain; Knowledge Organization, Information Processing and Retrieval by P.S.G. Kumar, etc. were rated in excellent category as the call outs of graphic elements of these books were identified in a very excellent way i.e. it contains the graphic elements with their proper names. 2 books namely A Descriptive Account of the Colon Classification by S.R. Ranganathan and Cataloguing in Library Science by M.A. Khan have been rated in good category whereas only 1 book i.e. A Textbook of Cataloguing by Leigh Gernert is categorized under fair category as the graphics of this book was not properly labelled and defined.

77

Table (20): Graphic Elements 3 (photographs, illustrations, maps, charts, etc.) Key and Legends No. of Books under

Very Poor

Poor

Fair

Good

Excellent

85

0

4

5

10

Investigation 104

Table 20 deals with graphics like maps and charts include keys or legends that explain the meaning of various symbols used in the maps and charts. A map key or legend is included with a map to unlock it. It gives the information needed for the map to make sense. Maps often use symbols or colours to represent things and the map key explains what they mean. Map keys are often boxes in the corner of the map, and the information they give is essential to understanding the map. Sometimes the map might be coloured or shaded, and the key explains what the colours and shades mean. As the table clearly shows that 85 books namely Theory and Practice of Cataloguing by Sandeep Jain; Library Classification by B.T. Chaudhary; Library Cataloguing by N.R. Khan etc. were rated under very poor category as there were no symbols for maps and charts in these books. 10 books such as Library Classification: Facets & Analysis by Shabahat Husain; Cataloguing and Classification for Library Personnel by Mary Liu Kao; Online Cataloguing and Library Networking by Bipin A. Patel, etc. were rated under excellent category as the maps and charts include keys which explain what the symbol means. 5 books namely Knowledge Organization, Information Processing and Retrieval by P.S.G. Kumar; Dewey Decimal Classification by M.T.M. Khan, etc. were rated in good category whereas 4 books such as Library Classification by C.K. Sharma & Amit K. Sharma; Library Classification: Theory & Principles by Pushpa Dhyani, etc. were categorized in fair category as the symbols used in the maps and charts were not well defined.

78

Table (21): Graphic Elements 4 (photographs, illustrations, maps, charts, etc.) with Captions No. of Books under

Very Poor

Poor

Fair

Good

Excellent

89

0

0

5

10

Investigation 104

Above table 21 deals with photographs with a caption that succinctly identifies it and makes a direct connection between it and the text. A caption is a short explanation that accompanies an article, photograph or illustration. It is also a line displaying the dialogue and description of action situations along the bottom of the screen for a movie or television show. As the table shows that 89 books such as Library Classification by Bhagwatiben Govindbhai Prajapati; Facets and Analysis of Dewey Decimal Classification

by Madan Mohan

Singh; Theory and Practice of Cataloguing by Sandeep Jain etc. were rated in very poor category as the photographs with captions were totally absent in these books. 10 books such as Library Classification: Facets & Analysis by Shabahat Husain; Online Cataloguing by C. Janakiraman; Online Cataloguing and Library Networking by Bipin A. Patel, etc. were categorized under excellent category as the photographs with captions succinctly identifies and has a direct connection between caption and the text whereas 5 books namely Knowledge Organization, Information Processing and Retrieval by P.S.G. Kumar; Classification and Collection Management in Library by Dheeraj Pandey; Knowledge Organization, Information Systems and Other Essays by K.S. Raghvan & K.N. Prasad, etc. were rated under good category.

79

Table (22): Graphic Elements 5 (photographs, illustrations, maps, charts, etc.) Colour of the graphics No. of Books under

Very Poor

Poor

Fair

Good

Excellent

101

0

2

1

0

Investigation 104

Table 22 deals with colour of the graphics. As the table shows that 101 books namely Cataloguing Services

by Sunil Kumar; Digital Cataloguing and

Classification by Nitish Agarwal; Elements of Library Classification by Sunil Kumar etc. does not have any coloured graphics so rated under very poor category whereas 2 books namely Online Cataloguing and Library Networking by Bipin A. Patel and Library Cataloguing & Multimedia Libraries by Rakesh Kumar Shantilal Prajapati were rated in fair category as the colour of the graphics was average whereas only 1 book i.e. Knowledge Organization: From Libraries to the Web by K.S. Raghvan & A. Neelameghan is categorized under good category with good graphic’s colour. Authenticity standard is a term that defines the product and its characteristics and the brand with which the product is associated. In terms of books,

the

brand

is

the

publishing

house

which

determines

the

standard/characteristics of the published books/materials. The publications are judged to be the most authentic that are reliable, respectful and real. The reliability of the books was earmarked by the different publishing standards dealt previously with. The authenticity standard of any book can be described on the basis of various criteria. The authenticity standard scores for each published books in the sample have been calculated by summing the scores obtained on various dimensions of book features like- table of content, glossary, bibliography,

80

recommended reading, websites, index, writing style, headings/subheadings, captions, margins, chapter previews, summaries, page layout, critical thinking questions, type style, line length, line space, and graphic elements. The following formula was used to find out authenticity standard scores: Authenticity Standard Score = table of content + glossary + bibliography + recommended reading + website + index + writing style + headings + caption + margin + chapter preview + summary + page layout + critical thinking question + type style + line length + line space + Graphic1 + Graphic2 + Graphic3 + Graphic4 + Graphic5 In this perspective, the results of descriptive statistics of raw and authenticity standard scores have been given in table- 4.1. Table 4.1: Descriptive Statistics of Authenticity Standard Score Statistical Measures

Raw Score-Value

Standard scores-Value

Mean

52.837

1.58287E-10

Standard Error

0.953

0.098

Standard Deviation

9.719

1

Kurtosis

0.771

0.771

Skewness

0.948

0.948

Largest Value

85

3.309

Smallest Value

37

-1.629

81

The table no. 4.1 presents the mean of sum of all the check points i.e. the qualities of a good book, which the book must have and it is 52.836 for raw scores and 1.58287E-10 for standard scores, which shows that mean authenticity standard scores are at average level. The standard deviation (SD) was found to be 9.7194. The largest value of the sum of all the quality features of a book is 85 and the smallest value is 37, which shows a remarkable variation in scores obtained on authenticity standard. Here we can deduce that the Library and Information Science books available in the library are either of least authenticity standard or most authenticity standards. The statistical values for Kurtosis and Skewness was calculated using following formula  Kurtosis



 Skewness

0.77138





0.9475

It shows significant deviation from the respective values of 0.263 and 0 for normal probability curve. This reveals the fact that the authenticity standard score is deviated from normal distribution. This reveals the fact that significant variation is found in the range of quality score. Kurtosis is found 0.77138 which is greater than 0.263 which shows that the curve is platykurtic. Slight positive skewness shows that most of the books are in low authenticity standard range and less number of books is found in high quality range. Table- 4.2 presents the number and percentage of books in various authenticity standard ranges. In this study, the book with higher authenticity standard range comes under 3 to 4 with code 1. Table shows that only one book namely Knowledge Organization: From Libraries to the Web by K.S.

82

Raghvan and A. Neelameghan with a very low percentage i.e. 0.96 was found in high authentic range. The books which are high authentic are given in the range of 2 to 3 with code 2, and the books namely Library Classification: Facets & Analysis, Theory of Classification etc. under this range is 4 with the percentage 3.85. This reveals the fact that paucity of most authentic standard books in Library and Information Science. The present study has shown that there is a much difference in the authenticity standard score of published books in the area of Knowledge Organization in Library and Information Science. The authenticity standard score of books have many differences. Also, most of the books could not achieve higher grades of scores. The finding by Aydeed & Beegam (2012) that nowadays postgraduate students are engaged in e-learning process and are engaged in collecting educational materials through e-resources. Also the study of Buttlar (1999), Chikate & Patil (2008) and Deshmukh (2011) shows that journal articles are cited more than books. In earlier studies, it has been revealed that journals are more widely used in place of books and other reference sources (Dhaliwal & Tandon, 2014; Mete & Deshmukh, 1996 and Pillai, 2007). It seems that few authors want to publish their books by some or the other means in a very less span of time without using their intellectual skills, thereby giving a low authenticity standard score.

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Table 4.2: Distribution of Books in Authenticity Standard Score Range Range Criteria of Standard Scores for Authentic

Description

Code

No of

Percentage

No

book

of Books

HA

1

1

0.96

HA

2

4

3.85

MA

3

40

38.46

LA

4

41

39.42

LA

5

18

17.31

-

-

104

100

Code

Books

3 to 4

2 to 3

0 to 2

-1 to 0

-2 to -1

Total

Most Authentic High Authentic Moderate Authentic Low Authentic Least Authentic -

As per my analysis there is no book which could be kept under 100% authentic standard score depicted in the table. Most authentic standard books are kept under the score 3 to 4. High authentic standard books are falling under the score 2 to 3 whereas moderate authentic standard books are kept under the score 0 to 2. Low authentic standard books are kept under the score -1 to 0 whereas least authentic standard books fall under the score -2 to -1. The moderate authentic standard books are kept in the range of 0 to 2 with the code 3. The sufficient number of books i.e. 40 books like Exercises in the 19th edition of the DDC; Library Classification: Theory and Principles etc. with

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the percentage 38.46 were found under this range. This reveals the fact that adequate numbers of average authentic standard books are available in Library and Information Science. The books which are low authentic fall in the range of -1 to 0 with the code 4 and the number of books namely Colon Classification; Cataloguing of Indic Names in AACR-2: A Study etc. come under this range with number 41 and the percentage of books is 39.42. The books which are least in their authenticity standard are in the range of -2 to -1; the code of this range is 5. The books namely Cataloguing Services; Elements of Library Classification etc. fall under this range, a total of 18 books with their percentage 17.31. Conclusively the table reveals that maximum number of book with low authenticity standard is available in Library and Information Science. Also there is scarcity of standard books in the discipline. A heartfelt concern to improve the quality of books has been given highest priority by renowned authors in almost all countries throughout the world. Earlier greater emphasis was laid on the quality and content of book for the required user. However, with the tremendous growth in the technology throughout the world, writing a book is not an easy task in the current era. Previous research studies have exposed that the dependency on books for citations is more than journals (Jadhav, Khaprade; Santosh, 2012 & Jan, 2009 and Okiy, 2003). The percentage of books in most authentic standard range is very much low as compared to other books. The reason behind this situation might be the technological changes in this present era. Nowadays users access e-journals in PDF formats and e-books via Google search (Nikam & Kumar, 2013; Murali, 2001 and Nattar & Selvakumar, 2009). All kind of library work is totally dependent on electronic media (Kochar, 1999 and Natarajan, 2011) and also, e-books are also used in large number due to their easy availability (Kumbhar, 2012 and Singh, 2012). Library is not merely a collection of books but it is a learned institution equipped with treasures of knowledge in the form of e-resources (Malhotra, 2007).

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The bar-diagram, given in figure 4.1, shows the diagrammatic representation of proportions of books in authenticity standard score range. These proportions are highlighted by heights of bar in diagram.

38.46

39.42

40 35

Percentage

30 25

17.31

20 15

10

3.85 0.96

5 0 Most Authentic

High Authentic

Moderate Authentic

Low Authentic

Least Authentic

Fig.- 4.1: Percentage of books in different range of authenticity standard scores

The bar diagram, given in figure 4.1, depicts the facts that concentration of books are in moderate and low authentic standard range. The percentage of authentic standard books which depicts most authentic standard range are 1%, high authentic standard range are 4%, moderate authentic standard books are 38%, low authentic standard books 39% and the least authentic standard books 17%. It also shows the scarcity of most authentic standard books in Library and Information Science. Hence, it proves the first hypotheses i.e. most of the books in Knowledge Organization lacks in the standards of book publication.

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4.1. 1 LIS Publication in the field of Knowledge Organization during 1990-2014 The first objective of the study was to evaluate the authenticity standards of published books in the field of Knowledge Organization during 1990-2014 in India. In this context the table 4.1.1 presents the growth in number of publications by various publishers considering the base year 1990. Table- 4.1.1: LIS publication during 1990-2014 in India

Year

Total Publication

Growth (Base Year 1990)

Growth Percentage (Base Year 1990)

1990

5

-

-

1992

1

-4

-80

1993

1

-4

-80

1994

2

-3

-60

1995

2

-3

-60

1996

2

-3

-60

1997

3

-2

-40

1998

5

0

0

2000

3

-2

-40

2001

7

+2

+40

2002

1

-4

-80

2003

5

0

0

2004

9

+4

+80

87

2005

7

+2

+40

2006

8

+3

+60

2007

6

+1

+20

2008

2

-3

-60

2009

6

+1

+20

2010

1

-4

-80

2011

6

+1

20

2012

4

-1

-20

2013

16

+11

+220

2014

2

-3

-60

Total

104

Table 4.1.1 reveals that the growth was not always in positive direction. As the period 1990 is taken as a base year, the growth of publication was found in positive direction in the years of 2004, 2005, 2006, 2007, 2009, 2011, and 2013. In 2013 it was found highest i.e. 11 (220 percent) comparative to base year 1990. In other years there was a reduction in publication. The highest reduction i.e. only 1 book (-80 percent) was found in the years 1992, 1993, 2002 and 2010.

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2500

LIS Growth Percentage

2000 1500 1000 500 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 -500

Publication Year Series1

Series2

Series 1 - Base Line of LIS Publication Series 2 - Growth Percentage of LIS Publication

Fig.- 4.1.1 Line graph for LIS publication

The above line graph in figure 4.1.1 also shows the diagrammatic representation of growth in LIS publications in the field of Knowledge Organization. The line graph shows that in most of the years there was reduction in publication. The remarkable growth was recorded in 2013 i.e. 220 percent in comparison to base year 1990.

4.2 Most Prolific Author vis-à-vis Publisher and Geographical areas of publication The second objective of the study i.e. to find out the most prolific author vis-àvis publisher and geographical areas of publication. Standard books are published by renowned authors as well as publishers. So to check this criteria the publisher wise and author wise productivity was analysed. It is assumed that renowned author tries to publish his/her book under renowned publishers. The authors whose books have been categorized as most authentic or high authentic are published with the publishers who are highly reputed. This has been studied as the total number of books written by different authors,

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published by different publishers of different areas. This is clearly explained in following headings:

4.2. 1 Productivity of Authors in Library and Information Sciences The productivity of authors in Library and Information Sciences i.e. the number of books published by different authors in the field of Knowledge Organization was studied in context of productivity of single and joint authors, the data was presented in tables 4.2.1.1 and 4.2.1.2 respectively. The table 4.2.1.1 shows the productivity of single author and the second table i.e. 4.2.1.2 shows the books published by joint authors.

4.2. 1.1 Books by Single Author Table 4.2.1.1 shows that the single authored books in the area of Knowledge Organization. Table 4.2.1.1: Productivity of single authors publishing book in LIS Sl. No.

Author’s Name

No. of Book Published

Percentage

1.

M.P. Satija

7

8.97

2.

Pushpa Dhyani

2

2.56

3.

P.S.G. Kumar

3

3.85

4.

C. Janakiraman

2

2.56

5.

Bhagwatiben Govindbhai Prajapati

2

2.56

6.

Dheeraj Pandey

2

2.56

7.

Sunil Kumar

2

2.56

8.

Jogender Singh Burman

2

2.56

9.

A.A.N. Raju

2

2.56

90

10.

R.S. Aswal

2

2.56

11.

S.R. Ranganathan

3

3.85

12.

Sewa Singh

2

2.56

13.

R.S. Kochar

3

3.85

14.

Pandey S.K. Sharma

2

2.56

15.

Krishan Kumar

2

2.56

16.

R.L. Sehgal

3

3.85

17.

C.K. Sharma

2

2.56

18.

K.S. Dhawan

2

2.56

19.

Others single authors who publish only one book

33

42.31

Total

78

100

Above table shows that M.P. Satija has published maximum number of books i.e. 7 (8.97%) in the field of Knowledge Organization. Other authors like Pushpa Dhyani, C. Janakiraman, Bhagwatiben Govindbhai Prajapati, Dheeraj Pandey, Sunil Kumar, Jogender Singh Burman, A.A.N. Raju, R.S. Aswal, Sewa Singh, Pandey S.K. Sharma, Krishan Kumar, C.K. Sharma, K.S. Dhawan have published 2 books whereas P.S.G. Kumar, Reprint edition of S.R. Ranganathan, R.S. Kochar and R.L. Sehgal have published 3 books in the area of Knowledge Organization The number of books published by authors in the area of Knowledge Organization given in table 4.2.1.1 is totally dependent on the availability of books during the study conducted. The remaining 33 authors like Shabahat Hussain, D.K. Kaushik, Bhaskar Mukherjee, Bipin A. Patel, Madan Mohan Singh, R.P. Verma etc. have published only one book in the area of Knowledge Organization.

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C. Janakiraman 3%

M.P. Satija 9%

Pushpa Dhyani 3% P.S.G. Kumar 4%

Others single authors who publish only one book 42%

Bhagwatiben Govindbhai Prajapati 3%

Dheeraj Pandey Sunil 3% Kumar Jogender Singh 3% Burman R.S. Aswal 3% 3% S.R. Ranganathan A.A.N. Raju 4% 3%

K.S. Dhawan 3% C.K. Sharma 3%

Krishan Kumar 3%

R.L. Sehgal 4%

Sewa Singh R.S. Kochar 3% 4%

Pandey S.K. Sharma 3%

Fig.- 4.2.1.1–Pie diagram for Productivity of single author publishing book in LIS

The pie diagram given in figure 4.2.1.1 also presents the productivity percentage of single authors who have contributed in publication of books in the area of Knowledge Organization. The diagram clearly shows the highest percentage of books published by M.P. Satija (9%). The percentages of other authors such as P.S.G. Kumar, S.R. Ranganathan, R.S. Kochar & R.L. Sehgal are 4 percent. Whereas the other authors like Pushpa Dhyani, C. Janakiraman, Bhagwatiben Govindbhai Prajapati, Dheeraj Pandey, Sunil Kumar, Jogender Singh Burman, A.A.N. Raju, R.S. Aswal, Sewa Singh, Pandey S.K. Sharma, Krishan Kumar, C.K. Sharma, K.S. Dhawan have published only one book with a low percentage i.e. 3%.

4.2. 1.2 Books by Joint Authors The table 4.2.1.2 shows the joint authored books in the area of Knowledge Organization.

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Table 4.2.1.2: Productivity of joint authors publishing book in LIS Sl. No. 1.

2.

No. of Book

Author’s Name

Published

M.P. Satija & John P. Comaromi Ratna Mandotkar & Santosh Kumar Sahu

Percentage

2

7.69

2

7.69

3.

Shyama Balakrishnan & P.K. Paliwal

5

19.23

4.

Anil Kumar Dhiman & Yashoda Rani

2

7.69

5.

C. Lal & K.Kumar

2

7.69

13

50

26

100

6.

Others joint authors who publish only one book Total

Table shows that 5 books are produced by Shyama Balakrishnan and P.K. Paliwal in different perspective of Cataloguing like online cataloguing, cataloguing and multimedia libraries, modern cataloguing with percentage 19.23. Other authors such as M.P. Satija & John P. Comaromi, Ratna Mandotkar & Santosh Kumar Sahu, Anil Kumar Dhiman & Yashoda Rani and C. Lal & K. Kumar had produced only 2 books in the area of Knowledge Organization with 7.69 percentages. Remaining 13 authors namely C.K. Sharma & Amit K. Sharma, A.R. Mishra & M.D. Ahmad, K.S. Raghvan & A. Neelameghan etc. are such who had produced only single book in the area of Knowledge Organization with a percentage of 50%.

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M.P. Satija & John P. Comaromi 7%

Ratna Mandotkar & Santosh Kumar Sahu 8%

Shyama Balakrishnan & P.K. Paliwal 19%

Others joint authors who publish only one book 50% C. Lal & K.Kumar 8%

Anil Kumar Dhiman & Yashoda Rani 8%

Fig.- 4.2.1.2 Pie diagram for joint author publishing book in LIS

The pie diagram given in figure 4.2.1.2 also gives the percentage of productivity of joint authors who had produced books in the area of Knowledge Organization. It clearly shows that half of the area in figure 4.2.1.2 i.e. 50% had produced only one book by joint authors. Shyama Balakrishnan & P.K. Paliwal has produced 19% (5 books) of books in different aspects of Knowledge Organization. Other authors such as M.P. Satija & John P. Comaromi, Ratna Mandotkar & Santosh Kumar Sahu, Anil Kumar Dhiman & Yashoda Rani and C. Lal & K. Kumar have produced only 8% (2 books) of books in joint authorship. We cannot say that authors who have produced less number of books are not authentic such as S. R. Ranganathan, Pushpa Dhyani etc. Here the number of books is totally based on the availability of books at the time of evaluation. It seems that there are few authors who are librarians also. It also seems that few renowned authors want to produce only quality books and that is why their number is less because they are not in a queue to produce more and more number of books.

94

4.2. 1.3 Books by Renowned Authors The table 4.2.1.3 shows that the authors who have maximum number of books written in the area of Knowledge Organization. Table 4.2.1.3: Productivity of few authors who have published more number of books on Knowledge Organization in LIS Sl. No.

Author

No. of Books

1.

M.P. Satija

9

2.

P.S.G. Kumar

3

3.

S.R. Ranganathan

3

4.

R.L. Sehgal

3

5.

Others

86

6.

Total

104

Table no. 4.2.1.3 represents the authors such as M.P. Satija, P.S.G. Kumar etc. who have written maximum number of books in the field of LIS and this has been calculated on the basis of tables 4.2.1.1 and 4.2.1.2 respectively. Authors such as C. Janakiraman, Sunil Kumar, K.S. Dhawan etc. are those who have published 1 or 2 books in the field of LIS.

95

No. of Books

Books Published by Author 120 100 80 60 40 20 0

104 86

9

3

3

3 No. of Books

Author

Fig.- 4.2.1.3 Bar diagram for renowned authors publishing books on Knowledge Organization in LIS

The bar-diagram given in figure 4.2.1.3 highlighted the higher frequency of books written by authors such as M.P. Satija has written 9 books, P.S.G. Kumar, S.R. Ranganathan and R.L. Sehgal has written 3 books and other authors wrote only one or two books in the field of Knowledge Organization.

4.2. 2 Productivity of Publishers in Library and Information Sciences This has been calculated as the total number of books published by different publishers in different years. Table 4.2.2 represents the year wise productivity of 37 different studied publishers who had published books on Library and Information Science during the year 1992 to 2014. The table does not represent number of books on Library and Information Science in some years due to non availability of books in those years in libraries of various central universities included in sample of the study. Eight publishers mentioned in table were found publishing books frequently during the years and remaining others have published only one book in the area of Knowledge Organization.

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Table- 4.2.2: Year Wise productivity distribution of 8 publishers publishing frequently during years 1992-2014 Sl.No. Publishers

1992 1993 1994 1996 1998 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2011 2012 2013 2014 Total

1.

B.R. Pub., Delhi

2

1

2.

Shree Pub.& Dist., New Delhi

1

2

3.

Ess Ess, New Delhi

4

4.

Pacific Book Int., New Delhi

2

2

5.

Discovery Pub., New Delhi

1

3

6.

Anmol Pub., New Delhi

7.

Rajat Pub., New Delhi

8.

Vikas Pub. House, New Delhi

1

1

1

2

1

1

1

1

5

2

1

1

7

4

2

1

1

1

5

1

1

97

2

1

2

1

1

1

1

1

2

1

2

1

25

4

1

5

7

7

4

The highest numbers of books i.e. 25 were published by a renowned publisher Ess Ess, New Delhi. This publisher was found to publish books on Library and Information Science frequently during the year 1992-2014. In 2004 and 2005 this publisher published 4 books, which reveal the importance given by publisher to the need of books for students in the mentioned area. The three other publishers Shree Publisher & Distributor, New Delhi; Anmol Publisher, New Delhi; Rajat Publisher, New Delhi were found publishing books in Library and Information Sciences sufficiently i.e. 7 books during 1992-2014. Other publishers (i.e. B.R. Publisher Delhi; Pacific Book International New Delhi; Discovery Publisher New Delhi and Vikas Publishing House New Delhi) were found publishing few books i.e. 5 or less on Library and Information Science during the year. 5 books were published by B.R. and Discovery publishers in the area of Knowledge Organization between the years of 1992 to 2014. 4 books were published by Pacific Books International and Vikas Publishing House in the area of Knowledge Organization between the years of 1992 to 2014. Table further shows that a remarkable interval was found in publication. It also reveals scarcity of quality books for the readers. The grouped bar diagram, given in figure 4.2.2, also depicts the same pattern in year wise productivity during the years.

98

25

No. of Books

20 15 10

5 0 B.R. Pub., Delhi

Shree Pub.& Dist., New Delhi

Ess Ess, Pacific Discovery New Book Int., Pub., Delhi New New Delhi Delhi

Anmol Pub., New Delhi

Rajat Pub., New Delhi

Vikas Pub. House, New Delhi

Fig.- 4.2.2 Grouped Bar-diagram for year wise productivity of 8 publishers publishing frequently

The bar-diagram given in figure 4.2.2 highlighted the higher frequency of publication for the publisher Ess Ess, New Delhi and significant contribution of three other publishers i.e. Shree Pub. & Dist., New Delhi; Anmol Pub., New Delhi and Rajat Pub., New Delhi. The present study has shown that there was a discernible difference in the productivity of publishers who have published their books during the years 1992-2014. Productivity of publishers is much varied among other publishers. It seems that quality books have been published by Ess Ess and that is why he had produced more books as compared to other publishers. It also seems that renowned authors want to publish their books by the renowned publisher only.

4.2. 2.1 Books by Renowned Publishers The table 4.2.2.1 shows that the publishers who have maximum number of books published in the area of Knowledge Organization.

99

Table 4.2.2.1: Productivity of few publishers who have published more number of books on Knowledge Organization in LIS Sl.

Publisher

No. of Books

1.

Ess Ess

25

2.

Shree, Anmol, Rajat

7

3.

B.R., Discovery

5

4.

Pacific, Vikas

4

No.

5.

6.

Concept, Atlantic, Commonwealth, Sarada Ranganathan Endowment for Lib. Sc.

3

Other Publisher

57

Total

104

Table 4.2.2.1 reveals that Ess Ess publishes maximum number of books i.e. 25 in the field of Knowledge Organization in LIS. Publishers such as Shree, Anmol and Rajat produce 7 books each respectively. And publishers such as B.R. and Discovery publish 5 each whereas Pacific and Vikas publish 4 books each respectively. Concept, Atlantic, Commonwealth and Sarada Ranganathan Endowment for Library Science publishes 3 books each in the field of Knowledge Organization. While other publisher produces only one or two books in the subject concern.

100

No. of Books

Books published by Publishers 120 100 80 60 40 20 0

104 57 25 7

5

4

3

3 No. of Books

Publishers

Fig.- 4.2.2.1 Bar diagram for renowned publishers publishing books on Knowledge Organization in LIS

The bar-diagram, given in figure 4.2.2.1, also shows that Ess Ess has the maximum number of publication in comparative to other publishers.

4.2. 2.2 Books by Renowned Authors and Publishers The table 4.2.2.2 shows the authors and publishers who have maximum number of books written and published in the area of Knowledge Organization.

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Table 4.2.2.2: Productivity of few authors and publishers who have published more number of books on Knowledge Organization in LIS Sl. No.

1.

Author

Publisher

M.P. Satija

No. of Books

Concept

3

Ess Ess

5

Today & Tomorrow

1

B.R.

2

Dattson

1

2.

P.S.G Kumar

3.

S.R. Ranganathan

4.

R.L. Sehgal

Ess Ess

3

5.

Others

Others

86

Total

All

104

Sarada Ranganathan Endowment for Lib. Sc.

3

Table 4.2.2.2 is a combination of tables 4.2.1.3 and 4.2.2.1 and clearly reveals individual status of authors and publishers. As it is very clear from the table that M.P. Satija’s 5 books have been published by Ess Ess publication whereas R.L. Sehgal has also got published his 3 books under Ess Ess publication. So, Ess Ess is the renowned publisher and M.P. Satija as well as R.L. Sehgal are the well known authors. This shows that they are the most renowned in the subject concern as compared to other authors and publishers.

102

Productivity of Author 120

Books Published

104 100 86 80

60

40 No. of Books

20 3

5

1

2

3

1

3

0 Concept

Ess. Ess. M.P.Satija

Today &Tomorrow

B.R.

Dattson

S.R. Endowment

Ess. Ess.

Others

All

S.R.Ranga.

R.L.Sehgal

Others

Total

P.S.G.Kumar

Authors and Publishers

Fig.- 4.2.2.2 Bar diagram for renowned authors & publishers publishing books on knowledge organization in LIS

103

The bar-diagram given in fig. 4.2.2.2 highlighted the higher frequency of publication from the authors and publishers. As it clearly depicts that Concept produces 3 books, Ess Ess has 5 books and Today & Tomorrow publishes 1 book by the author M.P. Satija. Likewise B.R. publishes 2 and Dattson 1 book respectively by the author P.S.G. Kumar. Sarada Ranganthan publishes 3 books by S.R. Ranganathan and Ess Ess publishes 3 books by R.L. Sehgal. The diagram shows that M.P. Satija is the renowned author whereas Ess Ess is the renowned publisher as compared to other authors and publishers. Hence, it proves the second hypotheses i.e. well known authors try to publish their books under reputed publishers.

4.2. 3 Geographical distribution of published books The geographical distribution of published books on the basis of location of publishers i.e. the number of books published in different geographical areas of India. The table presents published books only in those areas which are identified on the basis of availability of books in libraries of different central universities at the time of conducting study.

104

Table 4.2.3: Geographical Distribution of Published Books Sl. No.

Geographical Area

No. of Published Books

Percentage

1.

New Delhi

94

90.38

2.

Mumbai

1

0.96

3.

Kanpur

2

1.92

4.

Bangalore

3

2.88

5.

Jalandhar

1

0.96

6.

Madras

1

0.96

7.

Jodhpur

1

0.96

8.

Nagpur

1

0.96

104

100

Total

Table 4.2.3 reveals that books of Library and Information Sciences are being frequently published in New Delhi as the place of publication, where number of published books was found to be 94 (90.38%). The reason behind highest number of publications at New Delhi could be that New Delhi is the capital of India and there are many central universities in New Delhi, which is also a publisher’s hub, who publish books in the area under study i.e. Knowledge Organization. Bangalore and Kanpur has published only 3 and 2 books respectively having percentage 2.88 and 1.92. Whereas, in Mumbai, Jalandhar, Madras, Jodhpur & Nagpur publication is less that is only one book with percentage 0.96.

105

Mumbai 1%

Madras Jodhpur Bangalore Jalandhar 1% 3% Nagpur 1% 1% 1% Kanpur 2%

New Delhi 90%

Fig.- 4.2.3 Pie-Diagram for percentage of published books in geographical areas

The same tabulated finding can also be depicted through pie diagram (Fig.4.2.3) which clearly shows the percentage of published books in different geographical areas whose evaluation has been done during the study. The maximum area in pie-diagram clearly shows that in New Delhi the books of Library and Information Science are published frequently. Whereas, the low areas in pie-diagram corresponding to other cities like Bangalore, Kanpur, Mumbai, Jalandhar, Madras, Jodhpur & Nagpur shows that in these cities books are occasionally published.

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data

retrieved on March 25, 2017. Davarpanah, M.R. & Aslekia S. (2008). A scientometric analysis of International LIS Journals: Productivity and characteristics. Scientometrics. Data Retrieved on 14 August 2014 from https://www.phil-fak.uniduesseldorf.de/fileadmin/ Redaktion/Institute/Informationswissenschaft/scientometrics_2008.pdf. Patra, S.K. & Chand P. (2006). Library and Information Science research in India: A bibliometric Study. Annals of Library and Information Studies, 53, 219223. Sen, B.K. (2014). Top 7 Indian LIS Journals. Annals of Library and Information Studies, 61, 253-256. Thanuskodi, S. (2011). Library Herald Journal: A Bibliometric Study. Journal of Arts, Science & Commerce, 11(4), 68-76. Verma, N.; Tamrakar, R. & Sharma, P. (2007). Analysis of contributions in Annals of Library and Information Studies. Annals of Library and Information Studies, 54, 106-111. *****

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CHAPTER–5 CONCLUSION AND SUGGESTION

This chapter concludes the study, therefore, entails- summary, findings and conclusion, educational implication and development of insight for further research studies. Library Science is concerned with the logistics and management of documents and the tasks of users problem-solving and decision-making. The library is the scientific laboratory for the information scientists. Library and Information Science (LIS) is combination of two academic branches i.e. Library Science and Information science. It is an interdisciplinary field that applies the practices, perspectives, and tools of management, information technology, education, and other areas to libraries; the collection, organization, preservation, and dissemination of information resources; and the political economy of information. Knowledge Organization is concerned with the meaningful and logical ordering of knowledge. Knowledge is the term used to represent the sum total of information at any point in time. A significant proportion of knowledge available at any point of time is recorded in artefacts such as books, papers in periodicals, thesis and dissertations, digital resources etc. Knowledge Organization is a much broader area and is by no means limited to classification,

indexing,

cataloguing

only.

Knowledge

Organization

encompasses every type and method of indexing, abstracting, cataloguing, classification, records management, bibliography and the creation of textual or bibliographic databases for information retrieval. The basic function of Knowledge Organization in the context of LIS is information retrieval or IR. It facilitates searches in catalogues, bibliographies & full-text-databases. Document information function (Information Services) provides information about documents of importance for the user’s decisions to borrow the

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documents. Ordering function includes shelf arrangements and other kinds of ordering i.e. linear or two or multidimensional. The present study “An evaluative study of published books in Library and Information Science in India” attempts to check and analyse the authenticity standard of published books especially in the field of Knowledge Organization in Indian context because writing a book and maintaining the standards from every nook and corner is not easy. The voluminous books published by various publishers are there but only a very few follow the basic standards. The recent technological trend and processes made easy to prepare a book which does not fulfil the basic norms. Few web-based portals provide a framework for evaluating various features of e-book portals (Das & Jeevan, 2006), use of consortium of e-resources (Francis, 2012), usage of university websites (Islam Tsuji, 2011), collection of digital libraries and various repositories in India (Mittal & Mahesh, 2008). The whole study has been divided into five chapters. Chapter first: Introduction deals with the conceptual framework of Library and Information Science, Knowledge Organization. It emphasizes how and why Library and Information Science is supposed to be a subject of educational curriculum. It also deals with the developmental pattern of Library and Information Science education in India and specifies the role and contribution of various institutions such as Baroda school, Punjab University along with contributions of library associations in the field of LIS education. This chapter also emphasizes about the Knowledge Organization which is mainly concern with meaningful and logical ordering of knowledge. The basic function of Knowledge Organization in the context of LIS such as information retrieval, document information function and ordering function etc. have been discussed. It also specifies the library classification system in which schemes of classification

mainly

Dewey Decimal

Classification,

Universal

Decimal

Classification, Library of Congress, Colon Classification and Bibliographic

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Classification have been discussed in detail. The library catalogue, plagiarism etc. have also been considered in this chapter. Chapter second: Review of literature gives a clear picture of work done till date on content analysis, evaluative study, authorship pattern and e-books etc. mainly published in India. Chapter third: Research methodology includes the aims and objectives of study, hypotheses, method of data collection in which primary and secondary sources have been used. This study is mainly confined to detailed investigation and evaluation of the published books in India during the period of 1990 to 2014 in terms of following aspects: (i)

Knowledge Organization as the key component of Library and Information Science discipline.

(ii)

Nature, type and relevancy of published books in Knowledge Organization for the Library and Information Science students/ researcher scholars.

(iii)

For this the evaluative criterion used for Knowledge Organization part has been taken into consideration which includes the following check points, i.e. (a) Table of content (b) Glossary (c) Bibliography (d) Recommended reading (e) Websites (f) Index (g) Writing style (h) Heading/subheading (i) Caption and labels (j) Margin (k) Topical subheadings and chapter previews (l) Section/chapter summaries (m) Page layout (n) End-of-section/chapter comprehension and criticalthinking questions (o) Type style (p) line length (q) Space between the line (r) Graphic elements (photographs, illustrations, maps, charts, etc.).

The major objective and purpose of this present research is to discover answers to the questions through the applications of scientific procedures, to evaluate the authenticity standard of published books and reputation of authors as well as publishers in the field of Knowledge Organization during the period of 1990-2014.

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Thus, the study has following objectives: a) To evaluate the authenticity standard of published books in the field of Knowledge Organization in terms of some defined parameters. b) To find out the most prolific author vis-à-vis publisher and geographical areas of publication of the studied books. In context of main purpose of the study i.e. to evaluate the published books of Library and Information Science in India, descriptive survey method was used for the study. University libraries where books were found was selected purposively i.e. the universities where the LIS courses were running, only those university library were selected. Vast numbers of books are available in all the university in the field of Library Science, but here the researcher has chosen only those books on Knowledge Organization to narrow down the scope of study. The sample frames available to researcher regarding the present studies were the list of all the nearby central or state universities where this course was running and the available list of books on Knowledge Organization. These lists were made available to researcher by the library professionals of central and state universities. Sampling procedure involved the following steps in selection of the study: a. Selection of university libraries where LIS courses were running. b. Selection of books on Knowledge Organization. The population of present study was basically the books on Knowledge Organization in LIS of different central and state university. Further the author and publishers of these books also constituted the population of the study. The present study conducted on a sample of 104 books of Knowledge Organization in LIS published in India. There were many books in each of the central and state university libraries but at the time of evaluation many books were issued so the data size was much less than as it was expected.

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Textbook evaluation form based on the Likert Scale has been developed on the basis of the downloaded proforma from www.sde.com on 18.10.2011 for collecting the data regarding the objectives of the study. Several items in the Text book evaluation scale were framed related to quality of a good book. Likert scale was developed where in each book was evaluated by several questions. In a Likert scale the respondent is asked to respond to each of the statements in terms of several degrees, usually five degrees of agreement or disagreement. The Likert scaling technique thus, assigns a scale value to each of the five responses. Textbook evaluation proforma is a tool to collect data from the diverse large and widely scattered groups. The data collected through Textbook Evaluation Proforma was organized and tabulated using Bar Diagram, Pie-Diagram, descriptive statistical methods and percentages. The evaluation and the authenticity standard of published books which can be described on the basis of various criteria dealt. The authenticity standard scores for each published books in the sample have been calculated by summing the scores obtained on various dimensions of book features liketable of content, glossary, bibliography, recommended reading, websites, index, writing style, headings/subheadings, captions, margins, chapter previews, summaries, page layout, critical thinking questions, type style, line length, line space, and graphic elements. The following formula was used to calculate the authenticity standard scores: Authenticity Standard Score = table of content + glossary + bibliography + recommended reading + website + index + writing style + headings + caption + margin + chapter preview + summary + page layout + critical thinking question + type style + line length + line space + Graphic1 + Graphic2 + Graphic3 + Graphic4 + Graphic5. Regarding the scores of authenticity standard, the statistical analysis method employed revealed that mean of sum of all the check points i.e. the qualities of a good book, which the book must have and it is 52.836 for raw scores and 1.58287E-10 for standard scores. It shows that mean of authenticity standard

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scores are at average level. The standard deviation (SD) was found 9.7194. The largest value of the sum of all the quality features of a book is 85 and the smallest value is 37, which shows a remarkable variation in scores obtained on authenticity standards. Here we can deduce that the Library and Information Science books available in the library are either of least authenticity standard or most authenticity standards. The statistical values for Kurtosis and Skewness were found to be 0.77138 and 0.9475 respectively, which are significantly deviated from the respective values 0.263 and 0 (standard values) for normal probability curve. This reveals the fact that the authenticity standard score is deviated from normal distribution. Slight positive skewness shows that most of the books are in low authenticity standard range. Study about the number and percentage of books in various authenticity standard ranges reveals that books which have most authenticity standard are given in the range criteria for standard score of 3 to 4 with code 1. It has been found that only one book namely Knowledge Organization: From Libraries to the Web by K.S. Raghvan and A. Neelameghan with a very low percentage i.e. 0.96 was in most authentic standard range. The books which are high authentic standard are given in the range of 2 to 3 with code 2, and the books namely Library Classification: Facets & Analysis; Theory of Classification etc. under this range is 4 with the percentage 3.85. This reveals the fact that paucity of most authenticity standard books in Library and Information Science. The moderate authenticity standard books are given in the range of 0 to 2 with the code 3. The sufficient number of books i.e. 40 with the percentage 38.46 was found under this range. This reveals the fact that adequate numbers of average authentic standard books are available in Library and Information Science. The books, which are low in authenticity standards, are in the range of -1 to 0 and the code is 4, is 41 with the percentage 39.42. The books with least authenticity standard are in the range of -2 to -1with the code 5 having total number 18 with percentage 17.31. Conclusively it has been observed that maximum number of books with low authenticity standard is available in Library

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and Information Science whereas there is scarcity of standard books in this discipline. Year wise productivity of publishers has been calculated as the total number of books published by different publishers in different years. The year wise productivity of 37 different studied publishers who had published books on Library and Information Science during the year 1992 to 2014. Only eight publishers who were found publishing books frequently during the years and remaining others have published only one book in the area of Knowledge Organization. The highest numbers of books i.e. 25 were published by a renowned publisher Ess Ess, New Delhi. This publisher was found to publish books on Library and Information Science frequently during the year 19922014. In 2004 and 2005 this publisher published 4 books, which reveal the importance given by publisher to the need of books for students in the mentioned area. The three other publishers Shree Publisher & Distributor, New Delhi, Anmol Publisher, New Delhi, and Rajat Publisher, New Delhi were found publishing books in Library and Information Sciences sufficiently i.e. 7 books during 1992-2014. Other publishers (i.e. B.R. Publisher Delhi, Pacific Book International New Delhi, Discovery Publisher New Delhi and Vikas Publishing House New Delhi) were found publishing few books i.e. 5 or less on Library and Information Science during the year. 5 books were published by B.R. and Discovery publishers in the area of Knowledge Organization between the years of 1992 to 2014. 4 books were published by Pacific Books International and Vikas Publishing House in the area of Knowledge Organization between the years of 1992 to 2014. A remarkable interval was found in publication and availability of books in the field of LIS. It also reveals scarcity of quality books for the readers. The higher frequency of publication from the authors and publishers in the field of Knowledge Organization in LIS shows that Ess Ess is the most renowned publisher and M.P. Satija is the most renowned author as compared to other publishers and authors. It is clear from the study that Concept produces 3

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books, Ess Ess has 5 books and Today & Tomorrow publishes 1 book by the author M.P. Satija. Likewise B.R. publishes 2 and Dattson 1 books respectively by the author P.S.G. Kumar. Sarada Ranganthan publishes 3 books by S.R. Ranganathan and Ess Ess publishes 3 books by R.L. Sehgal.

5.1 Findings of the Study After analysing and examining the authenticity standard with related check points such as table of content, glossary, bibliography, recommended reading, websites, index, writing style, headings/subheadings, captions, margins, chapter previews, summaries, page layout, critical thinking questions, type style, line length, line space, and graphic elements of 104 Indian published books during the period of 1990-2014, it has been found that authenticity standard score of most of the books in the field of Knowledge Organization in LIS are of average level which do not fulfil the required parameters for a standard book. After correlating the authenticity standard score with standard score value, it was also found to be less. This means, the paucity of quality books have been found in this field, whereas when correlated with Kurtosis and Skewness the result shows that books are in low authenticity standard range. Out of 104 books only one book with standard scores 3 to 4 has been found. Hence there is paucity of book in the field of LIS. Thus the major findings are as follows: 1. No standard Indian books are available either in market or in library in the field of Knowledge Organization in terms of defined parameters. 2. The presence of low quality books is degrading the value of discipline. High value research and publication is required to raise the level of discipline. 3. Most of the publishers are mainly interested in earning rather than quality. They are careless about the authenticity standard of the books. They lay emphasis on marketing of books.

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4. Publishers must peer review the manuscripts which comes for publication in their publishing house. 5. Hence there is urgent need by the authors as well as publishers to write and publish standard books in this field. 6. Also the books must be purchased in library from the reputed publishers.

5.2 Conclusions The findings of this study led the investigator to draw the following conclusions: The present study sought the evaluation of published books in Library and Information Science in India and the result shows that both the objectives are met satisfactorily. The study revealed that most of the books were in the range of moderate or low authenticity standard. It has been found from the evaluation that there is only one book fall under most authentic range. It has been found from the study that renowned books were published by Ess Ess publisher which is a renowned publisher of books in LIS. The study also revealed the diminishing growth of LIS publication in the field of Knowledge Organization during 1990 to 2014 and it also revealed that large numbers of books were published from New Delhi as compared to other cities. The study found that publications by single and joint authors are quite good in the discipline. Same study with content analysis of the books in the field is highly recommended.

5.3 Limitations of the Study The present study was conducted under following major limitations: 

The researcher initially set the criteria to select all the aspects of books on LIS. But after evaluating considerable number of books (i.e. 10) found that all the aspects are impossible to evaluate as the time is a major constraint so, the criteria had been switched on to take only Knowledge Organization as a subpart of the discipline.

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

The researcher initially decided to conduct the study on book list provided by publisher’s catalogue but actual procurement of those books, was quite cumbersome as some books were out of stock or out of print so the researcher switched to university libraries for the evaluation of books.



In some university libraries, many books were issued, so the researcher also decided to procure available books from CSIR institute of New Delhi also.



It is also recommended that as this figure is very small due to narrow coverage area of the subject; if study has been done covering entire areas of the discipline the study would have given a good result.



The study has analysed only physical standards of the book if the content of the book was analysed it would have revealed a different picture of the study.

5.4 Educational Implications of the Study As far as the applicability and usefulness of the study is concerned, the following are the thrust areas where the study may be helpful: 

The study may be beneficial for the library personnel who want to have a good and balanced collection for their library. While purchasing books for the library the standard of the books must be analysed on the basis of the various evaluated check points, only then a good collection of standard books can be purchased for the library.



The study draws the attention and calls for publishers to check the content of the books before publishing, for this they may have a quality control department in their publishing house.



The present study reveals the fact that the university libraries must have a committee to check the content of the book while procuring or purchasing of books for their library.

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

To provide the standard books in the field of Knowledge Organization effectively and efficiently, it is necessary to increase the number of books in library.



Library should introduce the orientation and user training programs to students, researchers and publishers to maintain the standards of books as they would be the future author or publisher itself.



Besides library, the related departments and readers should provide a system of feedback to enhance the quality of books either through peer review or supplemented through their suggestions.



The authors should also take care about the course content and quality of materials provided in the books.



Emphasis should be laid on online provision of e-books in this field and these e-books must also be evaluated to find out the content authenticity of the books before subscribing or purchasing e-book databases for the library.

5.5 Scope for Further Research Besides the above implications of the findings and conclusions of this study, the investigator, on the basis of the ideas came to the researcher’s mind and the experiences gained during the investigation, has made the following suggestions for further research studies: 1. The entire syllabus of LIS must also be taken into account for further research. 2. The evaluation of the books have been done on the basis of their physical appearance only, it would have been more fruitful if the content of the books also being analysed. *****

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