Education for Librarianship in China (Education of Library and Information Professionals)

Education for Librarianship in China

The Education of Library and Information Professionals: An International Series General Editors Dr G.E. Gorman and Dr Maxine Rochester School of Information Studies Charles Sturt University - Riverina, Australia There is at present a dearth of comprehensive, detailed literature on library and information science education that focuses on the experience of both developed and developing countries. In an attempt to correct this situation, The Education of Library and Information Professionals: An International Series will meet the following information requirements: material for library and information studies profession general background information and specific information for assessing the equivalence of qualifications held by professionals from other countries; • material for academics in library and information studies background information on current developments in library science education, and for comparative studies in librarianship; • student texts and background reading - increasingly significa as comparative and international studies become integrated into mainstream, core units in professional courses; • documentation for overseas aid - useful as information for th involved in the administration and delivery of overseas aid programs in library and information studies. The series will consist of monographs on selected countries, or occasionally on discrete but educationally cohesive multi-country regions, and each volume will be written by a recognised expert (or co-authored by two or three experts if this is more appropriate) in library and information science education. Each author will be selected on the basis of expertise in the field as related to a specific country or region and fluency in written English. It is expected to have approximately thirty titles in the series, all focusing on countries of interest to the anglophone world.

Education for Librarianship in China

Wu Guangwei and Zheng Lili with the assistance of Liu Suya and Shao Youliang Edited by Jill Harris

MANSELL London and Washington

First published 1997 by Mansell Publishing Limited, A Cassell Imprint Wellington House, 125 Strand, London WC2R OBB, England P.O. Box 605, Herndon, Virginia 20172, USA © Wu Guangwei, Zheng Lili and the contributors 1997 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage or retrieval system, without permission in writing from the Publishers or their appointed agents. British Library Cataloguing in Publication Data ISBN 0-7201-2193-0 Library of Congress Cataloging-in-Publication Data Wu, Guangwei. Education for librarianship in China / Wu Guangwei and Zheng Lili with the assistance of Liu Suya and Shao Youliang ; edited by Jill Harris. p. cm.—(Education of library and information professionals) Includes bibliographical references and index. ISBN 0-7201-2193-0 (Hardcover) 1. Library education—China. I. Cheng, Li-li. II. Harris, Jill. III. Title. IV. Series. Z669.5.C53W84 1997 O20'.71'151—dc21 96-52866 CIP Printed and bound in Great Britain by Biddies Ltd, Guildford and King's Lynn

Contents

Introduction G.E. Gorman

vii

Part 1

People's Republic of China

Chapter 1

History of Library Science Education Zheng Lili and Liu Suya

Chapter 2

Library Science Training in Higher Education Wu Guangwei, Zheng Lili and Shao Youliang

23

Chapter 3

Employment Conditions of Library School Educators Wu Guangwei and Shao Youliang

55

Chapter 4

Other Forms of Library Science Training Zheng Lili and Liu Suya

69

Chapter 5

Current Developments in Library Science Education Wu Guangwei and Shao Youliang

95

Chapter 6

Achievements and Problems in Library Science Education Wu Guangwei and Shao Youliang

Part 2

Hong Kong, Taiwan and Macau

Chapter 7

Librarianship Training in Hong Kong Kan Lai-bing

1

111

133

Chapter 8 International Cooperation in Library Science Education: Charles Sturt University and the University of Hong Kong G.E. Gorman Chapter 9 Information Science Education in Natio Taiwan University James S. C. Hu Chapter 10 Librarianship in Anibal Mesquita Borges and Joaquim Correia Append

1

Appendix 2 Library Conferences in China

2

Appendix 3 Bibliography

2

Notes on Contributors

2

Index

2

Introduction G.E. Gorman

This is a unique book. For the first time in any language we have a detailed study of the education and training of information professionals in China, which we take to include the People's Republic, Hong Kong, Macau and Taiwan. Drawing on the knowledge and experience of individuals in each of these regions, the book offers insights into the history, present situation and likely future educational scenario for a rapidly evolving profession in an exciting part of the world about which too little has been known for too long. We outside China want to know what educational developments are occurring in this marvellously varied country, and our colleagues in China also want to know about developments in their own library schools - in any large country it is often difficult to see the forest for the trees. In both regards the principal authors, Wu Guangwei and Zheng Lili, have performed an invaluable service by gathering in one place the most current thinking about Chinese library science education. Not only does the volume offer a 'state-of-the-art1 view of library science education in what is likely to become a leading nation in this field, but it does so in as apolitical a fashion as can be achieved. At my insistence the chapters are meant to be free of political expression and instead to concentrate objectively on educational and pedagogical matters. Some will say that this is not possible, that all of life is 'political' in some sense; nevertheless, we do not wish to contribute to this debate in the present volume and leave such posturing to others. Taking a leaf from the work of my former teacher Douglas Foskett, I have asked the authors and contributors to exhibit the characteristics of good librarians: no religion, no sex, no politics. The two principal authors are uniquely placed to offer authoritative discussions of their chosen topics. Wu Guangwei, who completed doctoral studies in Belgium, has been a library science educator in Shanghai for more than fifteen years and now leads one of China's premier library science departments, at East China Normal University.

viii

Introduction

His professional contacts spread across the country and include some of the leading lights in Chinese library science education. Dr Wu's colleague as principal author of this volume is Zheng Lili, who completed her higher studies in what was then the Soviet Union, thereby bringing to the work a slightly different perspective. As Professor at Peking University, she has been at the centre of developments in library science education for decades and has a deep understanding of how the field has evolved from an essentially Soviet model to one more attuned to current Western developments. Details of the assisting authors and other contributors are provided at the close of the volume. In Chapter 1 Zheng Lili and Liu Suya survey the history of library science education in China, covering three periods: pre-1949, 19491978 and post-197 8. The pre-1949 period really began in the nineteenth and early twentieth centuries, when the first 'modern' training for librarians was offered; in those early years progress was slow, but strong foundations were laid for later developments. Following this, the period from the foundation of the People's Republic to 1978 was one of great expansion and reform, as the country awoke to a realisation that well-trained information professionals were essential to socialist development. (I believe it was Trotsky who referred to librarians as 'cultural warriors', and the Chinese educational authorities seem, in their attention to library science education, to have taken this sobriquet seriously.) The third period, post-1978, followed the cultural revolution and has been characterised by consolidation of expansions and reforms of the preceding era on one hand and unprecedented developments on the other. For example, the number of library schools (by whatever name) has expanded significantly, and the latest ideas from other countries are being allowed to influence the professional curricula in these establishments. With this introductory chapter thus providing an historical context, Chapter 2, by Wu Guangwei, Zheng Lili and Shao Youliang, moves on to the current situation, looking at library science education in higher education institutions. They begin by characterising developments in higher education as 'initiation, ascendancy, regulation, stagnation, rehabilitation and enhancement' - a schema which reinforces the historical discussion in Chapter 1. Following this convincing characterisation, Chapter 2 then focuses on library science curricula and related matters in five leading universities: Peking, Wuhan, East

Introduction ix

China Normal, Nanjing and Nankai. The data for this discussion came from a survey of the departments by Wu Guangwei. Seven other universities with library science departments did not respond to the survey, so they are mentioned only in summary. The information in this chapter represents the first and most complete analysis in English of library science courses and degrees in China, and it allows for detailed comparison with Western curricula. Chapter 3 ('Employment Conditions of Library School Educators') is also by Wu Guangwei and Shao Youliang and offers unexpected insights into the professional lives of those who teach in China's library schools. Wu and Shao concentrate on three facets of what it means to be a university teacher in today's China: welfare, promotion and continuing education. In the first of these areas they discuss issues of income, housing, medical treatment and holidays, offering those of us outside the country a unique view of how university teachers are treated. On the other two topics, promotion and continuing education, the information is less startling but insightful nevertheless, showing how similarly we are treated whether in China or a Western country. Up to this point the chapters have focused on university-level education; Chapter 4, by Zheng Lili and Liu Suya, turns to 'other forms' of library science training. These include vocational study offered in secondary schools, short-term courses, correspondence education and in-service training. In their discussion and analysis the authors offer not only substantial detail on the content and purpose of these other forms of training but also important insights into how this complements the formal university-level education of information professionals. Especially noteworthy is the lengthy discussion of correspondence education, which in a country as vast as China, and with the support of a rapidly developing communication technology, is bound to assume greater importance in coming years. These first four chapters have concentrated on reporting the present situation in historical context. In Chapter 5 ('Current Developments in Library Science Education') Dr Wu and Shao Youliang seek to list the availability of various types of programs: undergraduate studies, graduate studies, double degrees, secondary school library programs, adult education. Here we learn, for example, which 52 universities offer undergraduate degrees in library science or information management, and which three universities confer double degrees in

x

Introduction

library science, But this chapter is not a mere enumeration, for the authors also indicate strengths and weaknesses. For instance, enrolments in university library science programs are falling, whereas secondary school programs are very healthy; conversely, adult education is 'chaotic1 in part because of the failure to limit or control the institutions entitled to offer adult education programs. This chapter thus hints at the need for future control mechanisms and possible developments in the educational scene. This theme is picked up in the final chapter of Part 1, on achievements and problems in library science education. Here the same team of authors first summarises the achievements that have occurred in library science education since 1978: an increasing number of highly qualified information professionals and educators (although the number with doctorates remains pitifully small), improved intellectual content of library science publications, greater cooperation within China and internationally, etc. Yet a daunting array of problems still confronts library science educators: lack of job appeal for recruits to the profession, inequities in regional and rural institutions, poor funding, falling enrolments and unhealthy subscriptions to professional journals - all depressingly familiar to most Westerners. Much has been achieved, but a great deal remains to be done; one hopes that China will be able to join other countries in seeking internationally acceptable solutions to international problems, and that together the fraternity of information professionals around the world will learn how to preserve the best of library science education while changing to meet future needs (and not succumbing to the false prophets of information technology). In Part 2 Chapters 7-10 then turn to other areas of China in order to provide the fullest possible treatment of library science education in what we might term 'greater China'. Thus Chapters 7 and 8, by Kan Lai-bing and G.E. Gorman respectively, present complementary discussions of the history and current situation of librarianship education in Hong Kong. Dr Kan's chapter provides a broad historical view of training in the Territory and an overview of foreign educational ventures (primarily British, American and Australian) aimed at Hong Kong librarians, while Dr Gorman focuses on one aspect of this training, a Hong Kong-based joint venture between the University of Hong Kong and Australia's Charles Sturt University. This

Introduction

xi

chapter has interesting resonances with the discussion of correspondence education in Chapter 4. In Chapter 9 James Hu discusses information science education at National Taiwan University, thereby providing readers with insights into how information professionals are trained in a region which has been significantly influenced by US models of library science education. The final regional chapter (Chapter 10), by Anibal Mesquita Borges and Joaquim Correia, looks at Macau, which only recently has begun to offer training for librarians on a small scale but which has interesting future possibilities in view of this territory's intended reversion to Chinese control in 1999. Finally, the concluding appendixes related to Part 1 present a directory of library school staff in the People's Republic (Appendix 1); a list of library conferences held in China , 1990-1994 (Appendix 2); and a comprehensive bibliography of Chinese literature on library science education (Appendix 3). Such information gives this volume major reference value for anyone interested in Chinese library science education in the 1990s. Taken together, these ten chapters and three appendixes on library science education in the People's Republic of China, Hong Kong, Taiwan and Macau offer key data that will serve as a benchmark for many years of China's development as a major provider of quality professional education for librarians. In addition the analysis and critical insights offered by the several contributors should contribute to that development by highlighting the areas of greatest need, the problems and possible solutions based on tested practices. For these reasons I am pleased that this volume appears in a series of which I am General Editor and that I have contributed in a small way to its content.

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Parti People's Republic of China 1

History of Library Science Education Zheng Lili and Liu Suya

Before 1949 Chinese modern libraries first emerged in the mid-nineteenth century, and at the beginning of the twentieth century, a number of academic, public and private libraries were built in China. According to the Education Bulletin published in 1916, there were then 237 public and private libraries in twenty-one provinces, and modern Chinese librarianship had begun to develop. In 1919, Professor Li Dazhao, director of Peking University library, gave a speech at the second commemoration meeting of Beijing Higher Normal School (which later became Beijing Normal University).[l] He said that library science education was 'related to the prospects of Chinese libraries, and also related to the prospects of Chinese education1. He hoped that Beijing Higher Normal School would 'add special training courses in library science or provide a simple teaching place to help those who take care of books develop knowledge of library science', a view which showed considerable foresight.[2] At the same time, the first generation of students to complete their studies in America or other countries returned to China. These included Shen Zurong, Du Dingyou, Li Xiaoyuan, and Liu Guojun, and they enthusiastically devoted the rest of their lives to librarianship and library science education.[3] They were the forerunners of formal Chinese library science education in China. Over the next fifty years Chinese library and information science education was conducted both informally and formally, with encouragement from the China Library Association. Since its foundation in 1925, this Association had held many meetings to discuss the training of library experts and it recommended that the Central Education Ministry establish library schools, add departments of library science to higher educational institutions, send students abroad to study library science, add library science courses to normal schools and middle schools, and that it run library

2 History of Library Science Education

science short courses, training institutes and summer courses. [4] In a word, it recommended that every available means should be utilized to train librarians as high-level, middle-level and primary-level qualified professionals. Thus Chinese library science education began to blossom. Courses in library science appeared in higher education, in secondary education and in short-term courses, and with the assistance of correspondence education and other forms of education, a solid foundation was laid for the later development of library science education. Higher Education College for training professional librarians. In China, the first college devoted solely to training librarians was the library school at Boone University, founded by an American woman, Mary Elizabeth Wood.[5] She came to China in May 1899 and became a teacher and librarian at the American missionary institution, Boone University, at Wuchang. In 1914, she financed Shen Zurong to go to the New York Public Library School to study library science, and three years later, Hu Qingsheng was also sent to the United States by Wood. After both Shen and Hu returned from the United States, they helped Wood establish a library school at Boone University (also known as Wuchang Wenhua College) in March 1920. In 1928 the university merged with several other missionary colleges which formed the Central China University. However in early 1929 the Boone Library School separated from the Central China University and became the first independent library science professional training school of China. The Boone (Wenhua) Library School followed the system of Dewey's New York State Library Science School and offered a twoyear program to those students who had already finished two years of college studies. While its curriculum also followed that of the United States, it was arranged according to the practice of Chinese librarianship. During the 1920s and 1930s, the teachers were mostly foreigners, and the American Library Association (ALA) sent a number of teachers there every two years. With the clear objective of training qualified personnel to manage special and public libraries, the curriculum of the school was suited to the needs of the contemporary library world, and its education management was strict. As a result, many able students completed the program.

History of Library Science Education 3

Library science departments and specialities attached to higher educational institutions. The second library science program in China was a department of library science opened by the National University of Shanghai in 1925. It was founded by Zhang Taiyan, and the dean was Du Dingyou.[6] This department adopted the credit system whereby those who got 160 credits could graduate with a bachelor's degree. The department enrolled high school graduates and the length of schooling was four years. However this department only lasted two years, and closed when the National University of Shanghai was closed down in 1926. In 1927, Liu Guojun and Li Xiaoyuan established a Library Science Department in the College of Literature, Nanjing Jinling University. The length of schooling here was four years, and students who gained 160 credits and handed in a graduation thesis could graduate with a bachelor's degree. Jinling University had a decade of schooling off and on, and in 1940, during the Anti-Japanese War, it moved to Chengdu and continued for another two years before closing down. In 1941, the Social Education College was founded in Bishan, Sichuan Province. The college set up the Department of Library and Museum Science, and the first dean was Wang Changbing. The purpose of the Department was to train experts in the fields of library science and museum science, and to offer the students basic knowledge of arranging and appraising books and artifacts. The length of schooling was four years and students could take courses in library science and museum science. They could graduate with a Bachelor of Education when they acquired 132 to 148 credits. In 1941, Wang Zhongmin set up a library science section in Peking University. The section was affiliated with the College of Literature but any students of the university could take the library science course while studying in other specialities or even within other colleges. After the students finished the required 72 credits within two years, they could be awarded an additional Diploma of Library Science. This system fostered library experts at the highest level, and promoted library science and librarianship. Library science courses attached to related departments in higher educational institutions. Harry Clemens, an American library expert, was the first person to offer library science courses in higher educational institutions in China. In 1913, when Clemens was the director of the Nanjing Jinling University Library, he offered library science courses in the University. Peking University provided a

4 History of Library Science Education

selective library science course in the College of Literature. In addition, Southeast University, Daxia University, Zhongshan University, Xiamen University, Henan University, Provincial Yunnan University, and several normal colleges also provided library science courses for their students to take as elective courses. Such courses helped spread library science knowledge among college students. Secondary Education Library science courses offered by normal school or middle school. Because libraries needed staff trained at a number of levels, the programs offered by higher educational institutions could not meet all needs. Thus the pioneers of library science education advocated that library science secondary schools should be set up, and especially recommended that library science programs be provided in normal schools, so that the increasing need for qualified personnel in county popular libraries could be satisfied. Du Dingyou was the first person to offer library science courses in normal schools. When he served as the principal of the Guangzhou Normal School in 1921, he added library science as a required course in the school. [7] After that, some middle schools with suitable conditions also provided library science courses. For example, Shanghai Qingxin Middle School added a library science course for the third year students of junior school and the first year students of senior school. This course was very popular with the students who took it as an elective course. Library science sections in secondary education. Not only did library science courses appear in some middle schools but also some library science sections were introduced. In 1930, in view of a lack of librarians in the newly established Anhui Provincial Library, the Education Department of Anhui Province decided to open a library science training class with the first Anhui Provincial Secondary Professional School acting on its behalf. The program was planned to last six months and accepted high school graduates, but it was suspended before long. Shanghai Chuangxin Middle School added a library science section within its girl student department in 1932, and Shanghai Book School was the most distinctive among such schools. This school was jointly set up by the Chinese International Library and World Bookstore, and began its enrolment in 19 Among the

History of Library Science Education 5

initiators were noted public figured such as Li Shizheng, and Cai Yuanpei.[8] The principal was Cui Zhuxi, and this school was an entirely new one which emphasized both study and work, and the lives of its students were highly disciplined. The school did not charge the students because its educational expenditure was subsidized by the Education Ministry. Shanghai Book School curriculum included four sections - books, publishing, printing and organization. The length of schooling was six years for the books and publishing sections, and three years for the printing and organization sections respectively. The students were divided into two groups under the Junior Middle School and the Senior Middle School. Students were not only required to attend the classes but also to put what they had learned into practice. For example the students in the section on books were supposed to do fieldwork in the Chinese International Library as their school work experience, in order to combine theory with practice. But in China, secondary library science education has never fully developed. Short-term Education Library science training courses sponsored by higher education institutions. The trouble with all the programs discussed above was the cost and the fact that courses were too long. In order to meet the immediate needs of libraries and improve the quality of library staffs, many schools offered institutes or training courses in summer vacations. Beijing Higher Normal School (later to become Beijing Normal University) ran a library science institute during the summer vacation in August 1920. The institute was designed for those who had a diploma from any secondary school and were willing to devote themselves to library science education. The trainees all came from provincial libraries and school libraries, and when they were not having classes, the trainees took part in organized visits and investigations. Among their teachers were Li Dazhao (Peking University Library), Dai Zhiqian (Director, Qinghua University Library), Shen Zuning (Director, Wenhua Library), and Cheng Bolu (Director, Beijing Higher Normal School Library). The institute initiated the system of in-service training for librarians in China. Southeast University sponsored short-term library education courses from 1923 to 1926 for four years running and trained many professionals for the library work of Jiangsu and Zhejiang Provinces. In 1925, the China Library Association, Southeast

6 History of Library Science Education

University, the Chinese Professional Education Society, and the Education Department of Jiangsu Province jointly conducted a Library (Science) Summer School. Short-term institutes sponsored by libraries. As mentioned earlier, the China Library Association asked the Education Ministry to provide provincial (city) libraries with suitable conditions (faculty, expenditure and furniture) to offer library courses to librarians. The first short-term training course run by libraries was the librarian training course pioneered by Du Dingyou in Guangdong Library in 1922. The students were selected and sent by the Education Department of each county, and each session lasted 2 months. In 1926, the Director of Shanghai Oriental Library, Wang Yunwu, opened a library science summer training institute in the library, which recruited librarians on the job as well as graduates from two-year colleges, to attend courses and take part in practical experience. In 1929, Guangzhou National Zhongshan University enrolled practitioners in the summer vacation to train librarians who could do practical work. In 1932, Shandong Populace Education Hall held a popular library institute to disseminate knowledge on organization, equipment and administration of library. In 1935, Anhui Provincial Library held a district librarians' workshop for which the students were recommended by individual districts. Each session lasted three months, after which the Education Department of Anhui Province was in charge of placing the qualified graduates. In 1937, Shanghai Province started a program to train staff members for popular libraries at county level by stages. Each training course lasted one month. In-service training for librarians held by education departments. Chinese elementary school libraries and middle school libraries developed in the first half of the twentieth century and education departments at all levels held library science short-term courses. Among them was the institute for Kaifeng elementary school teachers in Henan Province in the summer of 1924 which had a marked influence, especially its course on the management methods of elementary school libraries.

History of Library Science Education 7

The Education Departments of Hubei Province, Zhejiang Province, Hebei Province and others also held summer vacation library science institutes from 1927 to 1932. In November 1941, the Education Department of Sichuan Province entrusted the Provincial Library with an institute for secondary school librarians to improve the quality of management of secondary school libraries and to train qualified librarians. According to statistics, there were about thirty library science institutes or training courses in different areas of China from 1920 to 1949, with more than 100 trainees. Despite the shortness of the courses, they were very effective because they had explicit objectives and highly job-oriented content, thus providing a strong impetus to the development of librarianship. 1949-1978 The People's Republic of China was founded in 1949, and the development of its politics, economy and culture created an opportunity for the development and improvement of library and information science. Between 1949 and 1978, the scale of education expanded continually, and different forms of education evolved dramatically. Adult education and short-term training greatly improved the professional level of library staffs, although some difficulties and frustrations occurred, especially during the cultural revolution between 1966 and 1976. Because of the need to develop librarianship and information services, and through the efforts of library and information science educators, library and information science education progressed even as it evolved. Library and Information Education in Educational Institutions From 1949 to 1978, the Department of Library Science at Peking University and the Department of Library Science at Wuhan University were the major bases of training library professionals in China. Besides these two universities, some colleges also opened library science departments and library science specialities. In August 1951, Southwest Normal College established a library science and museum science section which was closed down in 1954.

8 History of Library Science Education

In 1958, the Chinese Academy of Science set up the Scientific Information University of China which was a work-study program. This university consisted of three departments: the Department of Scientific Information, the Department of Editing, Translating and Publishing, and the Department of Library Science. In 1959, this university was merged into the Chinese Scientific and Technical University and became the Department of Scientific Information Science. It included the library science section and other specialities and the length of schooling for the department was five years, but only one and a half years for the library science section. In 1960, the library science section discontinued recruitment. In 1960, Northeast Normal University set up a library science section, which was jointly sponsored by Liaoning Province, Jilin Province and Heilongjiang Province. It closed down in 1962. There were also library science classes run by the Finance and Trade Cadre School of Sichuan Province, Hebei Cultural College, and Hunan Cultural and Artistic Cadre School amongst others. Later, all these classes were closed down. During these twenty years, library and information science education made great progress, the number of students increased dramatically, and higher educational institutions provided thousands of graduates. More importantly, reforms within the education system and in the content of courses led to an improvement in the educational quality. Reforms Educational levels. In the early days after the foundation of the People's Republic of China, the Library Science Sections in both Peking University and Wuhan University were two-year programs. Later they were changed into three-year programs and were still sections. In 1956, they became four-year undergraduate programs and, at the same time, they became departments. Under the direction of the Ministry of Education and the Ministry of Culture, the two departments set the educational goal of providing librarians for the following types of libraries - public libraries at or above the level of provinces, municipalities, autonomous regions, academic libraries, the libraries attached to the Chinese Academy of Science, government libraries, and libraries within large plants or other enterprises. They also aimed to provide teachers in the field of library science.

History of Library Science Education 9

The extension of the length of schooling and the setting of goals promoted reforms to the education system and to the content of courses. The curriculum was rearranged and many new professional courses were added in order to improve the students' ideological levels, to give them extensive training in basic professional and scientific knowledge and foreign languages, and to provide professionals of a higher quality for the libraries. In 1964, the Department of Library Science, Peking University, began to enrol graduate students. This was an important measure in improving the level of library science and in training high-level professionals. Regrettably, this program only lasted one session and ended in 1966. Reforms in course content. In the early 1950s, library science education in China absorbed a large number of library science theories from USSR. [9] Some relevant professional works published in the Soviet Union were translated into Chinese, and some of these were turned into textbooks or teaching reference materials for use in Chinese library science education. At the end of the 1950s, with the development of science and technology in China, the focus of library work changed from organizing the arrangement of books to reader services, as well as establishing a national centralized cataloguing system. All of these steps led to reform in library science education. Thus in 1961, the old curriculum was altered. The main modifications were the condensation of the courses on book organization and the provision of new courses such as librarianship, building, patron services, and reference work, with a conscious avoidance of repetition of content between courses. This transformation was a crucial step toward establishing a Chinese library science curriculum system, combining library science education with library practice, and fostering qualified personnel required by librarianship and information services. In 1961, the Ministry of Education held a meeting on compiling library science textbooks, and this led to another reform of including science courses in library science teaching programs in higher education. For example, the Department of Library Science, Wuhan University, added such courses as Introduction to Mathematics and Introduction to Physics. In 1962, this department assigned the freshmen to the departments of Natural Science. After two years' study, these students were to return to studying Library

10 History of Library Science Education

Science. This was a good trial, but it was suspended without a thorough analysis. The reforms in course content greatly improved Chinese library science curricula so that Book Collection, Classification, Cataloguing, Reference Work, and Patron Service were systematically taught, as well as History of Chinese Librarianship, and Special Library Science. In the field of bibliography, courses included Bibliography of Marxist Classic Works, Bibliography of Social Science, Bibliography of Literature, Bibliography of Historical Books, and Bibliography of Science and Technology. In 1961, when the higher education institutions implemented the 'Working Regulations of Higher Education Institutions', library science education experienced 'adjustment, strength, enrichment, and improvement'. The content of courses was further enlarged and students' cultural and scientific knowledge was widened. However the cultural revolution from 1966 to 1976 caused the stagnation of library and information science education in China. The Departments of Library Science at Wuhan University and Peking University stopped accepting students for six years from 1966. In 1970, the Department of Library Science, Wuhan University, was incorporated with the Wuhan University Library, courses were suspended one after another, and the teaching program was ruined. The faculty members lost their jobs and were scattered, with many being compelled to leave the universities and go to the countryside. During this period teaching materials and equipment were also damaged. In 1972, the Departments of Library Science at Wuhan and Peking Universities resumed enrolments for five sessions. However the students were workers, peasants and soldiers who did not need to take entrance examinations, so their educational backgrounds varied greatly. The length of schooling was set at two years, but the enthusiasm of the teachers and students was severely dampened because of the influence of the ultra 'Left' trend of thought. Library and information science education in China was seriously damaged during the ten years of the cultural revolution, and due to the low quality of teaching in these years, graduates had to return to the universities to make up missed lessons. The interruption to educational development caused a 'fault' phenomenon in providing qualified personnel for Chinese librarianship and information services, which brought about new difficulties in the development of library and information science in China.

History of Library Science Education

11

Adult Education Adult education has always been an important component of library and information science education since formal education alone could not satisfy the rapidly increasing need for new librarians and increased information services. In August 1950, the situation spurred Northeast Library to hold a summer workshop for librarians. This was the first such training class to be held in the post-liberation period, and the trainees came from the libraries within schools, government departments, and social organizations. Thereafter, different kinds of adult education developed very quickly. At the beginning of 1956, the Committee on Scientific Planning of the State Council Organization requested 'A draft of the long range plan for research in Library and Bibliography Science for the next twelve years'. In the same year, the Ministry of Culture held a National Library Working Conference. The two conferences determined future tasks and worked out corresponding documents, thus paving the way for the development of Chinese librarianship. One of the pressing problems at that time was the need to train and improve efficiency in libraries and information centres. Consequently, various courses for advanced study or training have been implemented within a number of institutions and departments since 1957. According to statistics, more than 300,000 people were trained all over the country through short-term courses, amateur library night colleges and secondary professional schools from 1949 to 1959.[10] Although adult education was interrupted twice by three years of economic depression and by the cultural revolution, thousands of staff members from libraries in different parts of the country took part in adult education from 1960 to 1976. From 1950 to 1976, the number of adult trainees trained at the level of provinces or above exceeded 1500.[11] The main forms of adult education in the field of library science include amateur schools, correspondence education, advanced study, and professional institutes. Here we will discuss amateur schools, and other forms will be discussed in the following chapters. Amateur schools. These are an important educational means of onthe-job training for library staff members. They include 'Red and

12 History of Library Science Education

Expert1 Colleges, evening colleges, and the advanced study Schools for Library Cadres. Students do not withdraw from their regular work, but either study during their spare time, or take courses in working time and study and practise during their spare time. Such amateur schools are sponsored by the Central Library Committee or jointly sponsored by several major libraries in the same region. The source of money for faculty, furniture and other costs depends on the local area. Amateur schools are able to train many librarians in a short time, so are very effective. In 1955, the first amateur library training school to be held since the foundation of the People's Republic of China was set up in Changchun. The length of schooling was two years. In 1957, Shanxi Library Cadres' Amateur School for advanced study was established and in October 1958, it was changed to Xi'an Library Science Amateur College which included the Department of Library Science, library science courses for advanced study, and training courses in library technology. In 1959, a secondary professional class was added to the school. In August 1958, a library 'Red and Expert' College was set up by the National First Central Library Committee in Beijing. This was the largest amateur school with the longest schooling time, recruiting five sessions of students, with a total number of 1298. In the same year, Beijing Library Secondary Amateur School was founded, although in 1960 this was renamed Beijing Cadre School for Advanced Study. 1959 witnessed the fastest development of amateur schools in China. During the first half of 1959, nine library amateur schools were founded in the large cities such as Beijing, Shanghai, Tianjing, Shenyang, Xi'an, and Wuhan, with students numbering more than 1500. Liaoning Provincial Library and Shenyang Library jointly held the Library Branch of the 'Red and Expert' College in the Department of Culture of Liaoning Province (known as Shenyang Library Amateur Professional Training School). In 1961 and 1964, the Guangdong Central Libraries Committee founded an amateur college, as did Xinjiang, Shan'xi, and other provinces after 1960. Amateur schools developed their teaching activities along the same lines as formal schools, and were thus a relatively formal form of amateur education. They had clear training objectives and formally designed teaching programs. The length of schooling varied from two years to four years. Library professional knowledge, cultural and scientific knowledge, and foreign languages

History of Library Science Education 13

were the common contents of their courses. Comparatively speaking, their teaching administration was strict. They achieved good results from the late 1950s to the early 1960s, and they provided many with an opportunity to study library science. Although library science was not offered within adult education between the early 1960s and 1971, from 1972 different kinds of professional courses were held by various regions or systems in response to varying local needs. For example, some training courses were specialized to train new librarians or librarians at grass-roots level for specific tasks, as in the case at Jilin Library in 1973, where study classes were held on the use and management of scientific periodicals. Similarly the Department of Library Science in Peking University held an advanced study class for one year on the arrangement of antiquarian materials. Thus at particular periods adult education trained many professionals for libraries and contributed to the smooth development of librarianship. Since 1978 Recognition of the Importance of Library and Information Services Since 1978, Chinese library science education has developed at an unparalleled speed and on an unparalleled scale. The end of the cultural revolution, especially the policy of concentrating on socialist modernization which was proposed at the eleventh session of the Third Central Working Conference, brought an historical change to China. The national reform achieved a great victory in that the development of the economy and science and technology called for the development of library and information services, which in turn required the development of library and information science education. However, in 1978 there was a shortage of librarians and information workers. Many were old or sick, and many of the young people who had just been appointed did not have high educational backgrounds and lacked professional training, so they could not provide satisfactory service. In August 1978, the Ministry of Education disseminated a notice: 'Suggestions about strengthening books and materials services in universities and colleges'. It explicitly stated that 'It is necessary to strengthen the

14 History of Library Science Education

cultural study and professional training of young staff members', and 'Related universities and colleges should try their best to build their departments of library science and should speed up the training of the professionals'. In documents promulgated in the same year, there was a requirement that librarians in public libraries and the affiliated libraries of the Chinese Academy of Science should do their utmost to become involved in vocational work, to study foreign languages and to develop professional knowledge. The Chinese Academy of Science required librarians and information workers to be trained in a planned way. In April 1979, the Summary of the Working Conference of the Chinese Academy of Science on Books and Information stated that short-term training courses on library and information work would be held from 1979 to expedite the training of librarians and information workers, and suggested that Zhejiang University and the Chinese Science and Technology University should establish departments of library science to provide library and information science for the Chinese Academy of Science. Because the average cultural level of librarians had decreased dramatically, the Twentythird Conference of the Chinese Communist Party's Central Committee Secretary's Office adopted the Outline of Library Work Report, which suggested that: the Ministry of Education cooperate with the department responsible for librarianship to run the existing library science sections and information science sections in higher educational institutions. The provinces or cities which have suitable conditions should set up library secondary schools to train qualified librarians for libraries under province level. According to the situation now and in the future, amateur training or short-term courses for in-service librarians will be the main forms of training. The development of library science education in the 1980s has been in keeping with the requirements of the Outline of Library Work Report. Formal education in school has always been the major forum for cultivating library and information experts and of enhancing the quality of librarians and information workers. [12] For more than ten years, the Ministry of Education has given much support to library and information science education. In September 1981, the

History of Library Science Education 15

Ministry of Education and the Ministry of Culture jointly held a forum in Beijing on 'National Library Science Professional Education1 at which many constructive suggestions were put forward concerning the development of library science education. In April 1982, the National Academic Library Working Committee and the Ministry of Education held a forum on 'Conducting a Class for Advanced Study of Academic Librarians' in Changchun. At the forum, the aims and significance of such a class were discussed, as well as questions about potential trainees. In August 1982, the Ministry of Education published the document Temporary Provisions for Conducting the Classes for Advanced Study of Academic Librarians', prepared by the National Academic Library Working Committee. In April 1983, the Ministry of Education organized a forum on 'National Library and Information Science Education1 at which the experiences and lessons of library and information science education since the foundation of the People's Republic of China were summarized, and the developments and reforms of Chinese library and information science education were considered. In September 1983, the Ministry of Education distributed the notice 'Several Suggestions on the Development and Reform of Library and Information Science Education' which provided the following eight suggestions on directions for library and information science education: devote major efforts to develop higher education; develop secondary professional education; actively develop in-service training; build up faculties; speed up teaching reforms; improve the scientific quality of textbooks; enhance teaching means and equipment; strengthen the leadership in library and information science education. This was the first time that an educational administrative department had drawn up a systematic and comprehensive plan for the development of library and information science education, and it has had far-reaching effects. In March 1987, the Propaganda Ministry of the Central Committee of the Chinese Communist Party, the Ministry of Culture, the National Education Commission, and the

16 History of Library Science Education

the Chinese Academy of Science submitted a report on improving and strengthening library services which reiterated the suggestions mentioned above. The Chinese Society of Library Science (CSLS) has also done its best to give impetus to the development of library and information education. The group has organized many countrywide academic seminars and meetings aimed at exchanging experiences and knowledge on library and information science education. In September 1986, an international symposium on 'Library and Information Science Education and Research' was held in Beijing as the post-conference of the International Federation of Library Associations (IFLA) 1986 Annual Conference. This symposium was proposed by CSLS and it was attended by nearly fifty library and information science experts and professors from eleven countries. The delegates considered many aspects of library and information education, and the symposium was a milestone for China because it was the first international meeting on library science education to be held in China. The interaction between Chinese and foreign scholars increased the mutual understanding between library science educators from different countries, and furthered the reform of teaching methods in library and information science education in China. Library and Information Science Education Since 1978, library and information science education in colleges has experienced a dramatic change. Before 1978, there were only two departments of library science in China: one in Wuhan University, the other in Peking University. By 1987, there were fiftyeight departments of library science in China, and the distribution of them had become more reasonable. The higher educational institutions running these departments included comprehensive universities, normal universities, engineering colleges, agricultural colleges, and medical colleges. In 1977 there were only 200 students; by 1979 there were 1074; by 1981 there were 1500; in 1983 there were 1700; and in 1987, there were more than 6300, which has been maintained in the following years. Meanwhile, information science education was also growing rapidly. After the department of Peking University was divided into liberal arts and science in 1979, it added an information science program, thus breaking from its thirty-year old tradition of

History of Library Science Education

17

graduating only liberal arts students. By the end of the 1970s, some other universities had set up information science sections, and by 1984 there were many such departments. Thereafter, the number of information science programs increased annually. In 1984 the first Chinese College of Library and Information Science was founded in Wuhan University. By the early 1990s, Chinese library and information science education had formed the following education system called 'three ranks, seven levels': 1. Higher education for post-graduate students which can be subdivided into three levels: Education for doctoral students. From 1991, the Department of Library and Information Science, Peking University, began to recruit doctoral candidates in library science, and the College of Library and Information Science at Wuhan University began to recruit doctoral candidates in information theory and research methods, as well as bibliography. Education for graduate students studying for master's degrees. In 1981, the Committee for Academic Degrees of the State Council ratified Peking University and Wuhan University to grant master's degrees in library and information science, following which the Department of Library and Information Science of East China Normal University, the Institute of Scientific and Technological Information of China, the Documentation and Information Centre of the Chinese Academy of Science, and the Institute of Scientific and Technological Information of China were all given permission to grant master's degrees. Education for non-degree graduate students. This program is designed for graduates from science, liberal arts, engineering, agriculture, medicine, and foreign languages, who intend studying library and information science for two years after admission. If they present a thesis in two years and pass the oral examinations on this thesis, they are eligible for a master's degree.

18 History of Library Science Education 2. Higher education for undergraduate students. This can also be subdivided into three levels. Education for double degrees. The undergraduates of library and information science can work towards the completion of another degree at the same time. The degree is awarded after all credits required have been gained. Education for a bachelor's degree. The length of schooling is four years. Many of these programs are provided by the comprehensive universities (a few are provided by technical colleges). In the 1980s, many colleges and universities changed the convention of enrolling students in liberal arts only and added an information science program. Now they can grant both degrees of BA and BSc. Non-degree education. The length of schooling is three years. This type of education can be subdivided into three kinds in terms of enrolment, placement and administration system. The first includes the programs run by the formal universities and colleges accredited by the State Education Commission, which is also responsible for their enrolments and placements. The second includes the programs run by the universities and colleges accredited by local governments or governmental departments. Their students are enrolled locally, and some of their students are prepared for certain libraries or information institutions, while others are recommended to relevant institutions. The third includes the programs run by those who are not responsible for the placement of their students, and includes social universities, evening colleges, and day colleges. 3. Secondary school library and information science education. More than twenty secondary school library and information science programs have come into being in China since the late 1980s. Some have been run by government departments and libraries, and some are run by large enterprises such as the secondary library science school jointly held by Sichuan Oil field and Shengli Oil field. The length of such programs is two years.

History of Library Science Education 19

Adult Education The main forms of adult education or in-service training of Chinese library and information science education are correspondence classes or classes for advanced study held by universities or colleges, amateur colleges held by libraries, or library science classes held by the Radio-TV College. These forms are characterized by diversity, flexibility, large numbers of students, and wide coverage. Compared with formal education, adult education can save not only time, money, and faculty, but can also more easily fit the individual educational needs of people at different levels and in different positions. At the end of 1988, there were thirty-three adult education programs throughout China. The number of correspondence graduates from Wuhan University and Peking University was about 1000 a year. From 1985, Central Radio-TV College began to enrol students in library science, and by 1988 there were nearly 10,000 graduates. In the same year, 3000 freshmen were admitted to the college. From 1987, the one-year courses for professional certificates were held everywhere in China, and by 1990 total students numbered over 10,000. In this period, many organizations and government departments showed great enthusiasm for adult higher education in library and information science. Since 1980, Northeast Normal University, Tsinghua University, and the relevant departments in Guangdong, Beijing, Jiangxi, Yunnan, and Shanxi Universities have held amateur colleges or professional classes. In the last decade, the number of amateur college students who work part-time and study part-time has amounted to over 1000. In addition to non-degree students, Zhongshan University also enrols undergraduate students. The Chinese Academy of Science library and the Chinese Academy of Science Cadre Advanced Study not only hold frequent short-term training courses, but also run a library and information science class to prepare library and information experts for the Chinese Academy of Science at all levels. Secondary education of library science has developed at the same time. Libraries with suitable conditions, such as Tianjin Library, Guangzhou Library, and Yunnan University Library, all hold secondary professional classes. The programs mentioned above must be ratified by central or local educational and cultural departments, who also accredit the

20 History of Library Science Education

graduation diplomas. Students graduating from these programs have been well received by society. In the past decade, the departments and organizations related to library and information science have conducted thousands of professional training classes. According to statistics, the Chinese Society of Library Science held 101 professional training classes from November 1983 to November 1987 with more than 10,000 students. From 1977 to 1987, training classes sponsored by provinces and municipalities, or ministries and commissions under the State Council came to about 150 sessions, with nearly 10,000 trainees. In addition, professional institutes or training classes were offered. For example, the Chinese Society of Library Science organized two groups of teachers to go to Northwest China and Shandong Province to give lectures, and more than 17,000 attended. Since 1978, Chinese library and information science education has achieved a great deal. Experience has shown that mobilizing social forces to conduct library and information education under a strong leadership is good for the development of library and information science education. But the structure of the education of Chinese library and information science in the 1980s left much to be desired: there were too few programs for students; undergraduate programs and non-degree programs expanded too quickly; secondary education was weak; and the geographical distribution of the programs was not reasonable. Notes 1

Li Dazhao (1889-1927): one of the founders of modern librarianship in China, and one of the originators of the Communist Party of China. 2 See The Populace Education, no. 10, 1919. 3 Shen Zurong (1883-1927): an educator of Chinese modern library science; Du Dingyou (1898-1967): a specialist in library science in China; Li Xiaoyuan (1897-1959): a specialist in library science and a bibliographer in China; Liu Guojun (18991980): a specialist in library science in China. 4 Library Association of China: the national, non-government association for Chinese librarians which was founded on 25 April 1925 in Shanghai. The association had its headquarters in Peking Library and had five committees on Classification,

History of Library Science Education

5

6

7 8 9

10 11

21

Cataloguing, Indexing, Publishing and Education respectively under its two departments, Department of Directors and Executive Department. The publications of the association included Bulletin of the Library Association of China (1925May 1945) and Library Science Quarterly (1926-June 1937). As the liaison agency between library circles inside and outside China, the Association was also the initiator of IFLA. Mary Elizabeth Wood (1862-1937): an American missionary of the Episcopalian Church, and a woman librarian and educator. She was born in 1862 in New York, and after graduating from Simmons Library Science School in Boston, US, she became the director of a library in New York State. From 1899, Mary Elizabeth Wood worked in China for more than thirty years and was devoted to the development of Chinese modern librarianship. She died in 1931 in Wuchang, Hubei Province. Zhang Taiyan (1869-1936): also known as Zhang Binglin, he was a modern Chinese democratic revolutionary and thinker. He contributed a great deal to Chinese literature, history, and linguistics. See 'Library Science Education and Me', Shandong Library Quarterly, No.4, 1985. Cai Yuanpei (1868-1940): an educator who was once the President of Peking University, Director of the Central Research Institute of China, During the initial post-liberation period, China followed the model of the former Soviet Union in every aspect, including library and information science education. The influence of the former Soviet Union still exists in the educational system and the content of courses. From the late 1970s and early 1980s, when the open policy was determined, China began to learn from other developing countries, and now advanced educational experience from outside China is being combined with existing internal practices. Consequently library and information science education is being reformed step by step to meet the need for qualified professionals in librarianship and information services during the period of transition from a planned economy to a market economy. See Hu Yaohui, (n.d.) Brilliant Ten Years of Chinese Librarianship.' See Chronicle of Chinese Librarianship from 1949 to 1986, Catalogues and Documentation Publishing House.

22 History of Library Science Education

12 Formal education in school as opposed to part-time education. It is conducted during the regular educational hours and its students should be released from work.

2

Library Science Training in Higher Education Wu Guangwei, Zheng Lili and Shao Youliang

General Periods of Development in Chinese Universities The higher education system of China has undergone six periods of development - initiation, ascendancy, regulation, stagnation, rehabilitation and enhancement. Initiation (1913-1949) China started its library science training in higher education in 1913 when a few science courses were first offered by the Liberal Arts School of Jinling University. In 1920, Boone Library School was established in Wuchang, and was the earliest form of library science education in colleges and universities. Following this initiative Shanghai National University and Jinling University set up their own departments of library science in the 1920s, and in 1947, Peking University offered a Special Course of Library Science. Ascendancy (1949-1956) In the Autumn of 1949, the Special Course of Library Science at Peking University began to enrol high school graduates as students. In 1950 Boone Library School became a department of library science at Wuhan University. When both Peking and Wuhan Universities changed their programs from three-year diplomas to four-year degree programs in 1956, they began to recruit correspondence students from most of the provinces in the country. At the beginning of the 1950s a special course of library and museum science was conducted by the Southwest China Normal Institute. Regulation (1957-1966) Although Beijing Cultural Institute began holding library classes in 1958, and Jilin Normal University was also running a special course in

24 Library Science Training in Higher Education

library science in 1960, they were both closed around 1962. In fact, regulation brought about the suspension of most of the higher education programs in library science throughout the country, except for Peking and Wuhan Universities who were able to survive as the formal bases of library science education during the following decade. Stagnation (1967-1977) Unfortunately, with the introduction of the Great Cultural Revolution in the summer of 1966, Chinese library science education entered a state of stagnation. It was not until 1972 that Peking and Wuhan Universities were able to resume enrolling new students, and these students were labourers, peasants or soldiers rather than recent secondary school graduates. This kind of enrolment system remained in force for five years and greatly upset the normal order of instruction. During this period of stagnation in education, library science research was also at a standstill. Rehabilitation (1978-1983) With the recovery of the National Higher Education Admission Examination in early 1978, library science education reached a new stage of development. From 1978 to 1983, more than ten colleges and universities set up their own library science departments or special courses, and by so doing they broke the monopoly on formal library science education which Peking and Wuhan Universities had held from 1949 to 1978. Accompanying the rehabilitation was the emergence of information science education, marked by the introduction of specialized information science courses in a few universities and colleges. Enhancement (1984-present) From 1984 to 1985, China witnessed a rapid development of higher education, and by late 1988 there were more than fifty educational programs of library and information science offered by the colleges and universities in China. With the widening of the educational reforms, the quality of library and information science education rose steadily. At the same time, adult education in library and information science was developed at an unprecedented rate.

Library Science Training in Higher Education 25

The library and information science system now offers a variety of instructional levels, and depending on their particular conditions, colleges and universities determine what level their library and information science program should choose. Some departments may offer professional training as well as undergraduate and graduate programs, while others may only run one or two programs. However in general, library and information science education in China lays great stress on undergraduate education in that undergraduate courses are suited to the needs of both professions, and they also lay the foundations for graduate studies. The major objective of library and information science education is to prepare qualified personnel for various library and information centres such as academic libraries, research libraries, and public libraries at or above municipal level. Specifically two categories of personnel are prepared. Versatile personnel take not only the professional, theoretical and technical courses, but also general knowledge courses in liberal arts or science. Specialized personnel are educated in the institutes of science, engineering, agriculture or medicine and only high school graduates are enrolled as students. Both categories of personnel have proved equal to the operational, administrative and research work in large or medium-sized libraries or information centres, and the instructional work in colleges, universities or secondary schools, although the distinction between them is still obvious. Versatile personnel work as librarians in public or university libraries, or as professional teachers in universities or normal university schools, while specialized personnel work in special libraries, or teach in specialized colleges. Peking University Peking University is a key institution of higher learning in China. Its Department of Library and Information Science offers one of the oldest programs of Chinese library education, the special library science course having been set up by Professor Wang Zhongmin in 1947.[1] At that time it was attached to the Chinese Language and Literature Department of the College of Arts, and in its early period, students in the special course were graduates or undergraduates from all departments of the College of Arts. The students were awarded their diplomas after two years' study of all the subjects within Library

26 Library Science Training in Higher Education

Science and Bibliography. This method, however, excluded non-Peking University students who wished to study library science. To change the situation the University began to recruit high school graduates in 1949. In 1950 the length of schooling was extended from two to three years, and in 1951 the Department of Library Science was established. In 1952 the department was changed again into a Special Course, mainly because of a lack of faculty members. In 1956, the government called for a 'march toward science', and with the implementation of all kinds of scientific research, librarianship became more valued by society as researchers needed the help of more qualified library managers. In 1956 the Special Course again became a department, and enrolled students in a four-year bachelor's degree. In the meantime, three-year long correspondence courses in Library Science were held to educate in-service managers of libraries. In 1965 the Library Science Department introduced a master's degree in library science and bibliography. During the cultural revolution, 1966-1976, progress within the Library Science Department was retarded for six years. No students enrolled, faculty members were dismissed, many materials were lost, and professional research stopped. It was not until 1972 that library science education was restored when the department began to recruit 'worker-peasant-soldier1 students who came from factories, farms and the army. The ten year cultural revolution caused a serious shortage of qualified personnel in the library and information fields so by 1977 large numbers of staff were urgently needed. In 1981, China implemented a tertiary degree system and in that year the Department of Library Science at Peking University set up graduate classes which offered a three-year qualification. In 1985, information science was added to the department which was soon given the right to offer a master's degree. In 1987 the department changed its name to 'Library and Information Science' to reflect the rapid developments within the scientific information field. In 1990, the National Education Commission authorized the library science section of the department to offer a doctorate degree, and in 1991, the section began to recruit doctoral students. Currently the Department of Library and Information Science at Peking University is composed of two specialities. Undergraduate courses last four years and the department teaches moral education and knowledge of basic theories, as well as developing students' knowledge for a specific degree. The department also encourages students to

Library Science Training in Higher Education 27

develop their practical and creative abilities in order to adapt to the changing workplace. At present the faculty of the Department of Library and Information Science consists of eleven professors, nine associate professors, four guest professors, seventeen lecturers, and four assistant lecturers to make a total of fifty-three. There are 226 undergraduates, fifty-six master's degree students, four doctoral candidates, and 1100 adult education students studying by correspondence. Over the past forty years, the department has trained more than 6000 graduates who have worked all over China, and many have become heads of departments and libraries. The Library Science Section The section aims to foster professional personnel who will meet the needs of all kinds of teaching, researching or information management. Students are expected to excel in the sciences, master the basic theories, knowledge and skills of library science, have sound knowledge of scientific research, and be aware of the development of new technologies and their practical applications, particularly computers. The key courses in the first two years of an undergraduate course include the following: Introduction to Library Science, Cataloguing of Chinese and Foreign Documents, Classification and Subject Cataloguing, Document Information Services, Chinese and Foreign Reference Books, Bibliography, History of Chinese Books, Scientific Documents Retrieval, Computer Principles, Library Automation Systems, PASCAL Language, and Foreign Languages. Students may also elect subjects from the following three groups: 1 related to ancient books - Cataloguing of a Library's Ancient Books, Chinese Historical Literature Study, Literature Bibliography, Local Chronicles, Foreign Books History, and Literature Pr ection Technology. 2 related to scientific information - Introduction to Information Science, Information Work on Patents, Standards, Economics, Computer Retrieval, Analysis and Research of Information Systems, Databases, Office Automation, and Information Analysis and Study.

28 Library Science Training in Higher Education

3 related to editing and publication - Communication Studies, Publication Management, Book Distribution, Introduction to Editing, Book Review Writing, and Introduction to Foreign Periodicals. Students are also required to complete field practice and social investigation, as well as submitting graduate papers. The Information Science Section This section aims to foster professional management and research personnel with high morals, keen intelligence, and good sporting abilities, who have mastered the basic theories of information science, and who are able to apply modern technologies by using computers to collect, process, store, retrieve and analyze information. They should also have sound training in scientific research, and be able to read professional literature in a foreign language. After graduation, students will be able to take on positions of management, research, teaching, and work at all levels of scientific information departments, literature information centres, patents management institutions, and libraries under the Academy of Science and higher education institutions. The key courses of the first two years for undergraduates include Introduction to Information Science, Document Management, Scientific Document Retrieval, Computer Principles, PASCAL Language, Information Indexing Language, Data Structures and Databases, Information Analysis, Computer Information Retrieval, and Library Automation Systems. The electives for the last two years include Information Systems Analysis and Research, Information Processing in Chinese, Study of Patents, Economics, Modern Information Methods, Communication Studies, Bibliometrics, Business and Scientific Information Retrieval, Reference Books in Chinese and Western Languages, and Scientific Decision Making. The Consultation Science Section At present this section enrols only students who have a bachelor's degree in a specialization which they intend studying in more depth for their master's degree. The section fosters personnel who will go into the consulting business which has thrived in China in recent years. This section requires its students to master the basic theories of consultation science, and to be familiar with the current situation in

Library Science Training in Higher Education 29

consulting businesses. It also requires its students to have a wide range of knowledge, and to be able to use modern technologies such as computers to arrange and analyze all kinds of documentary data. After graduating, students are expected to work in investigation and consultancy institutions. Besides the ones shared with the information science section, the main courses of this speciality include Consultation Studies, Chinese Scientific Consultancy, Science and Technology Consultancy (including Engineering), Business Management and Economic Consultancy, and Studies of Practical Problems Within the Consulting Business. In addition, a Science and Technology Management section is to be established for graduate students seeking a master's degree. The main courses will be Studies of Technology Market Management, Economic Information Management, and Modern Information Technology. Facilities The department has a modern technology laboratory and a teaching practice room with a collection of more than 10,000 books. The laboratory is equipped with PCs, copying machines, typewriters, audiovisual equipment, and equipment for document protection. The reference room has a collection of 23,000 Chinese professional volumes, 2000 volumes of foreign professional books, ninety titles of Chinese professional periodicals, and sixty-one titles of foreign professional periodicals. Research Activities Between 1980 and 1990, faculty members published more than 570 papers in native or foreign professional periodicals, as well as 87 monographs, textbooks and reference materials. Among these, several have won major prizes, and every year some of their scientific research publications are awarded prizes. Thus, over its forty-year history, the Department of Library and Information Science in Peking University has established an educational system which includes both natural and social sciences, and emphasizes both theory and its applications. With its various levels of educational structure, from doctorates to vocational training, the department has become a base for teaching, research, and development of library and information science.

30 Library Science Training in Higher Education

The Teaching Program for Library Science Undergraduates Objectives: This four year program trains qualified library and information science professionals to keep faith in socialism, to develop morally, intellectually and physically, and to master basic theories, knowledge and technology of library science. Specific Requirements: The students should adhere to the Tour Basic Principles', love the motherland, be law abiding, display good conduct through hard work and plain living, obey the department's employment placement, be diligent, rigorous, realistic and creative, and serve the people and society wholeheartedly. The students should grasp basic theories and knowledge of library science, and be able to operate modern technology to organize and utilize information in Chinese and foreign languages, develop professional skills necessary for library vocational work and information processing, developing and utilizing, and they should be able to conduct research. The students should be able to read professional books and journals in at least one language, and they should be healthy. Graduation Total Credits: 170 credits including: Compulsory Courses: 122 credits (71.76% of total credits) Restricted Elective Courses: 37 credits (21.76% of total credits) Unlimited Elective Courses: 11 credits (6.49% of total credits) Curriculum. 1 Compulsory Courses Public Compulsory Course 48 credits History of Chinese Revolution 6 credits Philosophy 6 credits Chinese Socialist Construction 4 credits Politics and Economy of the World 3 credits International Relationships Political Economics (Capitalism Part) 3 credits Introduction to Law 2 credits Foreign Language 20 credits Physical Exercise (P.E.) 4 credits Current Situation and Task: a week per term, 3 hours per week

Library Science Training in Higher Education 31

Specialized Compulsory Courses: Professional Archaic and Ancient Chinese Selected Readings on Marxist-Leninist Culture Advanced Mathematics Principles of Computing PASCAL Programming Collection Development and Reader Service History of Chinese Books Chinese and Western Reference Sources Chinese and Western Cataloguing Introduction to Library Science Library Management Scientific and Technical Literature Searching General Bibliography Classification and Subjects Library Automated Systems Social Investigation Practical (field work) Thesis

6 credits 2 credits 8 credits 4 credits 4 credits 4 credits 3 credits 6 credits 4 credits 3 credits 3 credits 3 credits 3 credits 5 credits 4 credits 2 credits 4 credits 6 credits

2 Restricted Elective Courses Group A: Introduction to Ancient Books Arrangement Bibliography of Chinese Historical Materials Bibliography of Chinese Literature Materials Chinese Ancient Book Cataloguing Foreign Librarianship Local Chronicles Textual Criticism Biblio-Textual Criticism History of Foreign Books Introduction to Western Classification Special Library Science History of Chinese Culture History of Chinese Librarianship History of Foreign Librarianship

41 credits 3 credits 3 credits 3 credits 3 credits 2 credits 3 credits 3 credits 3 credits 2 credits 2 credits 3 credits 4 credits 3 credits 3 credits

Group B: Patents and Patent Documentation Standardization of Information Information Work of Economy

3 credits 3 credits 3 credits

32 Library Science Training in Higher Education

2 credits Intellectual Property Law Modern Information Technology 3 credits 2 credits Indexing Methods of Literature Fundamentals of Information Science 3 credits Analysis and Design of Information Systems 3 credits Microcomputers and their Applications 4 credits Databases 3 cridtes Office Automation 2 credits Information Analysis and Studies 3 cridtes Chinese Scientific and Technical Information Services 2 credits Group C: Communication Science Distribution and Management of Books Archives Management Publication Management Introduction to Editing Science Introduction to Foreign Periodicals Book Review Writing Conservation Technology of Library Materials Selected Reading on Specialized Foreign Literature

2 credits 2 credits 2 credits 2 credits credits 22credits 2 credits 2 credits 2 credits 2 credits

Group D: COBOL Programming Probability and Statistics Operational Research General History of Chinese Civilization History of World Civilization History of Chinese Culture History of Western Literature History of Russian Literature Contemporary Literature History of Chinese Philosophy History of Western Philosophy International Relationships Introduction to Sociology Method and Investigation of Sociology History of Science and Technology Development Management Science Basics System Theory, Information Theory, Cybernetics Arts Course

4 cridits 4 cridits 4 cridits 4 cridits 4 cridits 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes 3 cridtes

Library Science Training in Higher Education 33

3 Unlimited Elective Courses 13 credits Students can select a second foreign language (8 credits) and other appropriate courses available in the University in current years. Elective Curriculum for other Departments Science and Technical Literature Searching 3 credits The Teaching Program for Undergraduates of Science and Technology Information Objective: This four year program trains qualified library and information science professionals to develop morally, intellectually and physically, and to master basic theories, knowledge and technology of library science. Specific requirements: The students should adhere to the 'Four Basic Principles', love the motherland, be law abiding, display good conduct through hard work and plain living, obey the department's employment placement, be diligent, rigorous, realistic and creative, and serve the people and society wholeheartedly. Specific professional requirements: The students are required to understand basic theories of information science and modern information technology using computer applications, to develop professional skills needed by information processing and information services, and be capable of basic scientific research. The students should be able to read professional books and journals in at least one language, and they should also be healthy. Graduation Total Credits: 168 credits Compulsory Courses: 116 credits (69.05% of total credits) Restricted Elective Courses: 37 credits (22.02% of total credits) Unlimited Elective Courses: 15 credits (8.92% of total credits) Curriculum: 1 Compulsory Courses. Public Compulsory Courses History of Chinese Revolution Philosophy Chinese Socialist Construction Politics, World Economy and International Relationships Political Economics (Capitalism part)

4 credits 4 credits 3 credits 3 credits 2 credits

34 Library Science Training in Higher Education

Foreign Language Physical Exercise (P.E.) Labour: a week per term, 3 hours per week Specialized Obligatory Courses Advanced Mathematics Principles of Computing PASCAL Programming User studies Information Retrieval Language Data Structure Databases Fundamentals of Information Science Document Management Scientific and Technical Literature Searching Information Analysis and Studies Computerized Information Retrieval Library Automation Systems Social Investigation Practical (field work) Thesis 2 Restricted Elective Courses Group A: select 20 credits Fundamentals of Library Science Library Management Chinese Characters and Information Processing Office Automation Analysis and Design of Information Systems Patents and Patent Documentation Standardization of Information Information Work of Economy Modern Information Technology Indexing Methods of Literature Information Environment Theory Communication Science Bibliometrics Methodology of Information Science Information Forecasting and Scientific Decisions Enterprise Information Scientific and Technical Information

20 credits 4 credits

12 credits 4 credits 4 credits 4 credits 3 credits 4 credits 4 credits 3 credits 10 credits 4 credits 3 credits 4 credits 4 credits 2 credits 4 credits 6 credits 37 credits 3 credits 3 credits 3 credits 2 credits 3 credits 3 credits 3 credits 3 credits 3 credits 2 credits 2 credits 2 credits 2 credits 3 credits 2 credits 2 credits 2 credits

Library Science Training in Higher Education 35

Services in Overseas Countries Commercial and Business Information Retrieval Intellectual Property Law Chinese Scientific and Technical Information Services Chinese Reference Sources General Bibliography Selected Readings on Specialized Foreign Literatures

2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits

Group B: select 17 credits COBOL Programming Probability Statistics Linear Mathematics Software Engineering Artificial Intelligence Microcomputers and their Applications Computer Networks Computer Graphology Physics Chemistry General Biology General Logic System Theory, Information Theory and Cybernetics Science of Science History of Scientific and Technical Development Market Research International Trade International Finance Economic Contract Law International Trade Law International Investment Law Public Relation Studies Arts Course

4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 8 credits 8 credits 8 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 2-3 credits

3 Unlimited Elective Courses 15 credits According to the tutor's guidance, students can select a second foreign language (8 credits) and other appropriate courses available in the University. Curriculum for other department students: Chinese Reference Sources 3 credits Western Reference Sources 3 credits

36 Library Science Training in Higher Education

The Training Program for Graduate Students, Master's Degree in Library Science Objectives: This program prepares qualified professional personnel to keep faith in socialism, to understand fundamental theories and develop professional knowledge in the field of library science, and develop morally, intellectually and physically. Specific Requirements: The students should adhere to the Tour Basic Principles', love the motherland, have good conduct, accept the jobs assigned by the nation, and serve the socialist undertaking. The students are required to master the basic theories and systematic professional knowledge in the field of library science, have a good command of a foreign language, be capable of scientific research, and be able to teach in institutions of higher learning and various libraries. They should also have good health. Duration: Group A: (graduates enrolled on the basis of this speciality requirement, three years; four years for in-service graduates) Group B: (graduates enrolled on the basis of other specialities requirement, three years; four years for in-service graduates) Total credits required: Group A: 38 credits; Group B: 40 credits Research interests: 1 Library Science (theory and practice) 2 Library Science (arrangement and utilization of documents) 3 Library Science (theory and method of bibliography) Curriculum: 1 Compulsory courses. Marxist-Leninist Theory Documentary Sources of Library and Information Science First Foreign Language no credits Introduction to Document and Literature Communication Special Topic for Collection Development Classification Research Chinese Modern Library Science Theory Research History of Chinese Bibliography Collection of Professional Materials

3 credits 3 credits required 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits

Library Science Training in Higher Education 37

Information Retrieval Language Social Practice (2-3 months)

2 credits 2 credits

2 Restricted Elective Courses Reader Studies Special Topic on Western Reference Sources Special Studies on History of Chinese Books Introduction to Almanac Studies Contemporary Bibliography Research Marxist-Leninist Documentation Local Chronicles Research Library Management Research Scientific Pursuits and Scientific Research Methods

2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits

3 Unlimited Elective Courses Comparative Librarianship Library Catalogue Research Research of Chinese Historical Literature Research of Library Rare Books Second Foreign Language

2 credits 2 credits 2 credits 2 credits 2 credits

Teaching Practice: Under the guidance of a supervisor, the students should take part in teaching related professional courses, and give guidance to other students in class or in practice (including correcting papers), complete sixteen credit hours of teaching and then get two credits. The Training Program for Graduate Students for their Master's Degree in Information Science Objective: This program prepares professional qualified personnel to keep faith in socialism, develop basic theories and special knowledge in the field of Information Science, and develop in moral, intellectual and sports aspects. Specific Requirements: The students should adhere to the 'Four Basic Principles', love the motherland, have good conduct, accept the jobs assigned by the nation, and serve the socialist undertakings. The students should master the basic theories and systematic professional knowledge in the field of information science, master a foreign language, and be capable of scientific research and teaching

38 Library Science Training in Higher Education

work in universities and colleges as well as information institutions. They should also have good health. Duration: Group A (graduate students enrolled on the basis of this speciality requirement): three years, four years for graduate students in service. Group B (graduate students enrolled on the basis of other departmental requirements): three years, four years for graduate students in service. Total credits required: Group A: 38 credits; Group B: 40 credits Research interests: Science and Technology Information Curriculum: 1 Compulsory courses Marxist-Leninist Theory 3 credits First Foreign Language no credits required Introduction to Document and Literature Communication 3 credits Advanced Information Science 2 credits Automatic Indexing and Information Retrieval 2 credits Scientific Pursuits and Science Research Methods 2 credits Collection of Professional Materials 2 credits Teaching Practice 2 credits Social Practice (2-3 months) 2 credits 2 Restricted Elective Courses Chinese Scientific and Technical Information Undertaking Research on Knowledge Chinese Characters and Information Processing Information Retrieval Language Bibliometrics Discussion Analysis and Design of Information Systems 3 Unlimited Elective Courses Introduction to Scientific and Technical Literature Social Science Literature Searching Development and Application of Information Technology Second Foreign Language

2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 2 credits 3 credits

Library Science Training in Higher Education 39

Teaching Practice: Under the guidance of a supervisor, the students should take part in the instruction of related professional courses, give guidance to students in class or in practice (including correcting papers), complete sixteen credits hours of teaching and then get two credits. Adult Education Plan (Correspondence) The Department offers four adult education programs: Correspondence Bachelor's Degree Program in Library Science, Correspondence Bachelor's Degree Program in Information Management, Correspondence Diploma Program in Library and Information Science, as well as Correspondence Diploma Program in Editing, Publishing and Book Distribution. 1 Correspondence Bachelor's Degree Program in Library Science. The program is designed to prepare for libraries and information centres, qualified professional personnel who follow the 'Four Basic Principles', are practical, realistic and creative, and devote themselves to librarianship, possess comprehensive theory and knowledge in library and information science as well as professional skills, and are able to exercise management skills in any libraries. Curriculum: English, Political Economy, Library Collection, Information Analysis and Study, Economic Information Service, Information Service of Standard Documents, Information Service of Patents, Scientific and Technological Literature Retrieval, Cataloguing of Western Language Materials, Subject Cataloguing, Western Reference Works, Library Management, Computer Principles, Library Automation Systems, Bibliometrics, Conservation/Preservation of Materials, Librarianship of Foreign Countries. A graduation thesis is also required. Duration: three years. Entrance requirements: This is open to the in-service staff of any libraries and information centres and related settings who hold at least one graduation diploma (including the diplomas of arts, science, engineering, farming, medicine or foreign languages), and have the agreement of the heads of their working places. 2 Correspondence Bachelor's Degree Program in Information Management. The program is intended for qualified professional staff members who carry out information processing and service in all kinds

40 Library Science Training in Higher Education

of information centres such as economic and business information services, and government and military information institutions. The students study modern information management theories and practices, mathematics, business management, computer applications, and one foreign language at a relatively high level. Curriculum: Introduction to Information Management, Computer Principles, Programming Languages, OA, Databases, Information Policies and Laws, Information Media and Collection, Information Description and Organization, Information Storage and Retrieval, Information Users and Service, Information Analysis and Decisions, Economic Information Retrieval, Business Information Retrieval, Scientific Information Retrieval, and Administrative Information Retrieval. Duration: three years. 3 Correspondence Diploma Program in Library and Information Science. The program is designed to prepare qualified professional personnel to carry out basic professional work in libraries or information services. The students develop an understanding of theories and practices of library and information science through the study of social and historical foundations, knowledge of the discipline, basic skills, and the history, status and expectations of the two professions within or outside China. Curriculum: Philosophy, History of Chinese Revolutions, English, Introduction to Library Science, Chinese Reference Work, History of Chinese Books, Library Cataloguing, Book Classification, Introduction to Bibliography, Scientific and Technology Literature Retrieval, Introduction to Information Science, Introduction to Natural Science, History of Ancient China, and Library Management. Duration: three years. Entrance requirements: Applicants must have passed the National Unified Entrance Examination for Adult Higher Education in either arts or science. Numbers of graduates from 1948-1994 are listed below, categorized as either university graduate (numbers of undergraduates, master's graduates, and doctoral graduates), or correspondence students (numbers who did not take out a degree, numbers of undergraduates, and numbers of associate students).

Library Science Training in Higher Education 41 List of graduates, 1948-1994 University Graduates UnderMasters PhD graduate

1948 1949 1950 1953 1954 1955 1957 1958 1960 1961 1962 1963 1964 1967 1968 1970 1974 1975 1976 1977 1979 1980 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992

Correspondence Students No UnderAssociate degree graduate student

3 12 13 14 21 1 21 33 52 43 52 35 30 36 33 32 60 30 32 50 56 100 57 70 60 64 72 62 60 61 76 70

1 6 2 10 7 7 9 15 24 16 18 13

440 549 14 7 4 11

336 297 684 460 577 520

171 78

42 Library Science Training in Higher Education

University Graduates UnderMasters PhD graduate

1993 1994

36

21 22

Correspondence Students No Under- Associate degree graduate student

1

154 262

141 65

List of the Deans

1947-1957 1958-1959 1960-1965 1966-1972 1972-1977 1978-1980 1981-1982 1982-1983 1983-1984 1984-1991 1991-present

Dean

Vice Dean

Wang Zhongmin Lan Yunfu Liu Guojun

Lan Yunfu, Zhao Qi

Li Jiyou (Head of Teaching Reform Group) Liu Guojun Guan Yixian, Li Jiyou Guan Yixian, Li Jiyou, Shi Yongyuan Zhuang Shoujing Guan Yixian, Li Jiyou, Shi Yongyuan Li Jiyou Guan Yixian, Shi Yongyuan Zhou Wenjun Zhu Tianjun, Li Jiyou Wang Wanzong Zhang Han, Xiao Dongfa

Wuhan University Formerly known as the Department of Library Science, the College of Library and Information Science, Wuhan University was founded in April 1984, and is the only college of its type in China. It is made up of the following departments and institutions: the Department of Library Science; the Department of Information Science; the Department of Publishing; the Research Institute of Library and Information Science; and the Correspondence Department. The college has seventy-six faculty members including two doctorate tutors, twenty-six professors and associate professors, forty-three lecturers, and fifteen assistants.

Library Science Training in Higher Education 43

To facilitate teaching and research, sections have been set up which specialize in library science, archives, book publishing management, information theory, and information technology. The college reference room has a collection of ten million volumes, including 11,250 foreign language books, 1576 non-book materials, and 370 newspaper and journal titles. It has established exchange relationships with the United States, the United Kingdom, Germany, Japan, Russia, and Australia. There are also five rooms for cataloguing and classification, for reference books, ancient Chinese books, and for scientific and technical literature. The laboratory is well equipped with computers, microforms, audio-visual equipment, and copying and typing facilities. A seven storey building of 5000 square metres makes the teaching and research comfortable. Curriculum Courses taken by Library Science Majors Required: - English, Higher Maths, Chinese Revolutionary History, Marxist Theory, Basics of Library Science, Reader Research, Literature Resource Building, Chinese Books and Library History, Classification Basics, Computer Operating, Cataloguing, Chinese Reference Books, Bibliography, Computer Application Basics, Literature Protection, Classification Research, Western Language Cataloguing, Microcomputer Databases, English Reference Books, Information Retrieval, Scientific and Technical Literature Retrieval, Library Automation, and Library Management. Electives - Reading, Ancient Chinese, Introduction to Natural Science, Literature Sociology, Ancient Chinese Cataloguing, Copying Control, Introduction to Information Science, Serials, Social Science Literature, Chinese Literature Bibliography, Scientific and Technical Literature, Local Literature Management, Chinese Cultural History, Modern Library Science, Modern Bibliography, Consultancy and Policy-Making Theory, Modern Information Market Research, and Evaluation of Library Science. Courses taken by Scientific and Technical Information Majors: Required - English, Higher Maths, Chinese Revolutionary History, Marxism, Linear Algebra, Introduction to Information Science, Translation, Basics of Computers, Computer Applications, Basics of Design, Management of Scientific and Technical Programs Literature,

44 Library Science Training in Higher Education

Information Maths, Data Structures, Scientific and Technical Literature Retrieval, Information Research and Forecasting. Electives - Physics, Scientific and Technical Literature, Patents, History of Science and Technology, Principles of Operating Systems, Software for Information Systems, Bibliometrics, Research for Information Users, Computer Information Retrieval Systems, Chinese Character Processing Systems, Economics Information, Computer Networks, Consultancy Basics, Databases, Systems Analysis and Design, Audio-Visual Information Processing, Artificial Intelligence, Information Systems, and Scientific and Technical Prediction. Post-graduate: Since 1978 the college has enrolled master's students, conferring its first Master of Arts degrees in 1981. In 1991 the college began its doctoral program and by 1995 it had sixteen doctoral students. For a library science doctorate the main research focuses on modern bibliography, and for an information science doctorate the main research emphasis is on information science theory and method. The main courses within these programs include Bibliography Research, Modern Literature Research, Information Theory Research, and Information Systems Theory Research. Correspondence: The Correspondence Department has established centres in ten provinces and municipalities, including Kuan Ming in Yuan Nan Province, Hefei in Anhui Province, Chansa and Zhengzou in Henan Province, and Chongqing in Sichuang Province. Correspondence education depends mainly on students studying independently, although at regular intervals teachers come to the centres to give face-to-face teaching. Through such education, the college has contributed greatly to librarians' continuing education. Research and Teaching Materials The college has published a series of teaching materials, more than twenty of which have become the national teaching materials for the humanities and arts disciplines. To 1993 the college had published ninety books, several of which have been awarded important prizes. In addition to publishing over 1150 theses, Library and Information Knowledge, founded in 1979 by the college, was voted the best library and information science periodical of 1989. The college encourages academics to do research in order to enrich their own knowledge, and to improve their teaching methods.

Library Science Training in Higher Education 45

East China Normal University In October 1978 the newly established Library Science Department within the International Business College of the East China Normal University recruited students for a two-year course and one year later, it began to enrol students in a four-year course. In 1984 it was renamed the Department of Library and Information Science, and in December 1992 it became the Department of Information Science. In September 1993, it was merged with the International Business College and became East China Normal University, International Business College, Department of Information Science. Teaching faculty comprises one professor, seven associate professors, seven lecturers, and five assistant lecturers. The department has the following facilities: an information science teaching and research office in which teachers can exchange ideas and discuss research work; a director's office, a reading and reference room; and a computer laboratory in which there are twenty computers. There are also typewriters, microform readers, cameras, CD-ROMs and a laser printer. In the reference room there are 10,544 volumes of books, thirty-six foreign language periodicals, and hundreds of titles of Chinese periodicals. In 1980 the department began to enrol master's degree students who could major in Chinese Ancient Literature. Since 1984, students of library science have been awarded MA degrees. The major curriculum was set up in 1979, and until 1991, the emphasis was on library science for which the main subjects were as follows: Required - English, Higher Maths, Chinese Revolutionary History, Marxist Theory, Introduction to Library and Information Science, Bibliography, Ancient Chinese Books, Introduction to Natural Science, Chinese and English Reference Books, Classification and Cataloguing, Modern Technology in Libraries, Social Science Information Service, Information Retrieval of Scientific and Technical Literature, Information Processing, Specialized English, Design of Databases, Bibliometrics, Information Retrieval Language, Preservation of Literature, Patent Information, User Services, Management of Academic Libraries, Information Research and Analysis, Introduction to Basics of Computers, Online Retrieval, and CD-ROM. Since 1992, the department has focused on economic information and computer information management because China has adopted a market economy and economic information is urgently needed. In addition, the department has merged with the International Business

46 Library Science Training in Higher Education

College and the following six courses use common subjects - Finance, Economics, Real Estate, Insurance, Travel, and Information Science. Libraries must suit the market oriented economy, and they must serve the people. According to research, many user needs relate to economic information, so as a result of all these factors, many new courses have been added, including Business, Financial, and Economic Information, Information on Travel, the Book Trade, International Trade, Hightechnology, Industry Research, and Economic Research and Analysis, as well as Computer Programs, Advertising, Information Management, and Information Consultancy. Electives - Information Systems, Social Science Information and Statistics, Chinese dBASE III, Property, Serials, Public Relations, Modern Bibliography, Library Collection and Resource Sharing, Archives, Principles of Librarianship, Literature Protection, Ancient Chinese Materials Processing, Book Trade Information, and many subject-specific information subjects. At the end of 1993 the department had 91 MA graduates, 437 undergraduates, 87 two-year undergraduates, and 195 correspondence students; 110 teachers within the department had taken advanced courses, and there were 1517 graduates for different in-service training courses. Faculty members have published many articles, both in foreign language and Chinese library and information science periodicals, the department has organized an international seminar and a joint seminar between mainland China and Taiwan, and it has established exchange relations with the United States, the United Kingdom, Japan, Belgium, Australia, and other countries. Nanjing University, Department of Information Science Founded in 1985, the university specializes in library science, scientific and technical information, and scientific and technical archives. Library science majors aim to master the basic theory and knowledge of library science, to be able to manage libraries, and to master the principles and methods of document retrieval and use. Scientific and technical majors aim to master the basic theory and knowledge of information science, to develop skills in information collecting, processing, retrieval and reference, and in information analysis, research, and forecasting. Scientific and technical archive majors aim to master the basic theory and knowledge of archives, to know the policies and law of

Library Science Training in Higher Education 47

Chinese archival work, to develop skills in scientific and technical archival collecting, processing, recognizing and retrieval, and to compile and use archives. Curriculum Basic courses: Required - Basic Principles of Marxism, Chinese Revolutionary History, Introduction to Law, Physical Training, Academic English, English Speaking and Listening, English Translation, Higher Mathematics, Information Transferring, English Typewriting, Introduction to Computers, COBOL Language, Databases, Documentation Automation, Basics of Information Science, and Information Research Methods. Electives - Basics of Library Science, Basics of Archives. Library Science Specialization: Required - China's Socialist Construction, Specialized English, Cataloguing and Classification, Chinese Reference Books, English Reference Books, Scientific and Technical Documentation Retrieval, Library Management, Bibliography, Information Retrieval Language, Series Publication, Documentation of Collections, Readers Work, Practice for three months, Thesis. Electives - Secretarial Studies, Communication, Reference Services, Book Reviewing, Ancient Chinese, Chinese Writing, Ancient Chinese Processing, Chinese Document History, Document Classification Research, Document Cataloguing Research, Information Analysis Research, Library Statistics, Bibliometrics, Document Protection, Future of the Library, Chinese Bibliography History. Scientific and Technical Archives Specialization: Required - China's Socialist Construction, Specialized English, Chinese Archival History, Basics of Cataloguing, Archives Management, Document Compilation, Scientific and Technical Materials, Scientific and Technical Document Management, Foreign Archives Management, Document Protection, Information Retrieval Language, Practice for three months, Thesis. Electives - Secretarial Studies, Communication, Reference Services, Documentation, Archives Use Research, Document Repairing Techniques, Document Retrieval and Use, Outlines of Architecture, Principles of Standardization, Management Science, Institution Management, Business Management, Chinese Writing, Bibliography.

48 Library Science Training in Higher Education

Nankai University The Department of Information Resources Management was founded in 1984, and the course aims to train students to master the theory of library science, to be able to work in libraries and information institutions, to carry out administration and management in libraries, and to become faculty members in library and information science departments. Curriculum Library science : Required - Chinese Revolutionary History, Marxist Philosophy, Outline of Capitalism, China's Socialist Construction, World Political Economics and International Relations, Basics of Morals for Students, Basics of Law, Military Theory, Military Training, English, Higher Maths, Physical Training, Introduction to Library Science, Introduction to Information Science, Chinese Document Retrieval, Classification, Outline of Natural Science, Basics of Computers, Foreign Document Retrieval, Cataloguing (Chinese), Bibliography, Cataloguing (Western), Subject Headings, Document Protection Techniques, Dbase III, Automation of Document Management, Collection Building, Scientific and Technical Document Retrieval, Abstracting and Indexing, Library Automation Techniques, Information User Services, Chinese Librarianship History, Bibliometrics, Public Relations, Computer Information Retrieval, Modern Library Management, Practice for fourteen weeks, Thesis for Juniors, Thesis. Electives - Human Philosophy, Physical Training, Advanced English, Specialized English, Second Foreign Language, Penmanship, Chinese Writing, Social Investigation Methods, Local Document Compilation, Information Applied Maths, Social Statistics Methods, English Typewriting, Series Management, Introduction to Social Science, Information Work, Business Information, Communication, Introduction to Information Science, Economic Information Analysis and Research, Market Research, Library Psychology, Archives Management, Secretarial Studies, Introduction to Economic Science, Patents.

Library Science Training in Higher Education 49

Sichuan University The Department of Information Management was founded in 1984, and the course aims to train students to master the theory of information science and information management, and to master techniques and methods of information processing. The students are trained for companies, business, and all kinds of social institutions, as well as library and information institutions to carry out information processing, information analysis, reference work, and management. The courses studied are very similar to those studied at the universities discussed in detail above. Central China Normal University The Department of Information Science was founded in 1985, and the course aims to train students to work in libraries, archives, and information institutions, to develop knowledge of scientific management and decision-making, to teach students one or two foreign languages, and to train them to be future teachers in library and information institutions. The courses studied are very similar to those studied at the universities discussed in detail above. Heilongjiang University The Department of Information Science was founded in 1985, and the course aims to train students to master the basic theory of information science and to have the ability to work in different information institutions. Once again, its course offerings are similar to other universities and include physical training, politics, foreign languages, moral education, military theory, ancient Chinese, literature history, philosophy, history, economic history, outlines of law, introduction to library science, introduction to information science, library management, collection development, classification and cataloguing, library automation, bibliography, ancient Chinese documents, processing and cataloguing, outline of book publication, archives management, information research and reporting, scientific and technical document retrieval, computer languages, practical work, and presentation of a thesis.

50 Library Science Training in Higher Education

Northeast China Normal University The Department of Information Science was founded in 1979, and aims to train students to master the theory of library and information science, and to be able to work in different positions in library and information institutions. Course offerings are much the same as other universities. Shandong University The Department of Information Science was founded in 1985 and aims to train students to master the theory of library and information science, and to be able to work in different positions in library and information institutions. Course offerings are much the same as other universities. Hebei University The Department of Library Science was founded in 1984 and aims to train students to master a basic understanding of natural science, social science and information science, and to have practical skill in working in different kinds of information institutions. Course offerings are much the same as other universities. Zhejiang University The Business Management Institute, Scientific and Technical Specialization, was founded in 1984, and aims to train students in information research, information service, information editing and translation, and in providing information education in government institutions, companies, businesses, and academic institutions. Course offerings are similar to other universities. Beijing Normal University The Department of Information Science was founded in 1980 and course offerings are similar to those at other universities.

Library Science Training in Higher Education 51

Changes in curricula Higher education in China has experienced several periods of development, and especially since the 1980s, library and information science education has made great progress. In the early 1980s, library and information science education were separate and each university or college either had its own curriculum or followed that of another institutions. In 1985, at a national conference sponsored by the China Society of Library Science, there were discussions specifically related to a unified curricula, and this was implemented by various institutions. However, with developments in technology, the curricula have had to be widened to take account of these changes. This has been done in several ways: Basic Courses Have Been Strengthened New courses such as higher mathematics, chemistry, general physics, and computer applications have been added to the curricula of library and information science programs in universities. However in the institutes of science, engineering, agriculture and medicine, curricula are comprised of three parts - courses in a specific field, foreign language courses, and library and information science. Thus students in the Department of Library and Information Science at the Hunan Medical University take such subjects as Introduction to Basic Medicine, Introduction to Clinical Medicine, and Foreign Languages during the first three years, and only in their fourth year are they allowed to study library and information science. It is felt that students are better able to carry out the practical components of their library and information science studies if they have specialized in a particular field of knowledge first. Foreign Language Education Reinforced With the growing interdependence between countries, and the opening up of China, foreign contacts are growing daily, whether it be in the fields of documentation or of research. Now most professional education institutions require a second language - not only English, but also Japanese, Russian or French.

52 Library Science Training in Higher Education

Information Technology Courses In the early 1980s, library and information science education centred on the working procedures of libraries. However, with the spread of computer technology, libraries are striving for automation and for staff to develop computer skills, thus courses have been introduced to reflect this - library automation, basics of computer science, modern technology for libraries, database design, network technologies for libraries and information centres, conservation/preservation of materials, information analysis and research, and bibliometrics. Traditional Contents of Library Science Courses Updated Not only have new courses been introduced but traditional courses have been revised to reflect modern trends - for example, descriptive cataloguing of Chinese and foreign language materials and machine readable cataloguing have been integrated into one course. Diversifying Teaching Methods Traditional teaching methods in China lay great stress on teachers telling students information, rather than encouraging them to think for themselves. As a result, students in the past have lacked originality and initiative. This is changing slowly. From Cramming to Heuristic Methods Teachers are encouraged to continue their own learning about teaching styles, and they now encourage students to think for themselves by setting them problems which they are to solve independently. In this way it is hoped that students will become more active in their learning, and develop research and study skills. Many educational units have changed from straight lectures to the use of audio-visual materials in order to make the content more interesting. Techniques such as classroom discussion, student presentations of reports and seminars, and individual investigations have widened students' fields of knowledge, fostered their ability to work independently, and encouraged them to work collaboratively. There is also a great deal of emphasis on combining theory with practice, particularly in the field of library and information science

Library Science Training in Higher Education 53

teaching. As a result there are many practice teaching sessions and internship programs. Teaching Students Information Retrieval It is now recognized that it is not only library and information science students who need to know how to retrieve information from a variety of sources, but all students need this ability in order to carry out their studies and conduct research independently. As a result more than half the colleges and universities offered courses in document retrieval by 1987 and this number is steadily increasing. The teachers of these skills are mainly librarians who have developed experience in retrieval techniques over the years. Research and Teaching Material Preparation Not only is higher education responsible for training professionals, but it is also responsible for the development of scientific and technological research which includes research into ways of improving the quality of instruction. For years, various library and information science teaching programs have published a variety of teaching materials, including textbooks, monographs, and journals. Some, like the Tianjin Library Journal and Library and Information Knowledge, publish results of scientific research. Others, such as the Department of Information Science, Peking University, publish complete sets of teaching materials including textbooks, study guides and selected articles for such courses as Introduction to Library Science, Information Retrieval, Library Cataloguing, and Reference Sources. As the number of publications increases, so too does the quality. Some colleges and universities, for example Wuhan University and Peking University, regularly carry out various kinds of academic activities such as organizing conferences and symposia, at which research papers are presented. Since 1986, when Wuhan University first sponsored the Theoretical Symposium of Library and Information Science, East China Normal University, Peking University, Northeast China Normal University, and Zhongshan University have all taken turns at holding the National Symposium of Library and Information Science, and each session has received more than 300 research papers and been actively attended by the students on campus.

54 Library Science Training in Higher Education

There is increasing academic exchange and cooperation between mainland China and Taiwan, as witnessed by the joint conferences on library and information science held at East China Normal University in December 1993, and Peking University in August 1994. Research on modern information technology is also carried out in various colleges and universities, and since 1986 there has been marked progress in research into the application of computer technologies to library and information work, including automatic indexing in Chinese, information retrieval, and library automation. All this progress has been aided by improvements in facilities. Departments of library and information science are establishing their own laboratories and reference rooms, and establishing good collections of professional periodicals and books. Technological equipment such as computers, microform readers, photocopiers and such like is now installed in accordance with the requirement laid down by the State Department of Education that 'each school or department should be equipped with such facilities as micro-computers before 1990'. Note 1

Wang Zhongmin (1903-1975): specialist in Chinese antiquarian book studies, bibliography and textual bibliography and educationist in library science.

3

Employment Conditions of Library School Educators Wu Guangwei and Shao Youliang

Welfare Few articles have discussed the life of library school educators in China, especially their welfare, promotion and continuing education. Wu's article in 1989 commented on the life of Chinese educators at that time but since 1990, China's economy has been booming, and the position of library school educators has changed greatly. [1] Income Towards the end of 1993 the incomes of all government employees were greatly increased. Taking Shanghai as an example, the average income of government employees there in 1993 was 5700 Chinese yuan, and in 1994 it was 6666, a rise of nearly 20% in one year. [2] In library schools, as in other subject specific schools, the faculty's income is divided into four parts as shown below: 1 Basic salary: Professors earn about 800-1000 Chinese yuan a month, depending on experience; Associate professors earn between 580 and 880 Chinese yuan a month; Lecturers earn 480 yuan a month; Assistant lecturers with an MA degree or a BA degree get 380 yuan a month; Office clerks get approximately 400 yuan a month.[3] 2 All academics can get a subsidy for lectures. Normally a university pays a lecturer five yuan for a 45-minute lecture, regardless of the lecturer's status - thus professors earn the same per lecture as assistant lecturers. The department also pays lecturers an additional five to thirty yuan, depending on the department's creative income, that is, income other than the

56 Employment Conditions of Library School Educators

government's educational expenditure - for example, profit from any companies owned by trie department. Thus if a professor had four periods a week, they would get twenty Chinese yuan from the university, and 20 to 120 Chinese yuan from the department, so in a month they could earn at least 160 yuan from the subsidy to educators. 3 At the end of each semester, all faculty members can get a bonus of anywhere between 100 and 2000 Chinese yuan, depending on the department's creative income. 4 Grey income is any income not covered in the above points, and lecturers can earn such income in a number of ways. They may have a second job lecturing in another university, or they may have investment income, or income from publications. Adding all these categories together, a professor earns at least 1000 Chinese yuan a month. Comparing this to the monthly income of a professor in 1989, there has been a 20% increase each year, reflecting the development of China's economy. [4] Income Tax China began to levy personal income taxes from 1 January 1994, when the Income Tax law was passed by the People's Congress. According to the law, an individual's income tax should be based on monthly salary + additional income - tax. If the additional income is less than 500 yuan, the tax rate is 5%; from 500 to 2000 yuan, the rate is 10%; from 2000 to 5000 yuan, 15%; 5000 to 20,000 yuan, 20%; 20,000 to 40,000, 25%; 40,000 to 60,000, 30%; 60,000 to 80,000, 35%; 80,000 to 100,000, 40%; more than 100,000, the tax rate is 45%.[5] 'Other income' means income from labour, publications, shares and bonds, lease of property, transfer of property, gifts, inheritance, and any other income. 'Creative income' mentioned above can be explained as follows. Under China's market-oriented economy, the government only assumes responsibility for the basic income of its employers in state owned factories and shops which must all continually improve their economic efficiency. The greater their after-tax profits, the more they can share that profit. For the universities, government educational fees are only a part of their income and they do not

Employment Conditions of Library School Educators 57

cover expenditure. As a result educational institutions must face the market in the following ways. Firstly, since 1993, universities have charged students tuition fees instead of providing free tuition. Universities' central administration may take 50%, and their departments may take 50% of the tuition fee, or central administration may take 60%, and the departments may get 40%.[6] Secondly, universities and departments set up different kinds of companies to earn money. For example, a university publishing house can earn 1 to 3 million Chinese yuan profit a year, and a factory owned by a university can earn 10 to 300 million Chinese yuan profit a year. Thirdly, universities can get income from investments, from bank interest, and from educational foundations and donations. The more a university or a department can earn, the more an educator within a department can make. Consequently the educators in different departments and in different universities have different incomes, apart from the basic income which is equal for every educator according to their professional titles. Since a marketoriented economy needs a large number of people in finance, accounting, foreign languages, international trade, advertising, travel, law and other subjects, these specializations are very much in demand, and the tuition fees for a freshman in these courses are around 3000 to 5500 yuan a year. However library school is not in such demand and librarians earn much less than other professions, so few young people come into the library school as their first choice, but rather if they fail to get into one of the other courses. Meanwhile library schools charge lower tuition fees, so educators in library schools get lower incomes than those in finance, accounting, law, foreign languages, international trade and other specializations which are urgently needed by the market. Housing Housing is still a problem faced by all educators. Apartments are provided to educators according to their academic qualifications and other conditions. Those who want to have an apartment or improve or enlarge their living conditions must join a queue in the universities according to their professional title and basic family conditions. The house management committee makes a list of all educators' basic conditions, including qualifications, number of

58 Employment Conditions of Library School Educators

years employed, number of children, official positions, living conditions, number in family (whether the parents are living with them, which is very common in China), and spouse's qualification (if the couple are both working in the university, that can be an advantage). Each item gets a mark from one to ten, and once all the marks are added together, they are arranged from high to low and displayed publicly in order to safeguard justice. The members of the house management committees are recommended by each department, and they publicize the results of their lists and the assignment of apartments.[7] However many Chinese become rich quickly, either from inheriting money, from running private businesses, from investment of stocks, or as senior management officers in Chinese-foreign joint venture businesses, and university authorities allow queue jumping for housing. That means people can buy the marks they need. One university mark cost 402 Chinese yuan in 1993, and 532 in 1994. (By the end of 1994, a square metre of a building cost 902 Chinese yuan, while on the open market, the price was at least 3000 yuan.)[8] If an educator were to buy twenty marks, s/he could jump many people in the queue. Normally an educator going from a small apartment with one bedroom, a kitchen and a bathroom to a larger apartment with three bedrooms, a living room, a kitchen, and a bathroom, needs to pay 75,000 to 90,000 Chinese yuan (about $US 10,000). Then it costs 20,000 to 30,000 Chinese yuan to decorate the apartment, and 15,000 yuan to buy a new set of furniture. Most people can't afford it, so they must borrow money from their friends and relatives, and repay them later. Library school educators' incomes in China are rather low compared with those of western countries, and although China's inflation is high (it was more than 20% in 1994 according to government statistics), the living standard is still much lower than that of western countries.[9] As daily commodities are low in price, it only costs a young educator 300 to 350 yuan a month while living in the university, and a family of four cooking for themselves would spend around 500 to 800 yuan a month. An average family earns about 13,200 Chinese yuan a year if both husband and wife work, and their monthly income is about 1100 Chinese yuan, so most Chinese families save a lot. For example, the Chinese people had deposited about 2000 billion yuan in banks by 1 October 1994, the 45th birthday of the People's Republic of China. [10]

Employment Conditions of Library School Educators 59

As far as expenditure is concerned, two items are a problem for most families, including library school educators. One concerns their children's tuition fees, which have already increased rapidly and will continue to increase. A college freshman pays 4000 to 5500 Chinese yuan a year in Shanghai universities; high school students pay 1000 to 2000 yuan a year; and primary school pupils pay 100 to 300 yuan a year. The other problem is the privatization of housing. By the end of 1994 a square metre of building cost a discounted price of 902 yuan. In 1995, the price doubled. In Shanghai area alone, 900,000 sets of apartments were sold at the discount price. If tenants don't want to buy the apartment, the government announces that the apartment rent will be raised rapidly. In 1994, the rent for an apartment was only 0.5 yuan a square metre; thus a 70 square metre apartment with five rooms only cost 35 Chinese yuan a month. Despite the increase in people's incomes, rents remained unchanged in 1994, but with the privatization of apartments, rent that was about 3.03% of a family's income in 1995 is estimated to double to be 6.06% of a family's income by 1996.[11] Medical If they need medical treatment, educators must pay 0.5 yuan for medical registration. If a doctor gives the patient a prescription for medicine and Chinese herbs, it will cost the patient 10% of the total amount of the medical fee. For workers, medical fees are free of charge. [12] If an educator's medical fees exceed 2000 yuan a year, say 10,000 yuan, the university will pay 8000. [13] Because medical fees are rather low in China, the government is to reform the medical system and insurance companies will replace the present system in the near future. Holidays 10 September is the educator's day in China, at which time each educator can join a celebration and have a half day's rest. Library school educators have nearly one month's holiday in winter and two month's vacation in summer, and the trade union of educators organizes educators to tour the country.

60 Employment Conditions of Library School Educators

Promotion During the 1990s library school educators' promotion opportunities have increased, depending on qualifications. There are six grades of qualifications: assistant, assistant lecturer, lecturer, associate professor, professor and doctorate tutor professor. University graduates with a BA degree who are recruited by a university become assistants. In one year, they become assistant lecturers, then to qualify for each of the next stages they need to stay five years for each stage. If they are prominent in teaching and publication, they only need four years' service before being promoted to the next level. If they are very outstanding in every field, there is no limit. Theoretically a person with a BA degree at the age of twenty-four only needs sixteen years to be promoted to a professorship, by which time they would be forty years of age. But in fact there is fierce competition since China has so many people and so many educators. In Chinese library schools, few professors are under the age of fifty, and few associate professors are under forty. In order to change the situation, outstanding associate professors under forty can be promoted to professorships, and outstanding lecturers under thirty-five can be promoted to associate professorships, or even directly to professorships. This practice has become more popular nowadays for the simple reason that most MA graduates are twentyseven or so, while most PhDs are around thirty. Young people do not have the patience to wait in long qualification queues, and many young library school academics resign from their posts either because of the low income or because of the slow promotion prospects. These young people move towards the rich areas in China, such as Shanghai and Guangtong Province in the south of China. China's eastern and southern part is far more developed than the central part, so many young educators move from the north to the south, or from the west to the east. The librarian of the Soukou industrial district library, Zuhai special zone, Guangtong Province, earns the highest monthly salary of any Chinese librarian - 4300 Chinese yuan a month - while the director of the national library in Beijing only earns 600 yuan a month.[14] The fact that libraries of different levels have not been able to assign proper positions for graduates with MA and PhD degrees also causes a serious problem. In China directors of libraries are mostly

Employment Conditions of Library School Educators 61

from other subject areas and backgrounds, and they are not graduates of library schools, while heads of library sections are all experienced people who have been working in libraries for up to thirty years but most of them do not have master's degrees. Consequently there are no important positions for graduates with MA or PhD degrees. As a result, most library school graduates abandon their library education and seek other jobs. Promotion Requirements In order to attract more young people to stay in library schools as well as in universities, the government decided to promote young intellectuals quickly in professional positions. To be promoted to a professorship, a candidate must suit the following conditions: 1 be loyal to the people's educational cause, carry out the party's line, and love the country; 2 be well recognized in their particular field with a sound knowledge of library and information science, and lead research in their field; 3 have a good grasp of English and another foreign language, and be fluent in speaking, writing, reading and understanding English; 4 have at least two important monographs and several articles published in nationally important periodicals; 5 fulfil all teaching requirements and have a good teaching record. Publishing Library school educators face the problem that publishers refuse to accept scholastic library works. Since the price of books has risen rapidly, not many people buy books with their own money, and books about libraries have little attraction in the market place. According to statistics, there are books which cannot be sold quickly worth about half a billion Chinese yuan stocked in warehouses.[15] As a result even the largest Xinhua bookstore now only orders eighty copies of a new book when it is published. If a library school educator wants to publish a book, the publisher asks the author to choose one of the three following ways:

62 Employment Conditions of Library School Educators

1 to give the publisher a certain amount of subsidy - normally it is 5000 to 10,000 yuan according to the thickness of the volume; 2 the author accepts responsibility for buying 1000 new books at 80-85% of the book price; 3 the author buys the book's registration number - the ISBN number, and is then in charge of publishing the book by contacting a printing factory. The market price for an ISBN number in 1994 was 3600 to 4000 yuan for a volume of 200,000 words, with another 1000 yuan for each additional 100,000 words - say 5000 yuan for a volume of 300,000 words. After buying the book number the author also needs to pay the printing factory all its fees. Thus to print 1000 copies of a book of 300,000 words, it costs about 8000 to 9000 yuan. When the book is published, the author must encourage the bookstore and friends to sell the books. One way is to go throughout the city putting copies of the book in bookstores and signing a contract that gives the bookstore a discount of 35%, that is, the author only receives 65% of the book's price. [16] The other way is to print a subscription paper and write 1000 letters to different universities, factories and other departments concerned. Generally speaking, authors cannot sell all their books. However publishers will accept some manuscripts either because the author is a famous professor or an influential officer or because of the content of the book which the publishers believe will be a best-seller. Through these methods, a university publisher can earn 100 to 300 million Chinese yuan profit a year. The Effect of Mergers Library schools in China now face a serious problem in that the National Education Commission demands that all the universities merge their relevant departments into colleges. The East China Normal University is an example which originally had about forty departments and research institutions. Now they are merged into a number of colleges: a cultural college which includes Chinese culture, history, philosophy, arts and law departments; a computer science college which includes computer science, a computer centre, and other related features; an international business college including finance, economics, travel, real estate, insurance and information science; an educational college which includes

Employment Conditions of Library School Educators 63

education, psychology, and education research institutions; a foreign languages college which teaches English, Japanese, French, German and others; a maths and physics college which includes maths, physics, chemistry, and biology; and a humanities/science college which includes a world research institution, a geography department, and others. In China there is only one library and information science college and that is located in Wuhan University. Each of the other library and information science departments must choose to enter a college. It is impossible to stay isolated so there are three ways for a library department to go. Firstly, they may enter a computer science college, but most of the educators in library science can't follow the rapid developments of computer science. Secondly, they may enter a cultural college which would easily accept the ancient Chinese study of library science, but which would reject information science. Thirdly, library departments may enter a business college, which would find information science useful in enlarging their research scope in the information industry, but would not welcome library science. No matter which choice they make, library and information science departments must merge and thus each becomes a tiny department, or a research section affiliated to a department. Since they are not the main stream in the college, it is difficult for the library school academics to attend library conferences held in other cities because of the lack of funds and the weak status in the college. College deans are recommended by the departments, but normally deans are from the main departments. Originally directors of the library schools were appointed by the university authority and they had the power to choose the vice directors and section heads. Now directors of library schools are appointed by the college deans, and there is only one vice director to help in taking charge of teaching and research. There are no section heads as the college office takes charge of everything. Directors have the function of section heads to some degree. Some departments of library science have closed and become a specialization within a history or computer department. Every department also has a party branch whose tasks are mainly to cultivate party members among students and educators, to organize political discussions, and to give students political education every Friday afternoon.

64 Employment Conditions of Library School Educators

Continuing Education Continuing education aims to refresh the knowledge of past university graduates and help them adapt to society's current requirements through lifelong education. Since China's change to become a market-oriented economy, there is a great need for talented young people with computing skills, knowledge of foreign languages, and an understanding of finance and management which they can apply to both businesses and institutions. Objectives Continuing education in the field of library and information studies has three objectives: 1 To improve people's knowledge. Because most librarians and information workers have majored in foreign languages, social science or engineering, continuing education for this group focuses on a greater understanding of library and information science. 2 To enlarge the scope of knowledge of those librarians who graduated from library and information science departments, and to focus on modern techniques and expanding their natural and social science knowledge. 3 To deepen knowledge. Librarians who studied by TV university and correspondence for two years should undertake a further two years of study to complete their BA. Those who already have a BA should continue for a further two years and complete an MA. One popular way to complete such study is to enter a two-year graduate class for on-the-job students which may involve a study time of two months each summer. Those who do not have BA degrees and have only studied for two years may still enter the graduate class if they have worked for at least three years. Forms of Continuing Education Existing forms of continuing education include short-term courses, night school, correspondence education, higher degree study, and elective courses. All of these are held in universities and colleges but other kinds of higher education institutions also offer courses. These include colleges of cadre management, TV universities, and colleges

Employment Conditions of Library School Educators 65

of adult education. However the problem with the latter institutions is lack of qualified educators. Huang Nian and Lou Chouqing suggest setting up a continuing education centre in China in the near future. [17] Research and Continuing Education Not only is continuing education seen as necessary to refresh people's knowledge but it is also seen as a valuable way of encouraging them to do scientific research in library and information science. However there is a problem in that there is no standardized research program, nor is there any particular institution responsible for supervision. The following suggestions may help alleviate these problems: 1

There should be a standard for applicants who wish to enter the graduate class - for example they must hold a BA, or they must have worked for at least five years. 2 There should be a standardized program for continuing education in order to ensure quality. 3 Tuition fees must have a limit. For example a graduate class student may pay 3000 Chinese yuan, but short-term courses should cost less. 4 Continuing education is not a passing phase, but one that must become more popular in order to educate more people. It should be offered at many levels and in many forms. Evaluation As most library and information science departments have changed their names and taken the new name of 'Information management departments', so their programs have also changed greatly. They have all put emphasis on the information industry in order to enlarge their research scope. These changes have been forced upon them, and many departments had fierce debates on the direction of their development. China's market-oriented economy pushed the universities into the market, and the market rewards those who can service it. Universities began to demand that students pay tuition fees, while the students who paid wanted the reward of higher salaries when they

66 Employment Conditions of Library School Educators

graduated from the universities. So the students applied for the courses that were favoured by the market driven economy, and library science was pushed to one side for the following reasons. Firstly, the information super highway attracts many people, and many information consultancy companies have sprung up in China, taking many users away from the libraries. Secondly, a recent study showed that in China there are currently about 30 million people who are stock holders, and many people are interested in finance information, economic information and market information.[18] Thirdly, librarians get much lower pay than many other professional employees. For these three reasons library schools changed their names and enlarged their research scope. But the problem is that most educators in library schools do not suit their new situations because of their outdated knowledge structures. They have to refresh their knowledge, especially the professors and associate professors who, as they become older, find it difficult to study new things. Meanwhile all educators have practical problems in arranging their family lives. They must take financial care of their families so they must be frugal or they may take on a second job in order to earn extra money. As a result they do not have much spare time for extra study. Besides, since 1979 China has experienced the best fifteen years in its history, so many people just want to earn more to have a peaceful and comfortable life. If they lack qualifications that would help them get a better paid position, that can be overcome by having a second job. Notes 1 2

3 4 5

Wu G gwei, 'Management and Qualitative and Quantitative Evaluation of Library School Teachers in China.' Education for Information 1 (1989): 3-16. Huang Jue, Mayor of Shanghai, 'Report of Government Work1, April 1994. An investigation of salaries of the faculty of the Department of Information Science, East China Normal University. The data only referred to East China Normal University, Shanghai. The conditions in other areas may be quite different. The income tax laws were passed by the People's Congress of China and details were published in the newspapers. The details were cited from the papers concerned.

Employment Conditions of Library School Educators 67

6 7 8 9 10 11 12 13 14

15 16 17

It was the condition in East China Normal University. It was the condition in East China Normal University. Even within Shanghai, universities have different policies of assigning houses. Prices can be seen in daily newspaper advertisements all the time. Shanghai Shares Newspaper, 25 December 1994. Shanghai Liberation Daily, 28 September 1994. A report on housing reform policy made by the authorities, 4 December 1994. It is the prevailing policy of medical treatment in China at present. It is the university policy of East China Normal University; they are different in other institutions. According to a report made by Professor Tan Xiangjing, Director of the Department of Information Management, Zhongshan University, Kwangtong Province, in the first seminar of Library and Information Science of Taiwan and Mainland China, Shanghai, 21-25 December 1993. Wu Guangwei, Introduction to Economic Information. Beijing, Agriculture University Press, 1994. ibid. Huang Nian and Lo Chongqing, 'On Continuing Education', Library Journal, 15 December 1993.

18 Shanghai Shares Newspaper, 21 December 1994.

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4

Other Forms of Library Science Training Zheng Lili and Liu Suya

Secondary Schools A Brief History The earliest secondary education in library science can be traced back to 1929, when the Municipal Professional School of Guangzhou opened a branch in book management. In 1930 the Provincial Professional School of Anhui set up a special class in library science, and in 1932 the Shanghai Chuangxin Middle School added library science as a new branch of vocational study for girls. Yet despite these early moves to introduce library science into secondary education, none of these programs survived very long and in 1939, when Guangzhou was occupied by the Japanese at the beginning of World War II, the first secondary school to run a library science program, the Municipal Professional School of Guangzhou, was forced to close. In 1978, Tianjin Library conducted a library science training course for secondary schools, which raised the curtain on the revival of Chinese secondary education in library and information science. In 1983, the Secondary School of Library and Information Science of Hunan Province was formally established, and this marked a new development in education. By the end of 1985, there were already twenty-five secondary education units teaching library and information science in China, including not only regular secondary schools and courses, but also part-time correspondence courses and vocational high schools. With the large numbers enrolled, and its popularity increasing, an embryonic form of a secondary education system in library science had come into being. However, the secondary schools have been a relatively weak link in the Chinese educational system of library and information science for a long time. 40%-60% of the personnel in libraries and information institutions have not had systematic training in library schools. Faced with the irrational situation that higher education

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graduates were serving in positions at elementary level because of the lack of secondary education in library and information science, in 1983 the Ministry of Education promulgated 'Proposals for the development and reformation of library and information science education' which suggested that the educational administrative departments be responsible for the unified planning and running of the professional training, and that other departments run their own schools. The proposals also put forward a plan for the development of Chinese library science secondary education in the 1980s. In April 1984, the National Working Conference on Library and Information Science Education was held in Wuhan. Following lengthy discussions, the conference proposed that 'it is necessary to develop secondary vocational technical education in library science and to set up secondary schools'. As a result of these proposals, it was decided that there should be a formal secondary school in each administrative area at provincial level in order to form a national secondary education system in library science. From 1983 to 1985, professional secondary education in librarianship developed very quickly and around twenty-five educational units were established in China. These were scattered in such areas as Tianjin, Sichuan, Jilin, Hunan, Shanghai, Guangxi, Henan, and Shanxi. However over a period of time, most of them closed because of funding and enrolment problems, and now fewer than ten remain. The Basic Situation of Secondary Education Types of school. During the peak period of the development of library science in secondary education from 1983 to 1985, there was one secondary school teaching library science, five classes attached to colleges or universities, five classes jointly run by the cultural departments and the public libraries, one class jointly run by a university and a public library, five vocational high schools teaching library science, and six correspondence secondary classes. Thus, except for the one secondary school and five vocational high schools, the other classes were all run by universities and colleges or by public libraries. Some of them were run only for a certain library or a certain department. Sponsors and regional distribution. Currently the sponsors of the secondary school library science classes are various administrative departments and other organizations. For example, ten of the

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11

secondary schools offering library science belong to educational administrative departments and higher educational institutions, and thirteen of them belong to cultural administrative departments and provincial public libraries. Although this form of secondary education has spread throughout the country, there are still fourteen provinces and autonomous regions which have no such schools or classes. Teaching staff. In the middle of the 1980s, there were 242 library science teachers for correspondence education, and among them were twenty-three full-time teachers (fifteen of them serving at the Secondary School of Library and Information Science of Hunan Province) who made up less than 10% of the total teaching staff, and 219 part-time teachers who made up 90% of the total teaching staff. With such a small number of full-time staff, it was very difficult to fulfil the educational objectives. Moreover, there were thirteen schools and classes which did not have full-time teachers. The lack of full-time teaching staff severely impaired the instructional quality, and more importantly, impeded the long-term development of secondary education in library science. Educational size. In 1985, the secondary education system for library science had a student body of 2843 but in 1986 enrolment had fallen to 2374. The rapid expansion in student numbers in 1985 was due to the fact that eleven new secondary schools or classes were opened in that year, and enrolments for existing schools and classes also increased greatly. Following this, however, there were problems with a shortage of funds, which hindered the continued development of professional secondary education. Teaching facilities. Currently only fourteen secondary schools or classes own any teaching facilities for library science education. Whilst these include some advanced equipment such as sixty-two computers, fifteen sets of audio-visual instructional systems, five photocopiers, eighteen cameras of various types, eighty-five Chinese typewriters, and 162 typewriters of western languages, the distribution of the teaching facilities in each school or class is not balanced. For instance, nine educational units have no suitable facilities, and on the whole, the available facilities are far too few to form a complete set for any one unit.

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Preparation of teaching materials. As a result of the long-time lack of professional secondary education in library science, there was a shortage of specialized teaching materials for secondary schools. Now many trial editions of professional teaching materials have been compiled and printed, including five editions for the course, 'Introduction to Library Science', four editions for 'Chinese Book History', one for 'Knowledge of Chinese Books', four for 'Chinese Reference Work', three for 'Classification', three for 'Library Cataloguing1, three for 'Collection Development1, three for 'Science and Technology Information Retrieval', three for 'Library Administration and Management,' and one for 'Introduction to Information Services'. In all there have been thirty-six editions of teaching materials published for seventeen courses. Universally used textbook series include Teach-yourself Encyclopedia of Library Science compiled by the Jilin Society of Library Science, Textbooks for Advanced Studies on Library Science published by Guangxi People's Publishing House, and the Library Science Series compiled by the Sichuan Society of Library Science. Because the contents and style of these textbooks are highly suitable for library science secondary education, they have been welcomed in many instructional units. A national group responsible for the compilation and approval of secondary teaching materials has now been established by the Chinese Society of Library Science. After consultation with the State Education Commission, the textbooks compiled by the group will be incorporated into the Social Science Teaching Materials Publishing Plan of the State Education Commission. Short-term Courses Part-time library and information science education has many forms, among which the short-term course is the main one. Shortterm courses have the following advantages. They are: easy to establish - less costly than longer cour short-term very specific in their goals flexible and practicable.

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With the emergence of formal library and information science education in China, all kinds of short-term courses have been conducted. Since 1949, short-term courses have been widely used for in-service training in order to meet the rapidly increasing demand for library and information services. There are many kinds of short-term courses. The following lists the main ones used for in-service training.fl] Training Classes Training classes are one form of short term organization for training (sometimes, separate part-time training can also be used). The training classes are not limited by time and area, and trainers are able to arrange the content and teaching methods in terms of the educational backgrounds and characteristics of the trainees. These classes enable trainees to master basic theories and methods of a specific field in a short time. Classes sponsored by central administrative departments. The National Public Library Cadre Training Class sponsored by the Ministry of Culture in 1954 is one example of a training class. Another example ran from 1959 to 1960, when the Library of the Chinese Academy of Science held five-stage training classes in cooperation with its branch libraries in Wuhan and Shanghai. In 1981 and 1985, with the support of the Ministry of Culture, East China Normal University and Beijing Normal University held twostage training classes for the National Children's Library administrators. Classes sponsored by local public libraries, local governments and trade unions. In March and April 1955, Beijing Federal Trade Union, the National Library of China, and the Capital Library held the first training class for the librarians of trade unions in factories and enterprises. In July 1957, Zhongshan Library of Guangdong Province and Guangdong Federal Trade Union held a training class for more than sixty librarians and administrators from many trade union libraries of the province. Classes sponsored by local central library committees. In September 1965, the Taiyuan Central Library Committee held the first fortyday scientific information training class. The major courses were

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Basic Knowledge of Scientific Information Work, Scientific Literature Retrieval, Introduction to Patents, Introduction to Special Scientific Literature, Foreign Language Periodical Work, and Introduction to Chemical Abstracts. Classes jointly sponsored by the libraries in an area. In July 1957, Nanjing Normal University Library and Nanjing University Library jointly held a training class for the librarians of academic libraries and school libraries in Jiangsu Province. 106 trainees from colleges, special secondary schools and middle schools attended the class. In 1994, several academic libraries in Beijing held a training class on the computer cataloguing of books and periodicals in foreign languages. Seminars Seminars are another kind of short-term class which may be used in the training of librarians and administrators, and seminar topics often consider major problems that occur in practice, and probe for theoretical reasons and solutions. The research problems may be general or specific, and the number of attendees may vary greatly. Seminars are regarded as a good way to promote research in library science. From 1958 to 1961, the Ministry of Culture held three seminars at Beijing Cultural College, their main purpose being to publicize the government's policies and to provide trainees with an opportunity to exchange experiences. Institutes (Lecture Classes) Focusing on one or several subjects, lecture classes aim at importing professional knowledge and experiences in library science in order to help librarians improve their skills. Institutes are generally held by libraries for new employees and lectures are given by experts on a specific subject. In June 1956, the National Library sponsored the Institute on Scientific Library Work and Methods in which Reidaya, a library science expert from the (former) Soviet Union, introduced the scientific methods of library work in the Soviet Union. After the institute, a scientific work scheme was drafted for the National Library and local public libraries.

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Professional Discussion Courses Aimed at bringing the collective intelligence of librarians to bear upon practical problems, professional discussion courses encourage their attendees to teach and learn from each other. The library discussion courses of Guiyang, Guizhou Province, sponsored by the local special secondary schools, were an example. Librarians gathered once every two weeks to study policies of cultural, educational and professional work in school libraries, and to discuss their practical experiences. In every course, a central speech was made first, followed by a discussion. Advanced Refresher Courses Advanced refresher courses are held on the basis of practical needs, mainly to improve library administrators' professional skills. The trainees are often temporarily released from their regular work and the length of the courses varies, as do the contents and teaching methods. Some of the courses consist entirely of lectures, while some involve practical work, and some provide an opportunity for participants to share experiences. Advanced refresher courses are widely used by libraries belonging to different systems or areas. In 1957, the Ministry of Culture held an advanced refresher course in Nanjing for the librarians from the public libraries of several provinces and cities. Since 1982, many library and information science departments of higher education institutions have held advanced refresher courses in order to foster existing librarians and to train the librarians whose majors were in fields other than library science. The study period of the courses varies from half a year to one year, and there are now more than 2000 trainees from such courses. Examples include advanced refresher courses for the head librarians of academic libraries and local public libraries, which are offered by the Department of Library and Information Science at East China Normal University. Short-term courses have clear objectives and thus suit the development of practical librarianship. For example, courses are often held to train examinees before the examinations for professional titles, and in recent years, professional certificate courses and Advanced English Courses have been held to assess the professional abilities of library staff members. In 1979, with the decision to compile a Bibliography of Chinese Ancient Rare Books,

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courses in sorting and appraising ancient books were held throughout the country.[2] After the cultural revolution (19661976), many non-professional personnel were in charge of libraries, and they needed to become more knowledgeable about library practice and improve their professional skills. To meet this demand, Library Systems held short-term courses for the head librarians; and in order to promote the standardization of cataloguing and the use of the revised Chinese Library Book Classification, courses on cataloguing of foreign language materials, and how to use the Chinese Library Book Classification (3rd ed.) were held. A further application of such courses has been for library departments that need special techniques such as ancient book repairing. In such cases the government emphasizes the training of new employees to develop skills by working with experienced 'older' workers. To meet this need, several ancient book repair courses were held in Beijing and Shanghai, and the trainees sent by different local libraries learnt from experienced workers. Because short-term courses usually have their own teaching materials, and the lecturers invited to participate are often experts in a certain field, it is possible for short-term courses to achieve a lot in a short time. Correspondence Programs As a form of part-time education, correspondence programs are very effective. Geared to the needs of in-service training, the correspondence programs require students not only to study the textbooks independently during their spare time, but also to listen to teachers lecturing at scheduled times. If students pass all the final examinations of a correspondence program, they are awarded a diploma. The Development of Correspondence Education Correspondence education in library science in China can be traced back to the late 1920s, although at that time it was too small to last for long. After the establishment of the People's Republic of China, correspondence education resurfaced in 1956, when everything in the new country was thriving, including the libraries. According to the statistics for June 1956, there were 331,974 libraries of various

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kinds in China which called for the training of large numbers of librarians. Moreover, with the uninterrupted growth of science, technology and culture, the librarians were also required to develop their own professional skills. Because most of the librarians at that time had not received any education in library science, they were urgent in their demands to develop such skills. However, library science education in China was not satisfactory then. There was no secondary school training, and the professional training in higher education was insufficient to meet society's needs, with fewer than 100 library science students graduating from colleges and universities each year. Under these circumstances, the Library Science Department of Peking University first conducted a professional correspondence program in the summer of 1956. Four years later, in February, 1960, the Library Science Department of Wuhan University also started correspondence education. Between 1956 and 1966, the two departments enrolled a total of 1256 students, who were scattered throughout thirty-eight large or medium-sized cities throughout the country. Unfortunately, during the cultural revolution, the professional correspondence programs of both departments were closed except for the two sessions of correspondence courses offered by Peking University in cooperation with the Provincial Library of Shangxi and Inner Mongolia in 1976. It was not until 1980 that the departments of Peking University and Wuhan University were able to resume registering correspondence students for their special courses of library science. During the following four years, library science correspondence education made good progress with the library science departments of many full-time colleges and universities successively offering correspondence programs. Some provincial correspondence schools of library science were also set up in Jilin, Shangxi and Sichuan, and their objectives were to train medium level library personnel in order to encourage the development of the regional libraries. For example, the Provincial Correspondence School of Jilin has trained more than 1200 professionals since its establishment in 1980, many of them from remote areas. After 1985, correspondence education in library science continued to develop steadily with expanded enrolments, more diverse educational levels, increasingly diverse content and methods, and more flexible administrative systems aimed at meeting the needs of the developing libraries in the newly reformed China.

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Instructional Content Length of schooling and curricula. The teaching programs and objectives of the correspondence program of Peking University were modelled on its undergraduate program in 1956. At first, the length of schooling was four years, but the program was changed to a three-year special course in 1958, and the length of schooling was later shortened again to two and a half years, in accordance with instructions from the Ministry of Education. The curriculum of the correspondence education offered by the Library Science Department of Peking University included: Introduction to Library Science, Collection Development, Library Cataloguing, User Services, Chinese Book History, Reference Works in Chinese, Introduction to Bibliography, Bibliography of Marxist Classics and one of the three subject bibliographies, namely, Bibliography in Science and Technology, Bibliography in History, or Bibliography in Literature. At Wuhan University the library science correspondence program offered three-year professional training courses only in library science, and the curriculum included such courses as Chinese Book History, Basic Theory of Library Science, Library Services, Bibliographic Reference Work, User Services, Library History, Processing of Chinese Antiquarian Books, and Cataloguing of Books in English. The last two courses were elective. Since 1985, the library science correspondence programs of both universities have changed from single-level programs to threelevel programs consisting of the three-year diploma level courses, the three-year undergraduate level courses for the students with a diploma, and the five-year undergraduate level courses. Between 1988 and 1990, a total of 2580 students graduated from the library science correspondence program of Peking University. They comprised 676 five-year undergraduate students, 942 students of three-year diploma level, and 962 three-year undergraduate students. Most of these graduates have displayed substantial ability to fulfil the professional work in many libraries and have contributed to the development of librarianship in China. Adjustment of curriculum. The curriculum embodies the contents of instruction. Since the recovery of correspondence programs for library science education in 1980, the curricula have been adjusted as follows:

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General knowledge courses, comprising Philosophy, Politics, Economics, English, Ancient Chinese, History of China, History of Natural Science, and History of Chinese Civilization. These courses aim at helping students understand, appraise and describe the contents of items in order to improve the library service; to encourage students to study further courses on professional knowledge and skills; and to broaden the range of students' knowledge in order to facilitate their future research. Courses on information science. From 1956 to 1964, the library science correspondence education programs consisted entirely of the professional courses in library science, and information science was not included. With the rapid development of information services in the 1980s, the library science departments of both Peking University and Wuhan University set up new courses called 'Information Science'. When the enrolment of the library science correspondence education was enlarged, many personnel in information centres also joined the ranks of the correspondence students. Moreover, as the libraries began to conduct some information services, library and information services gradually merged together; thus it became very important to add some courses in information science to the curricula of the correspondence program. The courses in information science developed step by step. In 1980, when correspondence education had just been restored, only basic courses such as Information Retrieval Language were offered in information science. Since the mid-1980s, the curricula have developed in depth and breadth. For example, the Correspondence Diploma Program of the Library Science Department of Peking University added several new courses to its curriculum, including Information Analysis and Research, Economic Information Science, Information Services for Standard Documents, Patent Information Services, and Bibliometrics. The offering of courses in information science has changed the nature of correspondence education from a single science orientation to a dual orientation of library and information sciences. Courses on computer science. Computer technology has permeated every aspect of our lives, with various models of computers, especially microcomputers, gradually entering libraries and information centres since the mid-1980s. They have been used in such functions as acquisitions, cataloguing,

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circulation, information retrieval, information delivery and library automation. Now many kinds of integrated computer software and information retrieval software for libraries have appeared on the software market. As a result, library and information personnel need to update their knowledge, so library science correspondence education has taken countermeasures by offering many courses in computer science. For example, the correspondence program of the Library Science Department of Peking University offered such courses as Fundamentals of Computer Science, Computerized Editing and Publishing, Integrated Library Systems, and Computerized Information Retrieval Systems. Such adjustments to the curricula have not only widened students' knowledge and enhanced their adaptability to professional work, but have also helped to train in-service personnel of the libraries and information centres to meet the needs of the information society . Time Arrangement. The correspondence program of Peking University requires that students set aside eight to twelve hours per week to study independently, or to take three or four hours of classes each week in the university or the correspondence stations. Usually a student must take two courses during a correspondence semester, and each course lasts for one or two semesters. Means of instruction. There are several popular means of instruction as outlined below: Compiling teaching materials and guiding students' self-study. Correspondence education is performed following a principle called 'taking self-instruction as the mainstay and the teachers' assistance as supplementary'. Because the textbooks and the teachers' guide books are the basis of self-study, preparation of teaching materials has become very important to correspondence education. After 1985, with the addition of the three-year and the five-year undergraduate programs to correspondence education, as well as the introduction of many new courses, some of the major colleges and universities which offered full-time library and information science programs started to compile series of teaching materials specifically for various levels of correspondence students. Besides the textbooks, there are two kinds of teaching materials - the teaching reference

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materials which are collections of articles that students must read; and the study guides, which explain the difficult parts of the textbooks, point out the most important points that the students should understand, and teach the methods and skills useful for self-study. Both Peking University and Wuhan University have prepared teaching reference materials and study guides for many professional courses since 1985. For example, the Department of Library and Information Science, Peking University, compiled nine kinds of teaching reference materials and three kinds of study guide by 1990. Naturally, this practice has inevitably benefited the self-instruction skills of the correspondence students. Guiding the study. Guidance for correspondence education can take many forms, including lecturing, replying to students' questions by letters, correcting students' assignments, and instructing in the practical work. There are two forms of lecturing. In the first, the colleges and universities offering the correspondence programs send teachers to make a circuit of their correspondence stations to give lessons. The second is performed by the local correspondence stations of instruction and guidance, who ask part-time teachers to give lectures. Examinations. In order to check how well the students have grasped the knowledge taught in a correspondence program, there is a final examination for each course, with the examination questions being set by the teachers of the colleges and universities offering the correspondence programs. Before the examinations, the teachers go around to the local stations of instruction and guidance to give lessons, then the sealed examination papers are mailed to these stations. The invigilators appointed by the local stations take the exam papers to the examination rooms, and collect them after the examinations. Later, the papers are sealed again and mailed back to the teachers to mark. This sequence is strictly followed to ensure confidentiality of the examinations. Graduation thesis. Students are required to present a thesis before being eligible to graduate, in which they must integrate the theories learned with their own practice in libraries. This procedure is aimed at developing their scientific research abilities.

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In-service Training The In-service Training Program (ISTP) improves the professional quality of in-service or to-be-in-service librarians and information workers in accordance with working regulations and standards. It is a complicated project offered to people in all positions at all levels. It is also an important means of improving working efficiency and basic knowledge. Since 23 June 1987, when the State Council of China sanctioned the 'Decision of the State Education Commission on Reforming and Developing Adult Higher Education1, education in China has entered a new era. The focal point of adult education shifted to ISTP which could serve the economic reforms more directly. The ISTP for library and information science aims to train professionals with certain educational backgrounds and working experience. Considering the various natures, characteristics and standards of different tasks and positions, the training is directed at educating professionals with specialized knowledge of administrative theories and methods, special technologies and skills, as well as professional ethics. It is a mandatory, task-oriented or positionoriented education, more practical, direct and therefore more efficient than other forms. As an economical intellectual investment used within a short time, it is speeding up the pace of standardizing the management of library and information institutions. ISTP emphasizes practical training instead of basic theoretical study. On the basis of scientific and technical development as well as working standards, ISTP puts forward specific requirements for individual trainees in terms of their existing qualities and current professional levels. At the same time, the training has to include multilevels. We can categorize ISTP in different ways, according either to the qualities of the trainees, or to the organizations offering the training methods, or to the positional responsibilities of the trainees. No matter which type of training it is, it is characterized by strong orientation, short time frames, self-teaching and part-time study. ISTP's motto is Teaching for needs; Learning by practice'. In the practice of ISTP in library science, many unique forms of training have been created, such as training that meets an urgent need, or training that solves one specific problem. Since the training is not limited by trainees' ages, service years or academic degrees and may be offered at all levels, it has the advantage of flexibility and multiplicity compared with other educational forms.

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The Chinese ISTP for librarians and information workers has been mainly carried out by the corresponding government departments, societies, and associations for libraries and information centres at all levels, as well as universities and colleges which have a program or programs in library and information science. Below is a list of the main forms of various ISTP courses. Short-term In-service Training Short-term in-service training courses are very common in that almost all the colleges and universities offering library and information science program conduct them. (For these colleges and universities, see Appendix 1.) Short-term in-service seminars are more frequently run by the government departments which govern public libraries, academic libraries or special libraries respectively. Mostly concentrating on specific professional work or a special topic, such training passes on the rudimentary knowledge of library and information science and enhances the quality of the middlelevel administrators of libraries. The Chinese government's decrees such as 'Provincial (Autonomous Regional and Municipal) Library Regulations' (December 1982), 'General Academic Library Rules of P.R. China' (July 1987), 'Recommendations of the National Science and Technology Commission on Strengthening the National Science and Technology Information Service' (April 1989) have explicitly stipulated that all libraries and information centres are obliged to offer orientation training courses to their staff members. In fact, these institutions have fulfilled their responsibilities well and have greatly contributed to the training activities. According to the statistics, by 1990 there had been a total of 5000 short-term inservice training courses of all kinds. Advanced Study Courses for Administrators Advanced study courses for administrators are usually offered by the higher educational institutions which have library and information science courses. Soon after the State Education Commission promulgated 'Provisional Regulations on Advanced Studies for Administrators in Educational Institutions', twelve institutions including Lanzhou University, Wuhan University and East China Normal University were entrusted with the responsibility, and gradually courses for advanced study were introduced. Finally,

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more than 600 administrators who had already received graduation diplomas from universities or colleges attended sixteen sessions of study in all. As a result, such training courses soon spread to many other institutions including Beijing Normal University, Inner Mongolia Qingcheng University, and Dalian Technology University. Sometimes the courses were named slightly differently; for example they may have been called 'Administrators' Studying Courses', 'Administrators' Training Courses, or 'Special Training Course'. Advanced study courses devoted to the directors of academic libraries were conducted by East China Normal University after 1983. The advanced study courses for administrators vary in length from six months to two years (mostly one or two years), during which time the trainees are usually offered one or more professional courses. Full-time higher educational institutions which offer graded and systematic training are also sponsored by the municipal libraries and various information centres. The first specialized national science and technology information personnel training agency - Wuhan University Science and Technology Information Training Centre - was jointly founded by the National Science and Technology Commission and Wuhan University in September 1983. Attached to the College of Library and Information Science, Wuhan University, the Centre was set up in accordance with policies formulated by the Party's Central Committee and the State Council, and aimed at enhancing the professional quality of science and technology information personnel in the country. Soon afterwards, 'Recommendations of the National Science and Technology Commission on Strengthening the National Science and Technology Information Services' (12 April 1984) was issued. This stated that one or two more training centres of this kind were wanted and encouraged 'the regions and government departments to establish their own training bases and conduct various short-term inservice training as much as they possibly can.1 Two kinds of classes were opened in the Wuhan University Science and Technology Information Training Centre. One was the 'Sub-degree professional class' which enrolled its first recruitment in 1984 and awards graduate certificates after three years' training to the students who attain the same educational level as the graduates from two-year or three-year courses. The other is called 'In-service

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advanced study class for science and technology information workers'. Its first enrolment took place in September 1983 with students coming from various science and technology information institutions throughout the country. The classes are offered twice a year and each lasts four or five months. The teaching programs and syllabi of the centre are drawn up and carried out by staff members from the College of Library and Information Science, Wuhan University. In addition to these two types of training courses, there are also various institutes or lecture classes on specific topics, symposiums and meetings to exchange experiences, as well as routine vocational studies within individual libraries and information centres, including stipulated regular studies and occasional lectures. Education for Professional Certificates Besides the types of training courses discussed above, education for professional certificates is another distinct form which has become available recently. In accordance with the policies formulated in 'Decision of the State Education Commission on Reforming and Developing Adult Education' which was approved by the State Council, the National Education Commission and the National Personnel Ministry promulgated a joint document in 1988 - 'Several Stipulations about Trial Implementation of Library Professional Certificates System for Adult Higher Education' - and broke through the single training pattern of adult education that had been used in the past. According to the system three different educational certificates, namely the graduate certificate, the single-course-passed certificate and the professional certificate, were granted to the trainees. Among these, the professional certificate is intended for those who are engaged in professional technical or administrative work without having received the related diploma from any technical secondary school, college or university before the prescribed age. Through their study the trainees will gain the necessary professional knowledge to carry out their tasks, and in turn, the conferred professional certificate may become an important means by which they can be advanced to higher titles or promoted to higher administrative positions. The awarding of certificates improved the system of adult inservice training by widening the chances of professional study for

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people at various ages and vocational levels, and by strengthening the social functions of adult in-service higher education. Furthermore, it broke through the previous pattern of adult education which had recognized education for diplomas only from colleges and universities. Continuing Education Continuing education, which marks not only an educational revolution but also a brand-new era of human resources utilization, has recently come into being as the result of scientific, economic and educational developments. As an important component of adult education, continuing education is aimed at meeting the needs of in-service personnel who hold certificates or degrees of formal schooling or a professional, technical title in advanced study. Continuing education is designed to keep these people's knowledge up-to-date and encourage them to take new initiatives in society, science and technology. Although the concept of continuing education was not introduced to China until 1979, since then it has been practised in many fields in support of Chinese national policies of reform and economic reconstruction. Continuing education in library and information science aims at renewing the knowledge of librarians and information workers, and keeping them in step with the rapid developments in librarianship and information services. It not only enhances trainees' professional abilities and deepens the scope of research in library and information science, but it also paves the way for further developments in librarianship and information services in China. Ways and Means of Continuing Education Since the 1980s, continuing education has been carried out in a planned and organized way, marked by the establishment of the Chinese Continuing Engineering Association (1980) and the Working Committee on Continuing Education, Science and Technology Association of China (1987). In June 1987, a government decree, 'Decision of the State Education Commission on Reforming and Developing Adult Higher Education', was approved and transmitted by the State Council, which stipulated that an important task of adult higher education is

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'to offer continuing education to those who have received higher education' in order to keep them abreast of the rapid developments in society, science and technology. In December of the same year, government departments issued a joint decree, 'Provisional Stipulations on Continuing Education for Graduates of Colleges and Universities', which explicitly stated that continuing education is mainly intended for the young or middle-aged, and the goals of continuing education are to enhance trainees' abilities and to keep their knowledge at a level that ensures that they will be competent in their work all the time. The in-service librarians and information workers in China can be classified as follows: 1

graduates from the schools or departments of library and information science of universities and colleges; 2 graduates from specialities other than library and information science; 3 those who have worked in libraries and information centres for many years and have acquired the corresponding professional or other technical titles; 4 those without professional titles and any graduation certificates or degrees from universities and colleges. Among these four categories, the first three are the potential trainees of continuing education. For the new graduates from the schools or departments of library and information science of colleges and universities, continuing education is the avenue they must go through to combine their theoretical knowledge with practice, because it extends their practical knowledge. For the graduates from specialities other than library and information science, the foremost objective of continuing education is to develop their professional knowledge as librarians and information workers. For those holding professional or technical titles of middle or higher rank, continuing education should focus on updating and improving their knowledge. During the past decade, various libraries and information centres at all levels have been conducting continuing education, although Tianjin Science and Technology Information Association may be regarded as an outstanding example. Since its establishment in 1979, it has sponsored more than forty sessions of continuing education training courses, with more than 2000 trainees in all.

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In general, the institutions and departments which undertake continuing education in library and information science are mainly higher education institutions which offer library and information programs; government departments that govern libraries and information institutions; and the libraries and information centres themselves. Continuing education is implemented in the following ways: Various short-term training courses at all levels. These courses vary from national level to regional level, and from public libraries and information institutions to those affiliated with a special government department. They mostly study the major current problems in librarianship and information services. Academic institutes or exchanging experience meetings. These are flexible, convenient and effective. Sending staff members to do outside study. Library and information institutions select staff members to do advanced study in higher educational institutions at home or abroad, which is also an important way to conduct continuing education. Adult education for graduate certificates or degrees. Adult education for graduate certificates is also called formal adult education or general adult education. Such education in library and information science mainly involves study via educational programs on radio or television, correspondence education in evening colleges and vocational colleges, and self-teaching examinations for higher education. Adult education for graduate certificates is divided into several levels based on individual differences. Much like formal school education, it aims at allowing the students to attain certain theoretical levels and acquire professional skills, after which the students gain corresponding certificates. However, since the education is designed for adults (librarians and information workers), its curriculum, teaching methods and course content differ from those of formal school education. Around 1985, adult education in library and information science reached its peak. Besides the original type of adult (correspondence) education, several new types emerged, namely Radio-TV College, self-teaching examinations for higher education, and evening colleges and vocational colleges.

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Central Radio-TV College (CRTC) The CRTC library and infor tion science education program was first offered in September 1985, when the enrolment reached 27,000 students, which surpassed the total number of graduates from universities and colleges since 1949. For the purpose of fostering qualified professionals equal to college level, the Radio-TV College has the advantage of modern communications technology to overcome the space limitations of traditional education, and enables more students to take courses at the same time, which means it offers educational opportunities to more students. The Radio-TV College has the ability to cover a much wider area and to use more advanced teaching methods. Decentralized librarians and information workers can study in their work places, thereby saving the cost of face-toface facilities. Now the Radio-TV College has become an economical and rapid way of catering to a large number of professionals. Since 1984, the college has been listed among the national key colleges by the National Education Commission. Indeed, with the help of this new long-distance teaching form, the development of library and information science education has been further boosted. The Chinese government pays special attention to library science education in the Radio-TV College, and has set up the office of Library Science Education of Radio-TV College within the Cultural Ministry. Meanwhile, corresponding administrative organizations have been successively founded within local cultural departments. In the documents announcing that library and information science programs would be offered by Radio-TV College, such details as educational objectives, the number of credits needed, and the curriculum were stipulated. Based on the principle of developing students in an all-round way (morally, intellectually and physically), the library and information program of Radio-TV College is intended to enable the students, through three-year training, to master the essential theories, knowledge and skills of library science so that they can organize books, serials, and other materials, as well as manage libraries and information centres independently, and be equal in ability to the graduates from two-year full-time library colleges. During the 120-week teaching-time, sixteen required courses and four elective ones are offered in addition to one graduation thesis. The total credits are 150.

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The required courses are: History of the Chinese Communist Party, Philosophy, Political Economy, Modern Chinese, Ancient Chinese, Basic English, General Chinese History, Foundations of Library Science, Cataloguing and Classification, Introduction to Bibliography, Library Collection Development and User Services, Information Retrieval Language, Introduction to Information Science, Chinese Reference Work, History of Chinese Books, and Modern Library Techniques. The elective courses include Outline of Natural Sciences, and Introduction to Law Science. In designing the curriculum, both theoretical and practical aspects are taken into account so that the students develop an extensive knowledge base as well as highly specialized expertise. Taking into consideration the characteristics of adult education, the course is taught in a step-by-step way. The Radio-TV College adopts the teaching methods whereby one instructor gives lectures on radio or TV assisted by other instructors coaching students in local education venues. Along with the development of radio-TV education, sets of textbooks and accompanying reference materials have been prepared by experts in various specific fields, which greatly facilitates the students' selfstudy. Under the Central Radio-TV College, local affiliates, known as Radio-TV College working stations, have been set up in the twentyeight provinces of China. TV College working stations are local managing organizations and teaching units. Sometimes each station may govern more than one class. The Radio-TV College program in library science was designed to meet the needs of library development and has relieved libraries, especially local ones, of the shortage of professionals to some extent. It has also improved the intellectual capabilities of professionals. Thus this new, open form of higher education is an important reform within library science. Library science courses of the Radio-TV College gradually formed the following models of management: Centralized management - performed by the working stations located in the libraries of the provinces, the autonomous regions, and the municipalities on behalf of their higher authorities bureaus. Joint management - performed by the joint leading organizations consisting of members from local cultural offices (bureaus) and some other special local offices (bureaus).

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United management - performed by leading organizations established by provinces, the autonomous regions and the municipalities. Respective management - performed by leading organizations established by provinces, the autonomous regions and the municipalities. Whatever the model is, one main organization is formed to be in charge of teaching management, and to guarantee the teaching quality. The National Education Commission has issued a special document to advocate flexible models of managing education, and under the direction of the national polices, each model is moving towards maturity. Self-teaching Examinations for the Higher Education Program Self-teaching Examinations for the Higher Education Program (STEHE) were introduced in 1981 when initial trials were carried out in Beijing, Tianjin and Shanghai. In 1985, the first STEHE examination in library science was given in Hubei Province, where there were 4400 participants. Regardless of age, working years and educational background, STEHE offers a study opportunity for those who work in a library or information centre, and who are not suitable for other forms of education. STEHE encourages self-study which does not occupy working time. As a new form of education for academic degrees and an excellent complement to other existing educational forms, STEHE aims to meet the needs of in-service library staff members with different educational backgrounds. In the first half year of 1989, there were 650 participants of STEHE in library science in Hubei Province. Adult Education With the rapid changes in science and technology, it is now necessary for many working people to continue studying. Adult higher education in library and information science has made it possible for all in-service people to study and to improve themselves. With various types and levels of adult education available, the training satisfies the desire for knowledge of the staff members at all ages and from all learning backgrounds, especially

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since 1978. In sharp contrast to regular school education, adult education has advantages in many respects, including availability in more widely scattered locations, shorter periods of time needed for courses, and the availability of more task-oriented and flexible forms of education. Students come from individual libraries and information institutions and return to them after graduation, and there is constant feedback about the effectiveness of courses. Problems. Despite these advantages and achievements, there are also some problems in the implementation of adult higher education. Firstly, the training objectives are often vague, with very few distinguishable differences between adult higher education and regular school education, or between any two types of adult training courses themselves. Faced with a shortage of distinctive teaching materials and methods, adult education has often been forced to apply and mechanically copy those of school education. Secondly, there has been a lack of a central body responsible for setting up the adult education schools according to an organized structure. In the early days, adult higher education courses proliferated in library and information science and their intakes were huge, as a result of which the quality of education suffered and some schools died out naturally. Thirdly, there have been a number of inequalities within adult education which can be seen from the following aspects: Library science was emphasized at the expense of information science. Geographically, there has been a concentration of adult education courses in Northeast China, Central-Southern China, North China, and South China, leaving the Northwest and Southwest regions unserviced. There is an urgent need to redress this imbalance. Organizations sponsoring the courses were mostly universities and teachers' training colleges. However individual libraries and information centres and local academic institutions should also play an active role in the implementation of adult education. In the field of education for diplomas, there are few courses offered by special or technical secondary schools, while inservice training and continuing education leave much to be desired in depth of course content.

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Such problems demand immediate solutions, and one of the more difficult tasks facing current adult higher education in library and information science is how to survive the social tide of reformation. The relationship between reformation and advancement of adult education in library and information science needs to be carefully and skilfully handled. Under the current economic climate, China should try to make education relevant and applicable by conducting courses according to the needs of the society, and educating for the purpose of practical application. Unfortunately, adult higher education is now largely following the model of regular school education in such aspects as the curriculum provision, design of instructional materials, and teaching techniques and facilities, and does not take into account such factors as the complex nature of the student body, the diversity of individual and social needs, or the dynamic nature of current social developments. Consequently, adult education is not distinctively different from school education. Solutions. In order to change this situation, adult education should seek its own pattern of reform and development, in line with current economic developments, and with consideration for the characteristics of adult learners and current social needs. The curriculum and the teaching materials should emphasize practice and the application of theories instead of the theories themselves. There is also an urgent need to prepare sets of textbooks about recent scientific and technological innovations in order to satisfy the pressing needs of adult education. In-service training and continuing education, which is crucial in training qualified personnel, should adjust its objectives and length of courses, update the contents of courses, dramatically revise previous teaching programs, strengthen the practical component of courses, pay more attention to technical training and in-service education, and work out new training programs that fit the needs of individual libraries and information centres. Notes

1 See Xu Jialin, et al., Training of Librarians in Fifteen Years of China,1 Library 3 (1964): 13-17.

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2

Bibliography of Chinese Ancient Rare Books: this is a comprehensive, large reference book reflecting almost all extant Chinese ancient rare books. The book is divided into four sections: Classics (Jing), History (Shi), Philosophy, Science and Technology (Zi), and Literature (Ji), and describes 57,500 titles, about 100,000 volumes, collected by 781 institutions all over China including public libraries, museums, universities and colleges, the Committee of Cultural Relics Management, the Document Information Centre of the Chinese Academy of Science and its affiliates except those in Taiwan, Hong Kong and Macau. It does not cover antiquarian books in the languages of minority nationalities.

5

Current Developments in Library Science Education Wu Guangwei and Shao Youliang

Undergraduate Education Undergraduate education in library and information science has developed very quickly and there are currently fifty teaching departments for this field throughout China, with most of them being called Information Management departments.[l] They are as follows:

1 2 3 4 5

6 7

Name

Location

Founded

Dept. of Info. Management Beijing University Dept. of Info. Management and Information Technology Beijing Normal University Dept. of Info. Management, Affiliated College of Beijing University Dept. of Info. Management, Beijing United University Dept. of English Libraries Information Science Beijing Foreign Languages Institute Dept. of Lib. and Info. Sci., Cadre Management Institute, Chinese Academy of Sciences Dept. of Archives People's University

Beijing

1948

Beijing

1980

Beijing

1984

Beijing

1978

Beijing

1985

Beijing

1983

Beijing

96 Current Developments in Library Science Education

Name 8 9 10 11 12 13 14 15 16 17 18 19 20

Address

Founded

Dept. of Information Balitai, Tianjing Resources Management Nankai University Dept. of Information Balitai, Tianjing Industry, Affiliated College of Nankai University Dept. of Info. Management, Hezuo Rd., Baoding Hebei University Dept. of Info. Management, Wucheng Rd., Taiyuan Shanxi University Special course in Information Qingshan District, Science, Baotou Normal Baotou University Dept. of Information Luanjincun, Dalian Management, Dalian Institute of Technology Dept. of Information Shahakou District, Dalian Management, Liaoning Normal University Dept. of Library Science Jiefangda Rd., Jilin University Changchun Dept. of Library Science Stalin Dajie, Changchun Northeast Normal Univ. Dept. of Information Jiefangda Rd., Technology, Jilin Changchun University of Technology Dept. of Information Jilin Municipality Science, Northeast China Electricity Managerial Institute Dept. of Information Xinmin Dajie, Science, Bethune Medical Changchun University Dept. of Information Xuefu Rd., Haerbin Management, Heilongjiang University

1984 1979 1984 1978

1978 1985 1985

1979 1985 1985 1985 1985

Current Developments in Library Science Education

Name

Address

97

Founded

21 Dept. of Document Shanmeng Rd., Shanghai Management, Shanghai University 22 Dept. of Information Nth Zhongshan Rd., Science, International Shanghai Business College, East China Normal Univ. 23 Dept. of Information Siping Rd., Shanghai Management, Political Institute of Air Force 24 Dept. of Information Hankou Rd., Nanjing Management, Nanjing University 25 Dept. of Information Zhongshan Gate, Nanjing Management, Nanjing Agricultural University 26 Dept. of Information Guanghai Rd., Nanjing Management, Nanjing Normal University 27 Dept. of Information Sibailou, Nanjing Management, Nanjing University of Technology 28 Dept. of Information Tianmushan Rd., Management, Hangzhou Hangzhou University 29 Special course of Scientific Hangzhou Information, Managerial Institute, Zejiang University 30 Dept. of Information Hezuohua Rd., Hefei Management, Anhui University 30 Dept. of Information Science Hefei 1985 and Decision Making, China Science-Technology University 31 Special course, History Dept., Gongye Rd., Fuzhou Fujian Normal University

1978

1979

1986 1985 1984

1984 1985

1979

1985

98 Current Developments in Library Science Education

Name

Address

Founded

32 Dept. of Information 4th Jiaotong Rd., Nanchang Management, Jiangxi University 33 Dept. of Library and Nanchang Information Science, Nanchang University 34 Dept. of Information Honglou, Jinan Management, Shandong University 35 Dept. of Information Daxue Rd., Zhengzhou, Management, Zhengzhou University 3 6 College of Library and Luojiashan, Wuhan Information Science, Wuhan University 3 7 Dept. of Information Guizishan, Wuchang Management, Central China Normal University 3 8 Dept. of Medical Library Hangkong Rd., Hankou Science, Tongji Medical University 39 Dept. of Information Yanggutang, Xiangtan Management, Xiangtan University 40 Dept. of Library Science Yuelushan, Changsha Hunan University 41 Dept. of Information ibid. Science, South China Mineral Institute 42 Dept. of Information XingangRd., Management, Zhangshan Guangzhou University 43 Dept. of Library Science, Shibei, Guangzhou South China Normal University 44 Dept. of Information Wangjianglou, Chengdu Management, Lianhe University

1985

1985 1985 1920 1985 1985 1984 1978 1984 1980 1983 1984

Current Developments in Library Science Education

Name

Address

99

Founded

45 Dept. of Information Beipei, Chongqing Management, Southwest Normal University 46 Dept. of Library Science, Cuifubei Rd., Kunming Yongnan Educational Institute 47 Dept. of Library and Yanning Rd., Xian Information Science, Xian Jiaotong University 48 Dept. of Library Science. Xian Xian Basic University 49 Dept. of Library Science, Xiaonianshi, Xian Northwestern University 50 Special Course of Sci-tech. Xian Information, Xian Highway Institute 51 Special Course of InformTaibei Rd., Xian ation Science, Northwest Electrical Engineering Institute 52 Dept. of Library and Tianshui Rd., Lanzhou Information Science, Lanzhou University

1983 1984 1983 1985 1985 1985 1985

1985

The above departments are located as follows: 1 2 3 4 5 6 7

Beijing Tianjing North China Northeast China Shanghai East China Central China

7 2 3 8 3 11 4

7 8 9 10

Central China South China Southwest China Northwest China

Total

4 5 3 6 52

Most departments are distributed in the economically developed eastern part and coastal areas of China. The departments belong to the following management institutions:

100 Current Developments in Library Science Education

National Education Commission Provincial and Municipal Governments Education Bureau of Provinces and Municipalities Power Ministry Health Ministry Agriculture Ministry Mineral Ministry Armed Forces Chinese Academy of Sciences Total:

25 16 2 2 2 1 1 1 1 52

Thus the direct leadership of each institution is different, which makes the library systems very complex, and the departments often go their own ways without communicating with each other. The reasons why so many departments have changed their names to 'Information Management Departments' were discussed in Chapter 3 and relate to departments' efforts to attract students in a marketoriented society in which students want the best return for their money. According to the National Education Commission, library science education should have the following objectives, and should offer standardized courses. Educational Objectives Library science education should aim to train specialists who can perform librarianship tasks such as cataloguing and classifying, retrieval and reference, who can manage different kinds of libraries, who can teach library science, and who can conduct research. Library science students should be developed morally, intellectually and physically, they must understand the basic principles of Marxism, and they must develop a basic knowledge of libraries and an extensive understanding of natural science and social science subjects. They must be able to use theory and methods to manage libraries, and be able to collect, process, retrieve and use documents, as well as being able to conduct research and read relevant periodicals in foreign languages, and be able to read, write, speak and understand English.

Current Developments in Library Science Education

101

Standardized Major Courses for a BA or BSc The following courses should be standardized for library science students studying for a BA or a BSc - Classification, Cataloguing, Document Headings, Bibliography, Books and Library History, Management of Libraries, Collection Building, Chinese Reference Books, Foreign Language Reference Books, Reader Services and Research, Modernization of Library Systems, Scientific and Technical Document Retrieval, Computer Applications in Libraries, Introduction to Natural Science, Library Practice, and Social Investigation. Students who finish the above subjects within four years are awarded the degree of BA or BSc. Standardized Major Courses for a BSc The following subjects should be standardized for BSc students Introduction to Information Science, Outline of Social Sciences, Document Management, Bibliography in Social Science, Social Science Information Analysis and Research, Document Retrieval, Information Management Automation, Bibliometrics, Modern Information Technology, Information Practice, and Social Investigation. Students who finish the above subjects within four years are awarded the degree of BSc. But in 1994, many departments did not follow the above educational objectives or courses because of the change of their department names. Rather they enlarged their offerings to suit the market. However, because many universities have founded colleges, library departments must enter business colleges, computer colleges, or arts and humanities colleges, thus they must suit the college needs. It seems contradictory for a library department to adopt two different policies of the National Education Commission, one to suit the market, the other to keep the old things. Because of all these changes, most directors of library departments have been very concerned. So in August 1994, more than ten directors of information management departments of different universities gathered in Beijing to discuss the problem, and as a result they all agreed to make a report to the National Education Commission to allow them to create a new specialization of information management, thus enabling them to change all the old policies.[2]

102 Current Developments in Library Science Education

Graduate Education In 1981, the degree system was introduced for China's library and information science education. However, in the early period there were only a few dozen graduates from Wuhan and Peking Universities, since they were the only universities that could accredit master degrees. Gradually the other universities such as East China Normal University, Beijing Normal University, Chinese Academy of Science, Nanjing University, Zhongshan University, Jinling University of Technology, and Xi'an Electronic University of Science and Technology were also allowed to grant master's degrees. As a result graduate numbers studying in the universities increased to over 300 each year. From 1991 Wuhan University and Peking University began to recruit doctoral students, and in 1994 about ten students were awarded the degree of PhD in library and information science. [3] Graduates came from the following majors: library and information science; maths, physics, chemistry and other subjects; electronics, engineering, automation and other subjects; and management. Generally speaking students who undertake graduate education in library and information science fall into two categories. There are those from economically backward areas who have just left university, who don't want to go back to their hometown, and try to stay in big cities such as Shanghai and Beijing to live a better life. Then there are those who graduated from university several years previously, and who have worked but are not satisfied with their current employment. In order to change jobs and improve their social status and salaries, they undertake graduate study. If graduate students achieve thirty-three marks in three years, they can graduate. From 1994, those graduates who can finish courses in two years, or even in one year, can also graduate.[4] Thirty-three marks are distributed as follows: a graduate must finish English, Philosophy, and Natural Dialect for thirteen marks, three special courses for nine marks (for example, if a student majors in Information Retrieval their three special courses would be Information Retrieval Theory and Practice, Information Retrieval Language, and Online Information Retrieval, thus the special courses differ according to the student's major); two elective courses for six marks; a master's thesis for three marks; and Teaching Practice and Social Investigation for two marks.

Current Developments in Library Science Education

103

A master's student in Arts and Humanities can get about 720 Chinese yuan research subsidy each year, and a master's student in Science gets 1020 Chinese yuan. They can use the money to conduct a social investigation throughout the country for their master's thesis. A doctoral student in Arts and Humanities can get about 1500 Chinese yuan research subsidy, and a doctoral student in Science can get about 2000 yuan for the same purpose.[5] However a major problem for researchers in China has been a lack of information retrieval channels. Until 1995 Chinese universities did not have access to the Internet, and because of a lack of funding and increases in prices of books and periodicals, libraries and document centres have had insufficient literature resources for researchers. Although many universities have DIALOG nodes and CD-ROM, few people use them because of the high communications costs involved. These costs have become even greater since the fees for international communication via postage, fax and telephone were increased by 50% in October 1994. Another problem is that some professors cannot read and speak English, and their knowledge is outdated, so they are not able to teach new subjects. As a result, many universities have to invite professors from other universities to educate their graduate students. The National Education Commission and the Shanghai government have given approval for this to happen, and universities can also recruit talented teachers from other universities. Graduates major in particular fields, depending on the professor's knowledge in that institution, so in library departments there are many fields in which students may major. Within the majors, the courses also differ according to the strengths and interests of the academics. The following is an example from the Unit: Document Centre, Chinese Academy of Science. [6] Library science: General requirements - on the basis of mastery of library and information science theory and knowledge, study within a certain field in library science. Major directions: 1 2 3 4 5 6

organization and management of libraries; research on special libraries' tasks and systems; distribution and evaluation of library resources; exploration and use of library resources; research on library bibliographies; standardization of document and information work;

104 Current Developments in Library Science Education

1 management of document information systems; 8 research on document and information services. Scientific and technical information: General requirements - on the basis of mastery of basic theory of information science and knowledge, study of the theory and a practical problem within a certain field of scientific information. Major directions: 1 2 3 4 5 6 7 8

research on scientific and technical policies; information research on a specific subject; documentrics; information retrieval languages; information reference services; database construction and service; computer information retrieval; library automation systems within a network.

In the Document Centre of the Chinese Academy of Science, there is one doctoral tutor, Professor Meng Guangjun, who is also the chief editor of the periodical Library and Information Work, and there are twenty-seven master's tutors. Since the centre began accepting master's students in February 1979, there have been fifty-five MA graduates and one PhD graduate. Double-degree System The double degree system, or system of studying for two degrees at the same time, is not very popular in China, and is only offered in Nanjing University, Zhejiang University, and Sichuan University. Students can choose two different majors within six years, and they must get one degree first, then continue studying for another two years for the second degree. If they finish the necessary courses, they will be awarded both a Bachelor of Arts degree and a Bachelor of Science degree. The advantage of the double-degree system is that it saves students a great deal of time, they enjoy the benefits of being graduate students, and when they leave university they get one grade higher salary than they would get if they had only one degree. In addition, students from rural areas like the system because it allows them to stay longer in the big cities, and many students often choose to study subjects such as economic law

Current Developments in Library Science Education

105

because they lead to more comfortable jobs than say, surveying, which can be very hard physical work. [7] Because there is strong competition for places in the doubledegree system, the entrance examination is very challenging, and consists of popular subjects such as higher maths, English, and politics, which everyone has studied. Normally the rate is 1:20 for acceptance, while the rate of acceptance for master's degrees entrance examinations is 1:10. It takes six years to complete a double degree, while it takes seven years to get an MA which is also very useful in gaining positions and promotions. Secondary Library Schools There are many secondary library schools in China whose graduates are more welcome in libraries than university graduates, who often want to leave libraries to pursue more highly paid jobs. In addition, secondary qualified personnel are eager to learn, and they can do the same tasks as the university undergraduates. One college in Shanghai conducted an experiment and allowed a group of secondary library school graduates to operate the library which they did successfully. Thus secondary library schools are thriving, while library departments in universities worry about student numbers, The following is a list of secondary library schools: Name

1 2 3 4 5

Hunan Library and Information Science School Wuguang High School, Library Management Class Fudan University Library School Professional Class Beijing Haiding High School, Library and Information School Professional Class Hangzhou Library Association and Xinying High School Library Professional Class

Location

Founded

Hunan

1983

Shanghai

1983

Shanghai

1983

Beijing

1983

Hangzhou

1984

106 Current Developments in Library Science Education

Name 6 7 8 9 10 11 12 13 14 15 16

Dalian Institute of Technology, Library High School Shanghai Library, Library Management Professional High School Hebei Art School, Library Professional Course Henan Film Technology School Library Professional Class Kaifang Art School, Library Professional Course Henan Provincial Library, Library High School Tianjing Municipality Library, Library High School Tianjing Library and Information Science School Guangxi Library and Information Science School Guiling Library and Information Science School Heilongjiang University Library Professional Secondary School

Location

Founded

Dalian

1984

Shanghai

1984

Baoding

1984

Changsha

1985

Kaifang

1985

Zhengzhou

1985

Tianjing

1985

Tianjing

1985

Nianning

1985

Guiling

1985

Haerbin

1985

Adult Education Library education has many forms, including correspondence courses, professional colleges, short-term training classes, and TV college and graduate classes. Most adults are trained step by step. First they attend a short-term training class, then they study for two years at evening college if they do not have a college certificate. After they have a college certificate, they may study for another two years in order to obtain a BA degree, after which they may work for five years then enter a graduate class for a further two years to get

Current Developments in Library Science Education 107

an MA. China has set up thirty-four adult education institutions, which are as follows: Name

Management

1

Central TV University

2 3

Beijing Library Chinese Academy of Sciences Institute Beijing University Department of Information Mgt. Beijing Normal Urn'., Dept. Info. Mgt. Beijing United Uni., Dept. of Lib. Science Tianjing City Library

State Educational TV training Commission Ministry of Culture University staff Cadre Management University staff

4 5 6 7 8 9 10 11 12 13 14 15 16

17

State Educational Commission

State Educational Commission Municipal Education Bureau Municipal Culture Bureau Nankai Uni., Dept. of State Educational Info. Management Commission Hebei Uni., Dept. of Provincial EducatLibrary Science ion Commission Inner Mongolia Qingcen Municipal University Education Bureau Dalian Institute of State Educational Technology Commission Baotou TV Affiliated Municipal University Education Bureau Changchuan Normal Municipal University Education Bureau Northeast Normal State Educational University Commission Heilongjiang Provincial Provincial Culture Library Bureau Shanghai City Library Municipal Education Bureau Shanghai Uni., Dept. of Municipal Lit. Info. Management Education Bureau

Forms

Correspondence Short-term classes Correspondence University staff Short-term classes Short-term classes TV classes Short-term classes TV classes University staff Correspondence University staff University staff University staff

108 Current Developments in Library Science Education

Name

Management

State Educational Commission State Educational Commission Ministry of Agriculture Provincial Education Commission 22 Hefei United University Provincial Education Commission 23 Hefei Educational Provincial Education Commission Institute 24 Central TV Uni., Hefei State Educational Commission Affiliated University 25 Henan Provincial Provincial Culture Library Bureau 26 Qingdao Municipal Municipal Culture Library Bureau 27 Hunan Provincial Provincial Culture Library Bureau 28 Hunan Normal Provincial Education Bureau University 29 Wuhan University State Educational Commission 30 SouthChina Normal Provincial Education Bureau University 31 Yunnan University Provincial Culture Bureau 32 Sichuan Provincial Provincial Culture Library Bureau 33 Lanzhou Uni., Dept. of State Educational Library Science Commission 34 Wuhan Uni., Scientific State Educational and Technical Info. Commission Training Centre

18 East China Normal Uni., Dept. of Info. Science 19 Nanjing Uni. Dept. of Management 20 Nanjing Agric. Uni., Dept. Info. Management 21 Hangzhou University

Forms Short-term classes University staff Short-term classes Short-term classes University staff University staff TV university TV university TV university TV university University staff Short-term classes Short-term classes University staff Short-term classes Short-term classes Short-term classes

Current Developments in Library Science Education

109

Adult education is in rather a chaotic state in China since even the libraries can conduct adult education classes without authorized permission, thus bringing the quality of courses into question. However for graduate classes, only those universities which are authorized to bestow MA degrees are allowed to recruit adult students. They are as follows: Wuhan University, Peking University, East China Normal University, Beijing Normal University, Zhongshan University, Nanjing University, Nankai University, and Jilin University of Technology. Notes 1

Wu Guangwei, 'Management and Qualitative and Quantitative Evaluation of Library School Teachers in China,' Education for Information 1 (1994): 3-16. 2 A discussion during the Second Seminar of Library and Information Science of Taiwan and Mainland China held in Beijing, 20-24 August 1994. 3 An investigation of the recruitment of graduates in 1994, made by Zhao Youliang. 4 It is the case at East China Normal University. 5 It is the case at East China Normal University. 6 A pamphlet produced by the Document Centre, Chinese Academy of Science, 1994. 7 Pamphlets produced by Sichuan University and Nanjing University, 1993.

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6

Achievements and Problems in Library Science Education Wu Guangwei and Shao Youliang

Achievements China has witnessed great achievements in library and information science education, especially since 1978 when the 'gang of four' was deposed. Since then educational institutions have developed quickly and now form a large-scale educational network. Prior to 1978 there were only two departments of library science in China, and now there are fifty-two departments in different universities and one college of library and information science with four departments.[l] China also has thirty-four adult education institutions where there were only two before 1978, and sixteen professional secondary library schools where there were none before 1978. Thus China has created a large-scale library educational network which compares favourably with any in the world. [2] Qualifications The development of educational institutions has been accompanied by an increase in the numbers of qualified faculty members. There are now four doctorate tutors working in China: Professor Peng Feizhang (bibliography), and Professor Nian Yiming (information science), both in Wuhan University; Professor Zhou Wenjun (library science), in Peking University; and Professor Meng Guangjun (library science), working in the Documentation Centre, Chinese Academy of Sciences. There are also about 100 professors of library and information science in the library departments of universities, and more than 500 associate professors. Most of them hold MA or PhD degrees. China now has three PhD graduates who have returned from abroad: Professor Wu Guangwei who studied in Europe and Lecturer Wang Jui who studied in Japan, both work in East China Normal University; and Professor Zhang Shiaolin who studied in the United States now works in Lianhe University, Sichuan

112 Achievements and Problems in Library Science Education

Province. As well, China has produced ten PhD graduates of library science from Wuhan University and Peking University. In the near future more PhD graduates will become teachers in the library schools, thus lifting the enthusiasm and qualification levels of faculties. [3] Publications Periodicals are thriving as faculty members and students strive to publish research results. There are now about eighty journals of library and information science in China, many of them having changed their names to suit the market and to reflect the changed names of the educational institutions. [4] The following is a list of the periodicals: Name

Founded New name

Founded

1 Beijing Academic Library 1984 2 Beijing Library Reference 1983 Reference Work Work 3 Beijing Library Information 1977 Stopped in 1990 4 Academic Library Trends 1981 Academic Library Learned Journal 5 Textile Trends 1979 Textile Journal 6 Fujian Science Technology 1981 Information Survey Information Bulletin 7 Fujian Library Association 1980 Fujian Library Bulletin Journal 8 Academic Library Trends 1982 Literature Information Journal 9 Academic Library Work 1981 10 Guangdong Library 1981 Library Garden 11 Guangdong Lib. Journal 1981 Library Forum 12 Guizhou Library 1979 Gui-library Journal 13 Sci-Technology Inform1978 Info-Science ation Work Bulletin Technique 14 Foreign Information Sci. 1983 15 Foreign Library and 1982 Stopped in 1994 Information Work

1991 1989 1989 1987 1988 1993 1987 1991 1981 1982

Achievements and Problems in Library Science Education 113

Name

Founded New name

16 Anhui Academic Library

1983

17 Airspace Information Work 18 Hebei Library 19 Henan Academic Library Work 20 Henan Library Quarterly

1979 1988 1982

21 Helongjiang Library

1978

22 Hubei Academic Library 23 Hunan Sci-Technology Information 24 Jilin Science/Technology Information 25 Jilin Academic Library Bulletin 26 Jilin Library Association Bulletin 27 Jiangsu Library Work

1982 1979

28 Computers and Libraries

1980

29 Tianjin Library 30 Shanxi Library 31 Science/Technology Information Work 32 Inner-Mongolia Library Work 33 Ningxia Library Bulletin

1983 1985 1962

34 Agri-science Info. Work

1981

1980 1982 1979 1980

Academic Library Info. Journal

Founded 1989

Henan Academic 1988 Lib. and Info. Work Henan Library 1985 Journal Library 1992 Construction Stopped in 1990 Enterprise Tech1989 nology Work Survey Modern 1991 Information Jilin Academic 1988 Library Library Research 1982 Jiangsu Library 1984 Journal Modern Library 1985 Information Technology China Information 1994 Journal

1981 1979 1985

35 Qinghai Library Work 1979 36 Information Work Bulletin 1962 37 Information Science 1980

Library Theory and 1986 Practice Agri-library Infor- 1989 mation Journal Qinghai Library

114 Achievements and Problems in Library Science Education

Name

Founded New name

38 Information Science Abstract 39 Information Journal 40 Information Science Journal 41 Information Business Research 42 Shandong Library Journal 4 3 Shanxi Information Work

1984

44 Shanxi Library Journal 45 Shanghai Academic Library Information 46 Children's Library Work

1982 1991 1982

47 48 49 50 51

1979 1981 1973 1979 1975

52 53 54 55 56 57 58 59 60 61

World Book Literature Resources Use Sichuan Library Sichuan Library Journal Railway Information Work Bulletin Book Classification Forum Library Work Information Exchange Library Report Library Work Hunan Library Work Library Work

Library Work and Research Library Field Library Library and Info. Science Reference Work 62 Library Science Bulletin

Founded

1982 1980 Stopped in 1994 1983 1981 1982

1990 1978 1979 1974 1979 1975 1979 1980 1979 1979 1976

Information Magazine Modern Libraries

1985 1993

Children's Library 1985 Primary and Middle School Library Stopped in 1988 Librarian

1984

Railway Informationl982 Bulletin Jiangxi Library Journal

1988

Library Library and Information Work

1983 1980

Library and Info. Reference Work Chinese Library Journal

1994

Achievements and Problems in Library Science Education 115

Name

Founded New name

6 3 Library Science Abstract 64 Library Science Research 65 Library Information Work Trends 66 Library Information Work Supplement 67 Library Info. Forum 68 Library Info. Bulletin 69 Library Information Knowledge 70 Library and Information 71 Library and Info. Work 7 2 Literature Work Research 73 Xinjiang Library Association Journal 74 Metallurgical Information Work Bulletin 75 Metal-library Bulletin

1982

76 77 78 79

1979 1992 1981 1982

Medical Information Work Medical Library Bulletin Yunnan Library Zhejiang Academic Library Work Bulletin

1983 1980 1979

Founded

Library Periodical 1982

1984 1989 1989 1980 1981 1978 1988 1980 1973

80 Zhejiang Library Work

1979

81 Reference Work Bulletin

1980

82 Beijing Library News 83 Shanxi Library Journal 84 Information Economy and Technique 85 School Literature Information Work

1992 1992 1992 1993

Xinjiang Library

1986

Metallurgical Information Work Metal-academic Library

1993 1986

Zhejiang Academic 1989 Library Information Work Library Research 1980 and Work Information Ref- 1985 erence Work

116 Achievements and Problems in Library Science Education

Numbers 3, 15, 22, 40, and 48 above were stopped because of budgetary problems. No. 37, Information Science (Qinbao kexue), and No. 39, Information Journal (Qinbao xuebao), are core journals for information science, and No. 62, Chinese Library Journal (Zhongguo tushuguan xuebao), and No. 71, Library and Information Work (Tushu Qinbao gongzho), are core journals for library science. Most Chinese library and information science periodicals are experiencing financial difficulty, and few individuals subscribe to them with their own money. As a result the majority of periodicals have a circulation of less than 3000. Unlike western journals which offer no payment to authors, all Chinese journals pay the authors for their contributions. Normally for 1000 Chinese words authors receive forty Chinese yuan. As most periodicals are quarterly journals, and each issue may contain up to ten articles, from 1978 to 1994 there have been more than 50,000 articles published in these journals.[5] Monographs Wu's article lists the Chinese monographs relating to library and information science before 1990.[6] Here we list the main monographs published between 1990 and 1994. 1 2 3 4 5 6 7 8

Chen Yuan-zhan, ed., Books in Print: Standardization of Bibliographic Data. Beijing: Beijing University Press, 1994. Chen Zhao-nan, ed., Scientific Information Work in Different Countries. Beijing: STLP, 1994. Diao Wei-han, ed., Modern Literature Cataloguing. Shanghai: East China Normal University Press, 1994. Fu Fu-han, ed., Information Basic Theory. Beijing: Scientific and Technical Literature Press, (STLP), 1994. Gong Zhong-wu, ed., Processing and Use of Scientific and Technical Literature. Beijing: STLP, 1994. Huang Fang-zhen, ed., Library Management Dictionary. Beijing: Knowledge Press, 1994. Wu Guang-wei, Introduction to Economic Information. Beijing: Agriculture University Press, 1994. Zhang Xing-yi, Outline of Modern Literature. Beijing: Bibliography Press, 1994.

Achievements and Problems in Library Science Education 117

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Chen Yia-nan, Libraries and Society. Beijing: Bibliography Press, 1993. Chinese Library Classification: Periodicals. Beijing: Bibliography Press, 1993. Ding Xue-dong, ed., Basics of Bibliometrics. Beijing: Beijing University Press, 1993. Gao Cao, ed., Bibliography of the Ancient Chinese Law Books. Beijing: Ancient Literature Press, 1993. Huang En-zo, Index Applications. Shanghai: Shanghai Book Store, 1993. Index to the Theses of Library and Information Science: 19811989. Beijing: Bibliography Press, 1993. Introduction to Scientific and Technical Information Work. Beijing: STLP, 1993. Jiang Ji, ed., Russian-Chinese, Chinese-Russian Glossary of Library and Information Science. Beijing: STLP, 1993. Li lie, ed., Chinese Patent Literature and its Retrieval. Beijing: Patent Press, 1993. Li Zi, ed., Anthology of Library Information. Taiyun: Academic Press, 1993. Liu Shun, ed., Guide to Library Management Work. Sunying: Northeastern Polytechnic Press. 1993. Qi Yan-li, ed., Knowledge Property Information Courses. Beijing: Bibliography Press, 1993. Si Ru-cao, ed., Information Technology. Beijing: STLP, 1993. Sun Si-qing, ed., Chinese English and Russian Dictionary of Library and Information Science. Beijing: Printing Industry Press, 1993. Sun Wei-niao, ed., Guide to Information Retrieval. Changsa: Hunan Scientific and Technical Press, 1993. Wang Jie-gan, ed., Dictionary of Ancient Books Names. Shanghai: Scholar Press, 1993 Wang Si-wei, ed., Guide to the Use of Chinese Reference Books. Shanghai: East China Normal University Press, 1993.

26 Wu De-yun, ed., Outline of Library and Information Beijing: STLP, 1993.

Science.

27 Zhang Bei-ying, ed., Knowledge, Talent, People, and Libraries. Zhennzhou: Henan Scientific and Technical Press, 1993. 28 Zhang Hui-hui, ed., Online Information Retrieval. Shanghai: Jiaotong University Press, 1993.

118 Achievements and Problems in Library Science Education

29 Zhou Wen-jun, ed., Library Encyclopedia. Beijing: China Encyclopedia Press, 1993. 30 Guo Xin-sou, Modern Library Science. Taiyan: Academic Press, 1992. 31 Hou Han-qing, ed., Manual of Library Classification. Beijing: China Science and Technology Press, 1992. 32 Hu Yi-zhen, ed., Quality Management and Quality Assessment of Scientific and Technical Periodicals. Beijing: Agriculture University Press, 1992. 33 Huang Zhong-zhong, ed., Library Management. Wuhan: Wuhan University Press, 1992. 34 Huang Zhong-zhong, ed., Literature Information Science. Beijing: STLP, 1992. 35 Lei Mao-sheng, ed., Guide to the Retrieval of Scientific and Technical Literature. Beijing: Beijing University Press, 1992. 36 Lei, Run-ling, ed., Introduction to Literature Retrieval. Shanghai: Accounting Press, 1992 37 Li Jing-ren, ed., Manual of Library Archives Protection Technology. Beijing: Archives Press, 1992. 38 Li Shang-wen, ed., Library Theory and Use in Research. Wuhan: Wuhan University Press, 1992. 39 Li Xin-hui, ed., Manual of Classification of New Subjects Literature. Beijing: China Science and Technology Press, 1992. 40 Liang Zhan-ping ed., A Decade of Information Science Research. Beijing: STLP, 1992. 41 Ma Heng-tong, ed., Chinese Library Classification: Practical Manual. 3rd edition. Beijing: STLP, 1992. 42 Mo Xue-zhen, ed., Library Dictionary. Sunzhen: Haitian Press, 1992. 43 Si Jing-shan, ed., Literature Retrieval Practice. Changsha: Central Industry Press, 1992. 44 Su Fan, ed., Retrieval and Use of Natural Science Literature. Guilin: Guangxi Normal University Press, 1992. 45 Sun Di-fei, ed., Basics of Library Automatic Application. Wuhan: Hubei Scientific and Technical Press, 1992. 46 Sun Di-fei, ed., Library Assessment. Beijing: STLP, 1992. 47 Sun Rui-nian, ed., English Russian Chinese Dictionary of Library and Information Science. Beijing: STLP, 1992. 48 Wu Guang-wei, Financial Information. Shanghai: Tongji University Press. 1992.

Achievements and Problems in Library Science Education 119 49 Yan Yi-ming, ed., Introduction to Information Science Research. Beijing: STLP, 1992. 50 Zhang Hong-yu, ed., Business Information. Beijing: Dongfang Press, 1992. 51 Zhang Hou-shen, ed., Newspapers Management and Use. Nanjing: Southeast University Press, 1992. 52 Zhang Xing-hua, Introduction to Research of Schools of Information Science Theory. Shanghai: Social Science Academy Press, 1992. 53 Zhou Wen-yan, ed., Management of Scientific and Technical Literature. Wuhan: Wuhan University Press, 1992. 54 Zu Jian-liang, Introduction to Literature Information Science. Beijing: Bibliography Press, 1992. 55 Zuo Xi-lin, ed., Retrieval and Use of Natural Science Literature. Wuhan: Wuhan University Press, 1992. 56 Basics of Library Science, revised edition. Beijing: Shangwu Publishing, 1991. 57 Chen Yu, ed., Introduction to Social Science Information Work. Shanghai: East China Normal University Press, 1991. 58 Chen Yu, ed., Library Management and Use. Shanghai: East China Normal University Press, 1991. 59 Chinese Library Material Classification: User's Manual. 3rd edition. Beijing: Bibliography Press, 1991. 60 Chinese MARC Format. Beijing: Bibliography Press, 1991. 61 Duan Ming-lian, ed., Western Language Literature Cataloguing. Beijing: Beijing University Press, 1991. 62 Hou han-qing, ed., Introduction to Subject Classification. Beijing: Beijing University Press, 1991. 63 Huang Jun-gu, ed., Literature Heading and Catalogue Organization Management. Beijing: Bibliography Press, 1991. 64 Huang Jun-gui, ed., Series Publication Work. Beijing: Bibliography Press, 1991. 65 International Patent Classification: Outline and Applications. Beijing: Patent Literature Press, 1991. 66 Lei Xing-xia, Ancient Bibliography. Beijing: Chinese Publishing, 1991. 67 Li De-he, The Exploration and Application of Literature Information Management Softwares. Beijing: Chinese Science and Technology Press, 1991. 68 Lo Wei-guo, ed., Index to Ancient Books Editions. Shanghai: Shanghai Book Store, 1991.

120 Achievements and Problems in Library Science Education 69 National Science and Technology Information Development Policy. Beijing: STLP, 1991. 70 Periodicals Management Research. Changsha: Hunan Science and Technology Press, 1991. 71 Qing Tie-hui, ed., Introduction to Information Research. Beijing: Beijing University Press, 1991. 72 Wan Fu-cheng, ed., Design of Library Automation Systems. Beijing: Bibliography Press, 1991. 73 Wang You-mei, Chinese Library Development History. Changchun: Jinlin Education Press, 1991. 74 Wu Wei-chi, ed., Library Collection: Remedy, Organization, Control and Coordination. Beijing: Geography Press, 1991. 75 Xing Ge-yei, ed., Information System Analysis and Design. Beijing: STLP, 1991. 76 Xu hao-jun, ed., Introduction to Products Model Information. Beijing: STLP, 1991. 77 Yang Wei-zheng, Library Economics. Chengdu: Chengdu Press, 1991. 78 Yang Xiu-jun, ed., New Edition of Social Science Literature Retrieval. Changshun: Changshun Press, 1991. 79 Zhang Fan, ed., Classification Language and Style Language. Wuhan: Central Normal University Press, 1991. 80 Zhang Li-tang, ed., Library Use and Literature Retrieval. Beijing: Petrol Industry Press, 1991. 81 Zhang Su-hua, ed., Introduction to the Work of Middle and Primary Schools Libraries. Beijing: Haiyang Press, 1991. 82 Zhao Fu-lei, ed., English, French, German, Russian, Spanish and Chinese Glossary of Library and Information Science. Beijing: Shangwu Publishing, 1991. 83 Zhao Ping-hong, Access to Library Automation. Beijing: Bibliography Press, 1991. 84 Zhou Ming-de, ed., Introduction to the Chinese Social Science Information. Nanchang: Jiangxi Education Press, 1991. 85 Zu Tian-jun, Chinese Reference Books. Beijing: Beijing University Press, 1991. Chinese Academics' Involvement in International Activities According to a survey by Wu in 1992, Chinese professors and lecturers have published more than 250 English and other foreign language articles in western library and information science

Achievements and Problems in Library Science Education 121

journals.[7] Mrs. Tong Shiaoying, Department of Information Management, Peking University, is an elected member of the Educational Section of IFLA, Professor Huang Nanfu, Department of Information Management, Central China Normal University, holds a position on the Information Section of IFLA, and Professor Wu Guangwei, Department of Information Science, East China Normal University, is a member of the editorial board of the important Western periodical, Education for Information.^] Increasingly, Chinese academics have taken part in international professional activities, attending international seminars and conferences, exchanging materials with colleagues in other countries, and becoming members of international organizations and associations such as the International Society of Knowledge Organisation (ISKO) which now has more than twenty Chinese professors as members. [9] China has also sponsored international conferences, such as the International Conference of Information Service and Information Technology held in Shanghai in October 1994, and the International Seminar on Library Sharing and Resources Sharing held in Xi'an in May 1992. At both meetings, professors of library and information science schools assumed the main tasks of organizing and contributing articles. Cooperation between Mainland China and Taiwan Faculty members of library schools in mainland China and Taiwan have met on numerous occasions to exchange ideas. One instance occurred in 1993 when Professor James S.C. Hu led an undergraduate team from the Library Department of Taiwan University, on a visit to the Department of Information Science, East China Normal University. Students and faculty members were able to have discussions about many things that interested them. Further exchanges took place in May 1993, when five professors of library and information science departments from Peking, Wuhan, East China Normal, and Nankai Universities visited Taiwan for ten days. After ongoing close communication, two joint large-scale seminars were held in mainland China. The first seminar, involving academics from library and information schools in both mainland China and Taiwan, was jointly organized by Professor Wu Guangwei of East China Normal University and Professor James S.C. Hu of Taiwan University, and held at East China Normal University, Shanghai, in December 1993. Attending the seminar were professors

122 Achievements and Problems in Library Science Education

from different areas of mainland China, as well as professors from library schools of different universities in Taiwan. More than 100 prominent professors took part in the seminar, which covered such topics as library education, systems, curricula, degrees, admission conditions, thesis requirements, examinations, continuing faculty education, adult education, computer applications, networks, Internet, and electronic periodicals. This seminar, which was financed by both East China Normal University and the Chinese Library and Information Education Association of Taiwan, was such a success that it was decided to have another such seminar.[10] The second joint seminar on library and information science was held in Peking University in August 1994, and was funded by Peking University and the Chinese Library and Information Education Association of Taiwan. It was organized and chaired jointly by Professor Wang Wanzhong of Peking University, and Professor James S.C. Hu from Taiwan University. Again, it was attended by almost 100 academics from both mainland China and Taiwan, and was a great success. Topics for discussion included comparisons of library and information education in mainland China, Taiwan, and the United States, the rapid changes in library and information education in mainland China, E-mail, CD-ROMs, electronic periodicals, electronic networks, and databases and their effects on library and information science education in mainland China and Taiwan. All participants agreed that the seminar should be followed by closer cooperation in the future.[ll] The 1996IFLA Conference in Beijing The organizing committee for this conference is made up of five members from library and information schools at Peking University, Wuhan University, East China Normal University, Nanjing University, and Zhongshan University, as well as several teachers from the Document Centre, Chinese Academy of Sciences, and other information institutions.[12] IFLA requires that China contributes 2000 articles, most of which will be written by faculty of the library schools.

Achievements and Problems in Library Science Education 123

Training of Graduates and Undergraduates In order to meet the urgent need for qualified library and information services staff at the end of the cultural revolution, more than fifty library and information science departments undertook the training of undergraduates and graduates. The table below shows, for example, how the Department of Information Science, East China Normal University has enrolled 1192 BA and MA students between 1979 and 1994.[13] Year

1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 Total:

Majors

51 53 40 57 64 54 63 51 66 52 27 44 32 34 25 48 761

Graduates Undergraduates

51

4 3 3 4 12 22 14 13 6 4 10 6 5 6 10 122

35 43 43 41 65 31

309

Total

102 57 43 60 68 66 85 65 79 93 74 97 79 104 62 58 1192

If we combined all the enrolments of Chinese library schools for this period, there would be an estimated number of about 50,000 majors and graduates, including thirty PhD graduates and 1400 master's graduates. [14] Adult Education and Continuing Education In addition to formal education in library and information science, China also offers adult education and continuing education to

124 Achievements and Problems in Library Science Education

librarians and faculty members. This education includes correspondence courses, night schools, TV university, short-term seminars and classes, academics undertaking further training/study at other universities, graduate classes, and university courses to upgrade existing qualifications. Taking East China Normal University as an example again, we see that from 1980 to 1994 it has conducted the following courses: Type of education

Years

No. Qualification

1 Faculty training Continuing ed. for teachers 1980-1994 110 Certificate 2 Correspondence 3 year course, Shanghai 3 year course, Shanghai 3 year course, Wuxu 2 year course, Shanghai

1984-1987 121 Diploma 1989-1991 79 Diploma 1989-1991 38 Diploma 1988-1991 33 Diploma

3 Night school 2 year course 2 year course 2 year course

1988-1990 1989-1991 1992-1995

41 13 57

BA & Diploma BA & Diploma BA & Diploma

4 Graduate class 2 year course 2 year course 2 year course 2 year course

1992-1993 1992-1994 1993-1995 1993-1995

26 20 20 30

Diploma Diploma Diploma Diploma

1981 1982 1983

30 40 32

Certificate Certificate Certificate

1984 1984 1985

26 44 45

Certificate Certificate Certificate

5 Seminars Children's libraries English cataloguing Science Tech. literature retrieval Chinese classification AACR II Social Science information reference work

& MA & MA & MA & MA

Achievements and Problems in Library Science Education 125

Type of education Economic information County librarians Computer applications Lecturer's class 6 Academic librarian's classes

Years

No. Qualification Certificate Certificate Certificate Certificate

1991 1991 1991 1993

31 21 38 34

1983-1987

119 Certificate

7 Library Section Heads class 1982 1985 1986 1987 1988

39 Certificate 69 Certificate 41 Certificate 31 Certificate 22 Certificate

8 Special Courses classes

40 40 80 40 30 20 80 40 45 48 50 23

1985 1986 1987 1988 1988-1989 1988-1989 1988-1989 1988-1990 1988-1990 1988-1990 1989-1991 1991-1993

Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate

If we added together the numbers of all the personnel trained in library and information science through adult and continuing education, the total number is estimated at more than 100,000.[15] Linking Theory and Practice In recent years Chinese library and information science schools have widened their educational objectives and curricula to suit the market and to link theory with practice. Now the objectives of most departments of information management are as follows:

126 Achievements and Problems in Library Science Education

Information science or information management is a specialization concerned with theories, methods and laws of information collection, processing, storage, retrieval, transferring, utilizing, analysis, and forecasting. Students are required to master the basic theory, knowledge and skills of library science, information science, information management (both of scientific and technical information, and economic information), and economic information analysis and research. Students may be undergraduates or graduates from library science, information science, archival studies, libraries that issue books and economic information, information institutions, large enterprises, news institutions, hotels, scientific institutions, universities, and others. [16] Curricula have also widened to encompass many computer courses including computer applications in libraries, computer systems, computer languages, databases, networks, CD-ROMs, electronic periodicals, E-mail, Internet, and software devices. Curricula also include economic information courses such as finance and economics, marketing and business, patents, international trade, travel, high technology, advertising, consultancy, information research methods, economic information analysis and forecasting, stock market information, economic law, and economic networks. Many other subject fields have also been included such as medical, agricultural, automobile, auction, industrial, labour market, insurance market, real estate, book trade, news, and health information. Since we live in a public society, communications courses such as public relations, languages, secretarial skills and writing have also been added. Urgently Needed Information Professionals Because Shanghai aims to be the economic and information centre of China as well as of Far East Asia, it has attracted large amounts of investment both from at home and from abroad in order to strengthen its finance and industry on one hand, and to expand its information industry on the other. To support its endeavours, it needs talented and qualified intellectuals. In Shanghai's terms the information industry involves computer hardware and software manufacture, fibre communication and manufacture, satellite communication, multi-media technology, information services such as news and publishing, TV and

Achievements and Problems in Library Science Education 127

broadcasting, library and information science, and information consultancy and management. Since university curricula do not completely satisfy the market, the Shanghai municipal government introduced a plan in the 1990s to train people to better suit the job market.[17] According to the plan, those with a BA degree still need to have one or more certificates in order to get a job. For instance, Shanghai's Baoshan Steel and Iron Company requires its workers to have four certificates: a diploma or a degree; an English certificate; a computer certificate; and a specialised technical certificate. In other words, this urgent manpower training plan is a way to train versatile people with different certificates to suit the market. The other reason for introducing the plan was the increasing number of unemployed due to reform of the labour system and transformation of enterprises. Now many people are forced to retire early, despite being strong and healthy. For instance female textile workers are retired at forty-five, male textile workers at fifty, army officers at fifty, some industrial workers at fifty, female teachers at fifty-five, and male teachers at sixty. Many of these workers still want to work so they may enjoy a good quality of life and meet the high costs of inflation, or to pay for the marriages of their children (at present a marriage costs at least 20,000 Chinese yuan), or to pay their children's education fees (a university student needs 15,000 Chinese yuan for four years). The plan consists of the following five educational courses: Basics of information science - deals with the definition, categories and types of information management, the information super highway, information policies of China and western countries, information consultancy, information development, office automation, information services in libraries, information institutions, archives, patents, standard, and other literature, multi-media technology, TV and broadcasting, news and publishing, and fibre and satellite communication. Information technology - deals with information technologies and the manufacture of their equipment, and includes microelectronic technology, computer hardware, computer software and computer devices, communication networks, multi-media technologies, audio-visual technologies, microforms, and

128 Achievements and Problems in Library Science Education

electronic periodicals. It also deals with computer information processing, software production, and databases. Information retrieval and utilisation - deals with information resources, and information organizing methods such as library classification, cataloguing, bibliography, retrieval methods for scientific and technical information, for law, for economics, and for other literature, retrieval methods of databases and CD-ROMs, and retrieving and using abstracts, indexes, reports, patents, proceedings, reference books, and reference tools. Information analysis and research - deals with the methods and techniques of information analysis and research, financial information research and forecasting, case analysis, synthesis of information and decision making, and computer-aided information analysis and research. The above courses all take sixty hours of study, and there are many reading materials which students must read outside class time. Specialized English - requires students to master the vocabulary concerned with information management, to read English literature, to write reports in English, and to verbally communicate in English. It requires 120 hours. The problems of implementing the plan are the lack of qualified teachers and suitable teaching materials. Because all the students are adults who do not live at a university, it is difficult to organize them, especially as some of them are unemployed and find it difficult to pay educational fees out of their insurance money, whilst the government cannot give large amounts of money to support the plan. Publications Between 1980 and 1984 academics working in library and information science schools have published about 500 monographs and many teaching materials and reference books which have enhanced the quality of teaching.[18]

Achievements and Problems in Library Science Education 129

Problems in Chinese Library and Information Science Education Despite great achievements in library and information science education, China still faces a number of problems which are discussed below. Lack of Job Appeal There are too many library and information science schools and there is no authorized central institution such as the American Library Association to assess the quality of the schools, or to assure the income of librarians. When a library recruits new employees, they do not necessarily consider that person's qualifications since libraries are still filled with the old, less able staff. Because librarians are lower paid than other professionals, many university graduates seek to leave their jobs in libraries for more highly paid jobs elsewhere. It is ironic that, while universities still educate many students for library and information work, once these students enter the workforce they try to leave library positions quickly. For example, one academic library in Shanghai has recently lost ten young university graduates within five years.[19] Problems in Northern and Central Areas Faculty members have left universities in economically backward areas, and have gone south and east to more developed areas, where incomes are generally much higher. As a result the situation in the northern and central areas will get continually worse, as undergraduates and talented faculty members will be unwilling to go there, and the morale will fall even further. Lack of Funding for Library and Information Science Associations Library and information science associations have low budgets. With high inflation and increased costs, and with no increase in income from the government, library and information science associations find it difficult to meet the needs of their members. For example the China Information Science Association had a budget of only 26,000 Chinese yuan in 1993, which forced the association to cut down expenditure by having very few meetings.[20]

130 Achievements and Problems in Library Science Education

Fewer Students Enrolling Library schools are becoming smaller and have fewer students than in the past decade. With the development of the market economy, more and more students are choosing to major in English, finance, economics, accounting, international trade, secretarial studies and other popular subjects, and fewer students choose to major in library and information science. Lack of Journal Subscriptions Library and information science schools subscribe to increasingly smaller numbers of foreign and Chinese journals because the departments lack the educational fees to buy them. With the rapidly increasing costs of journals, and with the devaluation of the Chinese yuan against the US dollar, departments must cut their costs. Students must read the journals in local municipal libraries, but since these libraries are often located far from the universities, it is difficult for students to gain access to them. Lack of Academic Participation

Although Chinese authors have published more 250 articles in western English and other language journals of library and information science, faculty members of library schools are still not as active as they could be. [21] And although this number may seem to represent a reasonably large number of writers, it is still a very small number in comparison with the total number of faculty members who could contribute. Very few Chinese academics are able to attend international conferences or seminars due to the lack of funding. In addition there are problems of censorship involved in sending manuscripts out of the country, and because some academics are not proficient in English, they cannot communicate freely with foreign colleagues. Market Relevance Library schools are facing problems of tailoring courses to meet market demands, and providing relevant teaching materials which reflect changes to courses. While students want courses that will more readily suit the job market when they graduate, teachers are

Achievements and Problems in Library Science Education 131

finding it difficult to change the structure of courses in order to incorporate new ideas. This situation brings about conflict between students and staff. Notes 1

2 3 4 5 6 7

8 9 10 11 12 13

Wuhan University, Encyclopedia of Chinese Library and Information Science Work (Beijing: Scientific and Technical Literature Press, 1990), pp. 923-926, Also see Wu Guangwei, 'The Measures Taken by the Chinese in Library Administration During the Decade from 1978-1989.' Libri 38 (1988): 120-131. Encyclopedia of Chinese Library and Information Science Work, op. cil, pp. 928-930. Encyclopedia of Chinese Library and Information Science Work, op. cit., pp. 941-965. Meng Guangjun, 'Chinese Periodicals.1 Journal of Library Information Science and Communications, Taiwa, No. 4: (1994). China has eighty periodicals of library and information science. Over a period of sixteen years they have published some 52,000 articles. Wu Guangwei, 'A Brief Account of the Published Works of Chinese Library and Information Science.' Libri 38 (1988): 186-181. Wu Guangwei, 'An Investigation of Chinese Information Scientists' Publications in Western Periodicals and Foreign Scholars' Publications on Information Research on China.' Journal of the China Society for Scientific and Technical Information 5 (1994): 398-402. See Editorial Board of Education for Information. Supplement to ISKO News 8. The First Seminar of Library and Information Science for Taiwan and Mainland China, held in Shanghai, December 1993. The Second Seminar of Library and Information Science for Taiwan and Mainland China, held in Beijing, August 1994. China Society of Library Science Bulletin (August 5, 1994). East China Normal University (ed.). History of the Department (East China Normal University: Department of Information Science, 1994).

132 Achievements and Problems in Library Science Education

14 An investigation of the departments concerned made by Mr. Zhao Youliang. 15 See Note 1. 16 Training Objectives of East China Normal University, a pamphlet produced by the university. 17 Wu Guangwei, 'A Training Program to Suit the Urgently Needed Information Analysis People in Shanghai.' Shanghai Academic Journal of Library and Information Science No. 4 (1994): 2530. 18 Wu Guangwei, 'A Brief Account of Published Works on Chinese Library and Information Science,1 op. cit. 19 Wu Guangwei, Introduction to Economic Information (Beijing: Agriculture University Press, 1994), pp. 146-158. 20 Proceedings of Conference by Members of Board, China's Society of Scientific and Technical Information Science, held in Qingdao, July 1993. 21 See Note 7.

Part 2 Hong Kong, Taiwan and Macau 7 Librarianship Training in Hong Kong Kan Lai-bing

The Sixties The first librarianship courses offered by the Department of ExtraMural Studies at the University of Hong Kong (HKU-EMSD) in the early sixties were brought about through the efforts of ardent professional librarians trying to address the scarcity of libraries, librarians and trained assistants in Hong Kong at the time.[l] Initially, they were short courses on topics such as Library Techniques, Introduction to Librarianship, and Library Cataloguing and Classification. In 1964 the first Librarianship Certificate Course was offered by HKU-EMSD in co-operation with the Hong Kong Library Association (HKLA).[2] In 1967 the course was re-named the Certificate Course for Library Assistants. This non-professional course, offered annually and conducted in English, aimed to provide basic training for library assistants in academic and public libraries and for teachers and clerical workers managing school and other special libraries. From 1967-68, the course was also offered in Cantonese at HKU-EMSD, and in 1973, the Department of ExtraMural Studies at the Chinese University of Hong Kong (CUHKEMSD) joined forces with HKU-EMSD and HKLA to offer the same course in Cantonese. The three organizations are currently still offering the Certificate Course. This Certificate Course for Library Assistants comprises four main parts: (i) Library routines and methods; (ii) General library principles and practice; (iii) Children's and school libraries; and (iv) Practical work and visits to libraries. The course offers a total of 120 hours of instruction, about two-thirds of which are lectures, and the rest consisting of practical work and library visits. The basic requirement for admission to the course is the Hong Kong Certificate of Education with passes in five subjects including English. Applicants already working in libraries are given priority.

134 Librarianship Training in Hong Kong

HKU-EMSD generally admits more than forty students annually while CU-EMSD, running a parallel course in Cantonese, takes thirty-seven students. A joint certificate is awarded by the HKLA to students who have successfully passed the examination at the end of the course. On a more professional front, in 1967 HKU-EMSD started offering the Librarianship Intermediate Part 1 Course, a formal program aimed at preparing candidates for the professional examination, Intermediate Part 1 Examination of the Library Association (London). The course continued for seven years but stopped in 1974 after the Library Association (London) announced that it would not offer overseas examinations on professional qualifications beyond 1975. It was not until the 1980s that courses leading to a professional qualification were offered again. The Seventies In the 1970s, those who had received some librarianship training abroad or had completed the Certificate Course for Library Assistants in Hong Kong were given the opportunity to get more advanced and specialized training in the form of short courses organized by HKU-EMSD. Topics covered included Advanced Referencing and Bibliography, and Advanced Cataloguing and Classification. In 1975, Dr L. B. Kan arranged with the Library Association of Australia to offer professional examinations in Hong Kong, arrangements that lasted until 1980.[3] The late seventies also saw the training of a new category of librarian in Hong Kong, the teacher-librarian. Direct impetus came from the government of Hong Kong when a White Paper called The Development of Senior Secondary and Tertiary Education was published in October 1978, specifically discussing the need to provide school libraries as resource centres to encourage independent study and research, the ultimate goal being to help students develop an enquiring mind. Being fully aware of the impact libraries have on students, by 1976 Dr Kan had presented a copy of her paper 'Provision of Library Services by Hong Kong Schools' to the then Director of Education.[4] As a result, in 1979, in a joint venture with the Library Section of the Advisory Inspectorate of the Education Department, the HKU-EMSD offered an introductory InService Training Course for Teacher-Librarians (ITCT) which aimed

Librarianship Training in Hong Kong 135

to instruct newly appointed teacher-librarians in general library management techniques and library-assisted teaching methods, with a view to training them to become qualified teacher-librarians. An advanced course was offered in the following year and this was subsequently developed into the regular two-year program which is still of great benefit to the many who currently attend it. Recently, an evaluation of the ITCT indicated that the course content was generally considered adequate, although the large size and mixed abilities of the class did pose some problems in teaching.[5] Problems were also encountered in the recruitment of tutors and guest lecturers, and in participants' application of theory to their work. The Eighties and Early Nineties

The training of teacher-librarians was further expanded to include the primary schools when in 1983, the HKU-EMSD, again in cooperation with the Education Department, first offered the InService Training Course on Class Libraries for Primary School Teachers to train participants to promote library use and reading among primary school children. The course is still offered several times a year. Persistent efforts of concerned and enthusiastic librarians in the eighties were able to bring teacher-librarian training to yet a new level when the In-Service Teacher Education Program (INSTEP), established by the Faculty of Education at the University of Hong Kong in 1988, offered its first INSTEP Library Studies course in 1989. It was introduced as 'a workshop designed to encourage school librarians and teachers interested in school-based curriculum development to produce simple teaching materials and collections of resources to support project work and other classroom activities'.[6] In 1990, the INSTEP courses gained further impetus from the full support of the HKLA and especially its Education and Training Committee. By 1991, nine library courses, constituting one-tenth of INSTEP, were offered. More courses were introduced in 1993, the result of the Faculty working more closely together with HKLA and its two committees, the School College and Education Libraries Committee (SCELC), and the Education and Training Committee. A further boost to the training of teacher-librarians was provided by the Faculty of Education when a new specialist module in the

136 Librarianship Training in Hong Kong

field of primary/secondary education, Library Studies for Teachers, was first offered to BEd part-time students in September 1995. The module aims to prepare teachers as competent library users and to stimulate them to encourage students to use resources and libraries for pleasure reading and information seeking, such that reading development is sustained and literacy levels are extended, sound attitudes to reading are formed, and the habit of reading is firmly established. The Library Studies module includes topics such as Foundations of Organization of Knowledge in Libraries; Library Classification and Cataloguing; Library Management; Using Libraries Effectively and Locating Information; Evaluation and Selection of Specific Information Resources; Library Projects; and Literature for Children and Young Adults. Diploma Course in Librarianship Encouraged by the growing awareness in the community of a need for librarianship training and the good response to the courses offered, efforts were once again made to develop a suitable course for those interested in pursuing professional qualifications in librarianship and information studies. As early as the nineteen seventies, a growing need for further training in advanced studies was felt and in particular, expressed by those who took the Certificate Course for Library Assistants. By a fortunate coincidence the Urban Council (UC) and Urban Services Department were planning large-scale expansion of public library services in Hong Kong in 1980. This coincidence led to HKU-EMSD, HKLA and UC jointly organizing a new three-year graduate-level professional program, the Diploma Course in Librarianship, as a means of providing additional support to local librarianship education. The course was first introduced in 1981 and 141 candidates have since graduated (1981-1989). The diploma course offers approximately 400 hours of lectures and practical/tutorials. The 1986-89 course was made up of six subjects: 1. Information Studies; 2. The Function and Management of Libraries; 3. Cataloguing and Classification (Western materials); 4. Referencing and Bibliography, Cataloguing and Classification (Chinese materials); 5. Computer Applications for Libraries; and 6. Special Project. To qualify for admission, a candidate must have either a bachelor's degree from a recognized university or equivalent qualifications acceptable to the Board of Studies. Occasionally,

Librarianship Training in Hong Kong 137

exceptions are given by the Board to the mature-aged students who make up about 10% of the total enrolment. Applicants sponsored by their employers are given preference. Certain parts of the course are taught by visiting professors, lecturers and external examiners who also help assess examination results, and give advice on the development of the course. Dr L.B. Kan served as the Director of Studies for this Diploma Course from its inauguration until 1989 when the program concluded. A new course is planned for the 1990s. Collaboration with CSU-R A milestone was achieved in the 1980s when collaboration with other overseas academic institutions was successfully sought to improve the academic and professional standing of the Diploma Course in Librarianship. Diploma of Arts (Library and Information Science) This collaboration first started in March 1988 when HKU-EMSD and Charles Sturt University-Riverina (CSU-R), New South Wales, Australia (then known as the Riverina-Murray Institute of Higher Education) entered into serious discussions on jointly organizing a program leading to the Diploma of Arts (Library and Information Science). Representing HKU-EMSD, Dr Kan made a special trip to CSU-R at Wagga Wagga in November 1989 for further discussions which materialized into the inauguration in 1990 of the Graduate Diploma of Arts (Library and Information Science).[7] This course is a three-year, part-time program taught jointly by CSU-R as an external study program with study packages and residential or study schools, and by HKU-EMSD in the face-to-face lecture-and-tutorial mode, with study visits and professional placements. Graduate Diploma of Arts (Library and Information Science) This collaboration enhanced the Diploma Course run by HKU-EMSD, since students holding a degree/diploma recognized by CSU-R benefit from the good standing that an international academic award offers. The students may also register with the University to obtain the Graduate Diploma of Arts (Library and Information Science) which is accredited by the New South Wales Ministry of Education, and registered with the Australian Council on Awards in Advanced Education. It is also recognized by the Australian Library and

138 Librarianship Training in Hong Kong

Information Association (ALIA) and the Diploma holders can be elected as Associates (AALIA) without further examinations. Subjects covered in the course are the same as those of the onshore program given at CSU-R. In many cases, specific materials relevant to the requirements of librarians in Hong Kong are included. Out of the eight subjects, three are taught in Hong Kong, and five are taught by CSU-R via distant teaching mode. Master of Applied Science (Information Studies) Another postgraduate program offered by CSU-R is the two-year, full-time equivalent course work/thesis program that leads to the Master of Applied Science (Information Studies). Being available in the external/part-time study mode, this program makes it possible for candidates to pursue their personal development while retaining their employment. The course aims to 'provide candidates with the opportunity to acquire an in-depth knowledge and understanding of a particular discipline area of information studies (library science, teacher librarianship, or information management) through development of analytical skills and a capacity for independent research and problem analysis and solution'.[8] To obtain the degree, a candidate has to complete two stages of course work and research. Stage I, carrying forty-eight credit points at 4000 level, comprises Foundation subjects, while Stage II, carrying a total of eighty credit points at 5000 level, comprises Advanced coursework subjects (sixteen credit points); Research methods subjects (twentyfour credit points); and Thesis (forty credit points). Bachelor of Arts (Library and Information Science) Also offered in external/part-time study mode by CSU-R is the undergraduate Bachelor of Arts (Library and Information Science) program. This course, the equivalent of three years' full-time study, is designed for library science/information personnel with suitable academic and/or working backgrounds. It aims to provide students with an understanding of the collection, organization, utilization and dissemination of all types of information. The course is made up of twenty-four subjects (ten required library science subjects; four library science electives; two support subjects; and eight subjects in an academic major). For Hong Kong candidates to be awarded the degree, they have to complete through distance learning these twenty-four subjects plus four non-credit components which include study visits and professional placement experiences. Study Schools

Librarianship Training in Hong Kong 139

are regularly conducted in Hong Kong by CSU staff. Exemptions from specific subjects are granted to applicants who have successfully completed study in library and information science or related disciplines, for example, the HKLA/SPACE Certificate for Library Assistants, Technical Institute Diploma, Teachers' Certificate from Teachers' Colleges, or a Higher Certificate or diploma from a recognized tertiary institution.[9] Other Diploma Courses Also, in the late eighties and early nineties, a number of other distance-learning diploma courses were offered with varying degrees of success: Diploma Course in Library Education From March 1989 to July 1990, CUHK-EMSD organized the Diploma Course in Library Education which was originally designed for teacher-librarians but, at the request of twenty participants, was later slightly revised to embrace a broader field. It was taught by two Canadians from the University of British Columbia and some librarians at the CUHK. Principally, there were five subjects of seventy hours each. About 60% of the students completed the course and they were awarded a Diploma in Library Education (Library Science). This course was not offered again. Masters of Library and Information Science (MLIS) In 1993, a program leading to the Masters of Library and Information Science (MLIS) was started by CUHK-EMSD in collaboration with the University of Wisconsin-Milwaukee (UWM). This two-year part-time program comprises thirteen subjects, approximately forty hours each, for thirty-six credits. Of the total thirty-six credits, twelve are to be completed in Hong Kong on a part-time basis, the rest on UWM campus. Students are required to spend two summer sessions of twelve weeks each on UWM campus to complete the program. Two thirds of the program is taught by UWM staff and the rest by qualified and experienced staff from local institutions. At the time of writing, the course is still going on although no students have yet graduated. Master's Degree in Librarianship (MLib) Offered primarily to practising librarians and operating solely on its own, independent of

140 Librarianship Training in Hong Kong

a tertiary institution and of HKLA, is the University College of Wales, Aberystwyth's distance learning program in the Management of Library and Information Services, that leads to a Master's Degree in Librarianship (MLib). This three-year program, offered since 1991, consists of four modules: 1. Organisation; 2. Personnel management; 3. Systems studies; 4. Resources management. Candidates are also required to undertake project studies to satisfy the practical aspects of the field. There are no examinations, however candidates are assessed by their project reports and essays. Following a satisfactory assessment for each of the first two years, a candidate will devote his/her third year in preparing a dissertation. A group of students completed this program at the end of 1994. Notes 1

At the end of the 1950s, there were only a handful of professional librarians. Among the half-dozen was the author, Dr Lai-bing Kan. 2 The author of this chapter, Dr Lai-bing Kan, has been Director of Studies for the course since its establishment. 3 Dr Lai-bing Kan was the University Librarian and Director of the University Library System of the Chinese University of Hong Kong, 1972-1983. 4 Kan, Lai-bing, 'Provision of Library Services by Hong Kong Schools.' International Library Review 8 (1976): 461-475. 5 Chris Kwok, 'Evaluation of the In-service Training Course for Teacher-Librarians.' HKLA Journal 16 (1992/93): 83-88. 6 Mary Leong, 'Hong Kong University INSTEP - Continuing Education for School and Teacher-Librarians.' HKLA Journal 16 (1992/93):79-82. Mary Leong was the Faculty Co-ordinator for the INSTEP Library Studies course, and Chair of HKLA in 1990. 7 Dr Lai-bing Kan has been the Director of Studies for HKUEMSD distance learning diploma programs. She was later made the co-ordinator by HKU-EMSD of the program, and since 1990 she has been an Honorary Fellow of Charles Sturt University. In April 1994 Dr Kan was awarded Doctor of Letters (honoris causa) by CSU-R in recognition of her contribution to the development of library science education in Hong Kong.

Librarianship Training in Hong Kong 141

8

Charles Sturt University. Open Learning Institute. Master of Applied Science (Information Studies) Course Handbook, 1992. 9 The Department of Extra-Mural Studies at the University of Hong Kong (HKU-EMSD) was renamed the School of Professional and Continuing Education (SPACE) in January 1992.

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8

International Cooperation in Library Science Education: Charles Sturt University and the University of Hong Kong G.E. Gorman

Charles Sturt University Charles Sturt University-Riverina (CSU-R) is one of three campuses of a large federated university spread across central and southern New South Wales in the eastern half of Australia. The Riverina campus had its origins in the early 1970s as part of the Whitlam Labor Government's initiative to expand higher education through the establishment of colleges of higher education similar in many ways to the British polytechnic system. From the earliest days of its foundation in the 1970s the then Riverina College of Advanced Education included library science education as part of its teaching program despite significant misgivings by many information professionals and by the Library Association of Australia (now the Australian Library and Information Association). Anecdotes recounted by people involved in those early days suggest that misgivings revolved around two factors. First, there is a long tradition of mistrust between 'town and country1 in Australia. In higher education one manifestation of this mistrust or urban bias was the view that library science could not possibly be taught in a nonmetropolitan region such as the Riverina, with its sparse population and lack of significant library facilities.[l] The second cause for concern within the information fraternity of the day arose from the intention to offer library science as a distance learning program. In the mid-1970s distance education was viewed as a poor relation of 'real1 education, and the library profession in particular took a very dim view of this mode of instruction. Despite this generally unhappy reception the first head of the library school, Edward Reid-Smith, persevered with his vision of a librarianship program at a country college by distance learning. [2] From those early days until now, that is, in slightly more than two decades, the development has been what

144 International Cooperation in Library Science Education

the media might call 'phenomenal1 but what we academics would more rationally term 'satisfying'. Through its School of Information Studies (combining the disciplines of library and information science, information management, applied computing and mathematics), CSU-R offers several programs in library and information science: Bachelor of Arts (Library and Information Science), Graduate Diploma of Applied Science (Library and Information Management), Graduate Diploma of Education (Teacher Librarianship), Master of Education (Teacher Librarianship), Master of Applied Science (Library and Information Management), Master of Applied Science (Information Studies), and Doctor of Philosophy.[3] At any one time there are some 800 students enrolled in these various programs onshore, plus up to 200 offshore, making CSU-R one of the largest providers of professional-level library science education in the world. In the mid1980s the University began developing an interest in serving the overseas market through its experience and growing expertise in distance education for such professional disciplines as accountancy, medical technology, education, nursing - and library science. In the last of these areas Charles Sturt University's most significant success has been in Hong Kong. Charles Sturt University in Hong Kong Towards the end of the 1980s CSU-R was approached by the University of Hong Kong (HKU) through the University Librarian, Dr Kan Lai-bing, with a request that we investigate the feasibility of taking our postgraduate library science program offshore in order to service the education and training needs of the library profession in Hong Kong. Until that time training of Hong Kong's librarians had been effected in a number of ways: through Registration examinations of the Library Association in the UK, through individual study abroad and, most significantly in terms of numbers, through a Diploma in Librarianship offered by HKU's Department of Extramural Studies on behalf of the Hong Kong Library Association (HKLA).[4] While this program was successful in meeting the need for locally trained librarians, it placed a heavy burden on part-time tutors (all busy professionals) and library resources in the Territory. Furthermore, the library community in Hong Kong felt that it would be appropriate for its professionals to

International Cooperation in Library Science Education 145

have more internationally focused training in view of the Territory's growing international role and the increasing movement of information professionals into and out of the region. Accordingly, after detailed scrutiny of our Graduate Diploma program by Dr Kan and her colleagues, CSU-R was invited to offer this program in association with HKU's Department of Extramural Studies (now School of Professional and Continuing Education or SPACE) from the beginning of 1990. The GradDipAppSc has been offered in Hong Kong since 1990, with subsequent intakes bi- or triennially: 1992, 1994, 1997. Having successfully introduced the GradDipAppSc into Hong Kong, CSU-R has extended its programs in the Territory to include the following degrees: from 1992, the MAppSc (InfSt); from 1993, the BA (LiblnfSt); from 1996, the MAppSc (LiblnfMgt). The MAppSc (InfSt) is a higher degree by coursework and research, involving a substantial thesis of approximately 40,000 words (32 credit points). It is aimed primarily at experienced information professionals with first qualifications in library science, teacher librarianship or information management/computing. The BA is a first professional award for students who do not have a degree. The BA articulates with the training for library technicians at associate diploma level in the Australian technical and further education sector, and also with sub-degree training in such professions as teaching. At present in Hong Kong the BA is serving the needs of two-year trained teachers in particular, as well as those trained as library assistants to certificate level. Both the MAppSc (InfSt) and the BA attract a few dozen students each year, but the GradDipAppSc has attracted the greatest numbers of students to date and for this reason is the focus of the present discussion. The Hong Kong Program: GradDipAppSc and MAppSc The GradDipAppSc (LiblnfMgt) is a first professional award accredited by the Australian government and recognized by the Australian Library and Information Association (ALIA).[5] Entry is open to students who hold a recognized undergraduate degree in a discipline other than library science. For those unfamiliar with Australian and British academic award terminology, a graduate diploma is equivalent to a one-year full-time postgraduate professional degree in North America (e.g., Master of Library

146 International Cooperation in Library Science Education Science, Master of Education). The term 'graduate diploma1 causes a great deal of confusion as more countries adopt American nomenclature; partly in recognition of this international trend Charles Sturt University has decided to adopt a compromise position. That is, from 1996 students enrol in a coursework master's degree, the MAppSc (LiblnfMgt), which subsumes the Graduate Diploma as Stage 1. Students may elect to leave the MAppSc (LiblnfMgt) at the end of Stage 1 with the GradDipAppSc (LiblnfMgt). This is shown in Figure 1. Stage 1 (64 Subject Points) Library and Information Science Specialization or Library and Information Management Specialization Stage 2 (32 Subject Points) Technical Services Concentration or Library Services Concentration or Library Management Concentration or Information Management Concentration Figure 1. Basic Structure of the MAppSc

(LiblnfMgt)

Because most students are employed full-time in the information sector and work longer hours than in Australia, the course proceeds at a somewhat slower pace than it does onshore. That is, students enrol in their academic subjects one-by-one, completing all academic requirements for Stage 1 (eight semester-long subjects each worth eight credit points, totalling 64 credit points) in about two and a half years, followed by the academic requirements for Stage 2 (four semester-long subjects totalling 32 credit points) in slightly more than one year. Each Stage 1 intake is limited to approximately fifty students, with a majority of applicants from staff of the Urban

International Cooperation in Library Science Education 147

Council and Regional Council Public Library Departments. However, students come from all sectors of the library workforce, and some from outside the library world altogether. Stage 1: The GradDipAppSc In the GradDipAppSc (LiblnfMgt) students follow one of two strands (a third stand, Information Management, is offered in Australia but attracts very few students): Library and Information Science or Library and Information Management. Each of these strands consists of a number of core subjects plus electives, and students must complete a total of eight academic subjects (each worth eight subject points, for a total of 64 subject points) to qualify for the award. The required subjects cover all aspects of library/information work: technical services, collection services, user services, management services. In the elective sequence students are able to specialize in topics of particular interest. In addition students must complete a number of practical components that carry no academic credit including a Study Visit of four days' duration during the first year of enrolment, a three week period of Professional Experience during the second year of enrolment, a number of Study Schools (lasting three to four days each), and Study Sessions (usually one day each). The Study Schools and Study Sessions are intensive teaching periods during which students attend lectures and complete group activities related to various aspects of professional practice. The Study Visit exposes students to a range of specialized information services and agencies and allows them to discuss issues with senior professionals; the Professional Experience gives them a more in-depth immersion in practical information work. Library and Information Science Strand Year 1 Study School 1 The Information Society Organizing Information Study Session 1 Study Visit Information Sources and Services

148 International Cooperation in Library Science Education

Year 2 Study School 2 Professional Experience Information Technology in Libraries Collection Development Study Session 2 Human Resource Management in Libraries

Year3 Study Session 3 Two of the following electives: Research Evaluation Special Topics in Collection Management Special Topics in Information Services Special Topics in Library Management Publishing and the Book Trade Library and Information Management Strand Year 1 Study School 1 The Information Society Organizing Information Study Session 1 Professional Study Visit Information Sources and Services Year 2 Study School 2 Professional Experience Information Technology in Libraries Collection Development Study Session 2 One of the following electives: Human Resource Management in Libraries Database Management Systems Information Policy Year 3 Two of the following electives: Research Evaluation

International Cooperation in Library Science Education 149

Special Topics in Information Services Special Topics in Library Management Special Topics in Information Management Information Retrieval Systems Stage 2: The MAppSc Having thus completed the Stage 1 requirements for the MAppSc, students may elect to leave the course with a first professional award, the GradDipAppSc (LiblnfMgt). Those who choose to continue in the course, however, proceed to Stage 2 (an additional four subjects totalling 32 credit points) in which they concentrate on one of four aspects of professional practice: Technical Services, Library Services, Library Management, Information Management. Also, applicants with an accredited degree or postgraduate diploma in library and information management (library science, information science, information management) and who meet other entry requirements may be granted credit for some or all Stage 1 subjects, thereby entering the course at Stage 2. In Stage 2 students must complete two required subjects in one of the four concentrations noted above plus Readings in Information Studies and a free elective. In Readings in Information Studies students undertake in-depth reading and a literature review in the area of their concentration. The 'free elective1 need not be in the student's concentration. The specialist concentrations and free electives are listed below. Technical Services Concentration Preservation of Information Resources Trends in Technical Services Readings in Information Studies Free Elective Library Services Concentration Collection Assessment Information Services to Business and Industry Readings in Information Studies Free Elective Library Management Concentration Information Personnel Management

150 International Cooperation in Library Science Education Sources of Power and Funding Readings in Information Studies Free Elective Information Management Concentration Strategic Information Management Artificial Intelligence and Expert Systems Readings in Information Studies Free Elective Free Electives Available for Each Concentration Artificial Intelligence and Expert Systems Collection Assessment Comparative Information Modelling Data Communications: Design and Management Information Personnel Management Information Services to Business and Industry Preservation of Information Resources Sources of Power and Funding Strategic Information Management Topics in Database Systems Trends in Technical Services Course Administration Charles Sturt University has maintained consistently that library science in Hong Kong is taught in full association with the University of Hong Kong through SPACE, and a particular strength of the program is the excellent support provided by this sister institution. Given the success of this venture, it is unlikely that CSU-R would consider operating a library science program elsewhere without similar commitment from a local institution in terms of both administration and teaching. Each of the two participating universities has its unique structures and institutional culture, and over the years we have developed a better understanding of how each operates in its particular environment. To support the joint program between our two institutions we have created, by a series of experiments, a small but efficient administrative structure. As Figure 2 indicates, the Joint Academic Advisory Committee (AAC), consisting of fifteen members

International Cooperation in Library Science Education 151

nominated by the two institutions (eight from CSU-R, seven from HKU), lies at the centre of this structure. The AAC's terms of reference are (1) to ensure coordination between CSU-R and HKU, and (2) to maintain academic standards by making recommendations to appropriate committees or boards of the respective universities with regard to the operation of the course. The AAC, which meets twice annually, is empowered to make recommendations in the following areas: course materials, appointment of local tutors, student admissions, assessment and status of students, academic and administrative regulations. The AAC is thus part information gatherer, part advisor and part decision maker, advising each parent institution of developments and seeking advice from these institutions as required. All deliberations of the AAC, which meets twice yearly, are reported to the respective university bodies; if necessary, these instrumentalities either ratify or amend decisions reached by the AAC. In its deliberations the AAC relies primarily on advice from SPACE at HKU and the School of Information Studies at CSU-R as well as from the two professional bodies (HKLA and ALIA).

HKU Instrumentalities

HKLA Education ind Training Committee

CSU-R Instrumentalities

Joint Academic Advistory Committee

HKU SPACE Director of Studies Course Administrator Course Coordinator Director Course Resources Tutors

ALLA Board of Education

CSU-R SIS Graduate Course Coordinator Course Development and Advisory Committee Australian Materials Advisory Panel Lecturers

formal links informal links

Figure 2. Administrative Structure of the Hong Kong Program

152 International Cooperation in Library Science Education Course administration and delivery are undertaken by two groups, one centred on SPACE at HKU, the other on the School of Information Studies (SIS) at CSU-R. The key personnel at SPACE are the Director of Studies, Course Administrator, Course Coordinator and Director of Course Resources. The Director of Studies has general oversight of the program in Hong Kong, acting on advice from CSU-R. This person advises on budget, subject content, scheduling of classes, appointment of part-time tutors and acquisition of required teaching resources. The Course Administrator oversees non-academic aspects of the course and in every sense is the hands, eyes and ears of CSU-R. managing all administrative duties from collecting applications to arranging final examination venues. The Course Coordinator, who serves other CSU-R library science programs in Hong Kong as well, acts as course tutor, counsellor, advocate (and disciplinarian) for the students. To continue the anatomical analogy, the Course Coordinator is CSU-R's head, heart and soul in Hong Kong. Without an Administrator and Coordinator in Hong Kong the program would be unmanageable, and we certainly would not contemplate mounting a similar program elsewhere without equivalent in-country support. At the Australian end course administration follows more or less standard procedures, with the Graduate Studies Coordinator and lecturers performing their normal duties in coordinating and managing the program. The two possibly unique features are the Course Development and Advisory Committee (CDAC) and the Australian Materials Advisory Panel (AMAP). The CDAC advises on the overall objectives and academic structure of the course, comments on the content of individual subjects, advises on directions for course development, and indicates possible needs for supplementary teaching suited to Hong Kong conditions. This Committee also operates in Australia, with four onshore members representing the various information sectors; the Hong Kong component also consists of four members representing the various information sectors and the HKLA. It is the latter group of members on which we rely for local input in Hong Kong, meeting twice annually for this purpose. [6] The AMAP, consisting of three CSU-R staff, selects appropriate Australian library science and reference literature, in both print and electronic form, needed to support teaching in Hong Kong. Recommendations for purchase are passed on to HKU Library and the Director of Course Resources in Hong Kong. In this way AMAP

International Cooperation in Library Science Education

153

supplements the automatic purchase by HKU Library or the two public library services of all required and recommended materials in the various subjects. Given the generally sound financial footing of library services in Hong Kong, the acquisition of appropriate materials for a comparatively small number of students has not been an issue, although it certainly could be a difficulty for similar courses mounted in developing countries. On the whole we have found students in Hong Kong less willing than their Australian counterparts to purchase texts and other learning materials, which places an added responsibility on Hong Kong libraries to provide virtually all materials needed to support the course. Course Delivery by Enhanced Distance Education For onshore students enrolled in a distance education course at CSUR the primary mode of instruction in a given subject is by means of a distance learning package (consisting of detailed lecture notes, collected readings and a subject outline, sometimes supplemented by audio or video tapes) and textbook(s). Face-to-face contact with teaching staff is limited to optional on-campus residential schools at the beginning of each academic year, supplemented by electronic communication and occasional visits by staff to selected urban centres. The main point is this: subject delivery is primarily by written study packages. In Hong Kong the situation is rather different. Students there are quite unused to the more non-directive, self-motivated approach that characterizes distance learning and probably would experience considerable difficulty in completing a course by this means without additional support. This is partly because their normative method of learning is in cohesive study groups and also because their considerable distance from CSU-R mitigates against easy contact with Australian academic or administrative staff. Therefore, library science lecturers from CSU-R travel to Hong Kong twice annually, once at the beginning of the academic year for an intensive, required residential or study school of one week's duration, followed by a shorter study session later in the year (staffed by lecturers attending the BA and MAppSc programs). In this way Hong Kong students have more required contact with lecturers than their counterparts in Australia. One cost justification for this is that we can service the

154 International Cooperation in Library Science Education

entire cohort by travelling to one city, whereas in Australia this would not be possible. Through the good offices of SPACE and local tutors the basic distance learning package is enhanced in three ways, reflecting the varying needs for subject supplementation suited to local conditions. For a small number of subjects (Collection Development and Acquisitions, for example) local conditions vary little from those in Australia; in such cases the Hong Kong Course Coordinator meets with students from time to time for tutorials based on the study packages provided by CSU-R. For other subjects (Management of Libraries and Information Agencies) rather more supplementation is required, usually in the form of substantial lectures that provide additional information on local conditions; once again, CSU-R study packages form the basis of what is taught, and the Hong Kong Course Coordinator continues to meet students for tutorials. For a third category of subjects (Cataloguing and Classification, and Library Automation and Computer Applications in particular) more extensive local teaching occurs either because of the significant amount of supplementation required (as in Oriental classification) or because a subject simply does not lend itself to distance learning but rather requires substantial hands-on or face-to-face teaching (this applies especially to automation). In these instances the distance learning packages again form the subject core, thereby ensuring that students complete at least the same requirements as their Australian counterparts; but there may be up to eighty hours of additional local teaching. In every subject the minimum standard is the distance learning package provided by CSU-R; all assignments for credit are set and marked by CSU-R, including written and practical work and examinations. While local supplementation, whether involving a few lectures or substantial face-to-face teaching, may involve additional assessment, this is outside the scope of the course accredited by the Australian government and recognized by ALIA; therefore, it would be inappropriate for CSU-R to interfere in any way with such matters. Also, it would be presumptuous for an Australian university to tell its overseas counterpart how to assess its own teaching! This method of course delivery, which we refer to as enhanced distance learning, has much to recommend it. First, it ensures that the partner institution bears a share of the teaching commitment commensurate with its capabilities, but receives clear guidance through the consistent use of distance learning materials from CSU-

International Cooperation in Library Science Education 155

R. Second, it ensures that the local professional community has a say in course content through guest lecturers and local tutors. Third, it helps ensure that our students have the best of two worlds - a course whose content is approved by ALIA yet also tailored to local conditions through appropriate supplementation. CSU-R feels very strongly that this approach is the best way to ensure that we avoid the 'educational imperialism1 practised by certain other universities operating in Hong Kong. The Prospects In 1992 the Centre for Information Studies at Charles Sturt University was invited by the HKLA to conduct a workforce survey of the library profession in the Territory. [7] From this research it was possible to develop a simple predictive model for forecasting future recruitment and training needs for the information profession in Hong Kong. To develop a supply model for 1992/93 (Table 1) and 1992/93-1995/96 (Table 2) the project used rates of loss and gain reported for the past year (1991/92).[8] To calculate future demand the project combined the net growth in posts in the next year and the next four years with the total number of posts (that is, currently filled + vacant). The difference between supply and demand indicates the training and recruitment need. For the four-year forecast supply and demand increase by a factor of four (that is, the four years 1992/931995/96), and the net growth in posts is calculated from figures supplied by the responding libraries. The short-term forecast (Table 1) showed a very strong need (12.2%) for recruitment and training. This was due to the fact that demand exceeded supply in every sector, with the result that 69 staff needed to be recruited or trained in 1992/93. Approximately 40 newly trained professionals completed their studies with CSU-R at the end of 1992, thereby filling a significant proportion of the forecast need. Demand was particularly strong in the public and academic (UPGC) libraries, and only school libraries exhibited a need much below 10%. For both training institutions and prospective employees this was a very healthy situation in the early 1990s.

156 International Cooperation in Library Science Education Table 1. Short-Term Professional Recruitment and Training Needs, 1992/93

Type of library Demand

Supply Recruitment/ Percentage of training need library workforce

Public School UPGC College Special

125 144 169 41 120

102 134 148 37 109

23 10 21 4 11

18.4 7.0 14.4 11.8 9.7

Total

599

530

69

12.2

Table 2. Medium-Term Professional Recruitment and Training Needs, 1992/93-1995/96 Type of library Demand Supply Recruitment/ Percentage of training need library workforce Public School UPGC College Special

143 143 185 51 132

82 116 190 46 115

58 27 -5 5 17

41.4 18.9 -3.4 14.8 15.0

Total

651

549

102

15.7

Over the longer term (Table 2) the situation appeared equally promising, with a recruitment and training need of 15.7%. Once again demand was seen to exceed supply in all sectors, with the exception of academic (UPGC) libraries. One reason for the negative

International Cooperation in Library Science Education 157

recruitment need in this sector could have been that the then newly established Hong Kong University of Science and Technology would no longer be inflating the demand for staff, as its new posts would have been filled well within the four-year forecast period. All other sectors exhibited a continuing need for recruitment and training of staff, particularly the public library sector (41.4%). Of the 102 new recruits that were needed over the four-year period to 1996, nearly fifty completed their studies through CSU-R in 1994, with a similar number completing in 1996. It cannot legitimately be predicted what might happen after 1997 in terms of employment and training needs, as likely changes in immigration and emigration regulations are an unknown factor. Conclusion The experience of Charles Sturt University and the University of Hong Kong in providing a joint library science program has suggested a number of principles that might well be applied in any country. These principles are summarized in eight points that may or may not be appropriate to other Australian universities. The eight points are as follows: conduct a workforce survey to determine the feasibility of commitment; discuss the venture with both Australian and local professional bodies; form a firm but flexible partnership with a respected local tertiary institution; ensure that efficient and competent administrative support is provided locally; engage a local academic coordinator for teaching and counselling; employ local tutors/guest lecturers whenever possible; include substantial supplementation tailored to local needs; proactively develop new courses suited to evolving professional needs. At the very least a host country should view with considerable suspicion an overseas provider that does not exhibit acute awareness

158 International Cooperation in Library Science Education of the validity of these principles, and show evidence of being able to put them into practice. Notes 1 Although it is the largest inland city in New South Wales, Wagga Wagga, with a population of just under 60,000, cannot be regarded as a large conurbation by any means. The cities of Canberra and Melbourne are readily accessible by road (2.5 and 4 hours respectively), rail and air. 2 Some of this information is reported in the Foreword to G.E. Gorman (ed.), The Education and Training of Information Professionals: Comparative and International Perspectives (Metuchen, NJ: Scarecrow Press, 1990), pp. ix-x. 3 There have been numerous course developments and a few changes in nomenclature since the CSU-R postgraduate library science program was first introduced in Hong Kong. To avoid confusion, the latest nomenclature has been used consistently throughout this paper. Thus what was initially the Graduate Diploma of Arts (Library and Information Science) is now referred to as the Graduate Diploma of Applied Science (Library and Information Management). 4 For an overview of librarianship training in Hong Kong see the preceding chapter and also Kan Lai-bing, 'Evolution of Library and Information Studies in Hong Kong.' Asian Libraries (March 1991): 70-75; and Kan Lai-bing, Training in Librarianship in Hong Kong, 1960-1969.' Journal of the Hong Kong Library Association 1 (1969): 13-19. 5 For those unfamiliar with Australian usage of 'accreditation' and 'recognition', it is the prerogative of government to formally accredit courses before they may be offered by governmentfunded universities. A professional body such as ALIA may, at the invitation of an individual university, recognize a degree or diploma once it has been accredited by the government. Such recognition is limited to first professional awards and excludes those for which a first professional award is an entry requirement. Professional recognition means that holders of such an award in library science may become Associates of ALIA without further examination. That is, accreditation and recognition are distinct features in Australian higher education; while a university may

International Cooperation in Library Science Education 159

not offer a degree without government accreditation, it is entirely within a university's right to offer that same degree without professional body recognition. 6 The Australian component of the CDAC consists of one member each from the following sectors: national or state libraries, public libraries, academic libraries, special libraries, ALIA. The Hong Kong component consists of one member from each of the following: academic libraries, public or government libraries, special libraries, HKLA. The CSU-R Graduate Course Coordinator is convenor of the Committee. 7 See G.E. Gorman and B.A. Cornish, No Time for Despair: A Study of the Hong Kong Library and Information Workforce, 1992-1996. CIS Research Reports, 2 (Wagga Wagga: Centre for Information Studies, 1993); and also their summary paper entitled 'A Survey of the Hong Kong Library Workforce.1 Asian Libraries 4, 2 (1995): 32-52. 8 The model used to generate these tables, available in Gorman and Cornish, No Time for Despair, assumes that rates of loss and gain for the previous year are representative of loss and gain in general and that they will be repeated in the next few years.

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9

Information Science Education in National Taiwan University James S.C. Hu

Introduction As indicated in Chapter 1 the first educational program for librarianship in China was initiated in 1920 by an American, Miss Mary Elizabeth Wood. Born in Batavia, New York, on 22 August 1861, Miss Wood came to China in 1899 to visit her missionary brother Robert, and to teach in a missionary school. Educated at the Pratt Institute in Brooklyn, New York, she graduated from the library school at Simmons College in Boston, and founded a library school in 1920 at Boone University, an American Episcopalian institution located in Wuchang, in the Hupeh Province in Central China. In 1928, when Boone University was merged with several American Episcopalian missionary colleges to form the new Huachung University (Central China University), Miss Wood dissociated her school from the CCU and reorganizfed it into an independent institution known as the Boone Library School. Miss Wood died on 1 May 1931, [1] and the school was continued by her student, Professor Samuel T.Y. Seng, [2] who headed the school until 1950, when it became a department of library science at Wuhan University. For thirty years (1920-1950) the school remained the only professional library school in China and its graduates made great contributions to Chinese libraries and library education, and to the East Asian libraries in the United States as well.[3] The formal educational program for training professional librarians in Taiwan was started in 1955 as a division of the Department of Social Education at the National Taiwan Normal University. Prior to that, in 1954, a one-year and six-credit course entitled 'Library Science', taught by Mrs. Marian Orgain, was offered at the Department of Foreign Languages and Literature at the National Taiwan University. [4] It was the first library science course ever offered in a university in Taiwan.

162 Information Science Education in National Taiwan University

In 1961, National Taiwan University (NTU) established the first Department of Library Science in Taiwan. Three years later, in 1964, a library education program at the junior college level was founded at the World College of Journalism. A third library science program at the university level was added in 1970 at Fu Jen Catholic University, followed by a fourth in 1971 when Tankang University established its Department of Educational Media Science (now the Department of Educational Media and Library Sciences) with the dual purpose of training librarians and audio-visual personnel. As of 1994, National Taiwan University has been the only university in Taiwan to offer BA, MA and PhD programs in library science. The purpose of this chapter is to provide an overview of the present status of these three programs. It is hoped that a description and analysis of them can provide a general picture of library and information science education in Taiwan. Degree Programs BA program Year established: 1961 Present enrolment: 205 undergraduates (25 males, 180 females) Admission requirement: Pass the entrance examination for college and university students conducted by the Ministry of Education. Graduation requirement: Successfully complete 145 credits of courses within four years. Curriculum: The basic structure consists of five parts:[6] 1 Six general courses of 28 credits, such as Chinese, English, General history of China, which are required by the Ministry of Education for all freshman classes in colleges and universities. 2 Twelve professional courses of 48 credits which are required by the MOE for undergraduate library science programs. [7] 3 Ten courses of 35 credits, such as Logic, Sociology, Mass Communication, General Psychology, Research Methods, Second Foreign Language, etc., which are required by the Department. 4 Seven courses of 14 credits are electives. More than 40 courses are currently offered by the Department for this purpose.

Information Science Education in National Taiwan University

163

5 A minor of at least 20 credits in a subject area other than library science must be selected by students. A minimum of 145 credits is required for the BA degree in library science at NTU. Table 8.1 Undergraduate courses Coursetitle

Credit Req/d

4 Bibliography Classification and Cataloguing for 4 books 1 Classification and Cataloguing for books 2 4 Chinese reference sources 4 Intro, to computer science 4 Intro, to information science 2 Intro, to library science 2 Library acquisition 4 Library automation 4 Library field work 0 Library management 4 Non-book materials 4 Western reference sources 4 General psychology 3 Intro, to mass communication 2 Logic 3 Library statistics 3 Research methods and thesis writing 2 Second foreign language 12 Sociology 3 Special topics in library science 2 Word processing 1 Applications of computers in libraries 3 Archival management 2 Business information services 3 CD-ROM database systems 2 Children's books 2 Chinese collections 4

Elec- Remarks tive

Required by MOE it

X X

it M it it it it it H it

X X X X X X X X X X

11

H Required by the Dept. H H H " H H

X X X X X X X X X X X X X X X X

164 Information Science Education in National Taiwan University

Course title

Credit Req/d Elec- Remarks tive

Computer programming Data and file structure Data communications and networks Desktop publishing for libraries Dewey decimal classification English for librarians Government publications History of libraries Indexing and abstracting Indexing Chinese characters with computers Information seeking behaviour Interpersonal communication and readers' services Introduction to AV materials Japanese reference sources Law materials management Library marketing Library materials for children Library service for special readers Management and information technology Materials in Japanese language Measurement and evaluation of library operations Online searching Picture books Planning and producing AV materials (1) (2) Printing and publishing Reference services Selected reading for children Selected reading on library science in English

3 2

x x

2 3 2 2 3 2 2

x x x x x x x

2 2

x x

2 3 3 3 2 2 2

x x x x x x x

2 3

x x

2 2 2

x x x

2 2 2 2 2

x x x x x

3

x

Information Science Education in National Taiwan University 165

Course title

Credit Req/d Elec- Remarks tive

Storytelling System analysis US Library of Congress Classification Young adult literature

2 2

X X

2 2

X

Literature of the humanities Literature of science and technology Literature of the social sciences

4

X

4 4

X

Children's libraries College and university libraries Medical libraries Public libraries School libraries Special libraries

3 3 3 3 3 3

X

Behaviour and communications CAI design and development Cataloging for Chinese classics Collection development Computer data structure History of Chinese printing Information management Information storage and retrieval Information systems Introduction to database management Issues in modern librarianship Library building Library resource sharing Management of computer centres Management of cultural centres Management of information systems Media centre management Online searching

2 2 2 2 2 2 3 2 3

X X X X X

3 2 2 2 2 2 2 2 3

X

X

X

X X X X

1 of the 3 is required by the Dept. 1 of the 6 is required by the Dept.

X

X X X X

X X X X X X X X

Graduate courses open to senior undergraduate students ii M

ii M M

II "

II It II II

166 Information Science Education in National Taiwan University

Course title Operations research Seminar in academic libraries Seminar in public libraries Seminar on special topics in library information systems Statistics for librarians Study of AV education Study of Chinese book editions Thesaurus construction

Credit Req/d Elec- Remarks tive 3 2 2

x x x

" " "

3 3 2 2 2

x x x x x

" " " " "

MA Program Year established: 1980 Present enrolment: As of January 1994, fifty students were enrolled. 100 students have earned MA degrees since the establishment of the program in 1980. Admission requirements: Pass the entrance examination for graduate students conducted by the university which is highly competitive. According to the records of the past few years, only one 15th of those who took the examination passed it.[8] Graduation requirements: 1 2-4 years of residence. 2 Complete a minimum of twenty-four graduate credits. Those students who possess a BA degree in a subject other than library science must take an additional six courses of 18 credits, namely, Chinese cataloguing and classification (4 credits), Western cataloguing and classification (4), Chinese reference sources (4), Western reference sources (4), Book selection and acquisition (2). These credits cannot be counted toward the 24 graduate credits required for the MA degree. 3 Fulfil the second foreign language requirement. 4 Pass graduation examination. 5 Pass an oral examination on the thesis. [9] Curriculum: Five courses of 10 credits are required of all graduate students. 14 of the required 24 credits for graduation may be taken from the electives. 43 elective courses are offered for MA students

Information Science Education in National Taiwan University 167

28 of which are offered for both graduates and senior undergraduate students. Table 8.2. MA Courses Course title

Credit Req/d Elec- Remarks tive

Research methods Seminar in information science Seminar in library administration Seminar in reader services Thesis Bibliometrics Chinese bibliographical literature Chinese classical referencing Comparative librarianship Data communications and networks History of books Information science education Library education Seminar in rare books Special topics in Chinese bibliography Special topics on information systems in Chinese Special topics on intellectual property Study of Chinese bibliography Study of Chinese computers Thesis writing Behaviour and communication CAI design and development Cataloguing for Chinese classics CD-ROM database systems Collection development Computer data structures Data and file structures

2 2 2 2 2 2 2

2 2 2 2 6 2 2 2 2

x x x x x x X X X

2 2 2 2 2

X

2

X

3

X

2 2 2 2

X X

X X X X

X X

x x x x x x

All the following are open to senior undergraduate students

168 Information Science Education in National Taiwan University

Course title Indexing and Chinese characters Indexing of Chinese characters with computers Information management Information storage and retrieval Introduction to database management Issues in modern librarianship Library buildings Library resource sharing Management of computer centres Management of cultural centres Management of information. systems Online searching Operations research Seminar in academic libraries Seminar in public libraries Seminar on special topics in library information systems Statistics for librarians Study of AV education Thesaurus construction Theories of classification

Credit Req/d Elec- Remarks tive 2

x

2 3 2

x x x

2 2 2 2 2 2

x x x x x x

2 3 3 2 2

x x x x x

2 3 2 2 2

x x x x x

PhD Program Year established: 1989 [10] Present enrolment: 8 students (3 males and 5 females). No one has been awarded the degree since its establishment in 1989. Admission requirements: 1 A master's degree or its equivalent in library science or a closely related field from an approved public or private university in Taiwan or abroad. 2 At least two years of acceptable full-time library experience since receipt of the master's degree or bachelor's degree in library science.

Information Science Education in National Taiwan University 169

3 Satisfactory performance in the undergraduate and master degree programs' course work with an average grade of B and B+ respectively. 4 Evidence of competence in English and Chinese languages with an average grade of B. 5 An MA degree thesis. 6 A doctoral study proposal. 7 Foreign students are not required to take the entrance examination but are evaluated by the director and the PhD degree committee of the institute, based on their MA degree program performance, as well as by passing a Chinese language examination. Graduation requirements: 1 Two to six years of residence. 2 18 credits of course work with a passing grade of B, in addition to 12 credits being applied to dissertation research and writing. 3 Second foreign language (a foreign language other than English) competence. 4 Satisfactory completion of a comprehensive examination that may be taken after the student has completed 18 credits of coursework. The student is admitted to formal candidacy for the degree when he/she has met the requirements and has obtained approval for the topic and plan of the dissertation from the dissertation committee. 5 Competent defence of an acceptable dissertation. Curriculum: A total of twenty-eight courses are offered for PhD students, four of which are open to MA students. Table 8.3 PhD Courses Course title Dissertation Bibliographical literature of China Philosophy for librarianship Individual research Information policies Library and information industry

Credit Req/d Elec- Remarks tive

12 2 2 2 2 2

x X X X X X

170 Information Science Education in National Taiwan University

Course title

Credit Req/d Elec- Remarks tive

Libraries and the information society 2 Research trends in library science 2 Seminar in Chinese collections 2 Seminar in communication and 2 library science 2 Seminar in comparative librarianship 2 Seminar in information management 2 Seminar in library education 2 Seminar in national libraries 2 Seminar in printing and publication 2 Seminar in theories of classification 2 Seminar in library information law and regulations 2 Special topics on AV materials 2 Special topics on cataloguing 2 Special topics on Chinese bibliography 2 Special topics on Chinese book editions 2 Special topics on Chinese printing 2 Special topics on info, science 2 Special topics on library managem/t 2 Theories of AV education 2 Bibliometrics 2 Research methods 2 Special topics on Chinese computers 2 Special topics on intellectual property 2

X X X X X X X X X X X X X X X X X X X X X X X X

Open to MA students it

Faculty Twenty-six persons are currently on the faculty of the Department and Graduate Institute, of whom twelve are full-time. Eighteen of the twenty-six received graduate education in the United States, including eleven PhDs and seven with Masters of Library Science.[ll]

Information Science Education in National Taiwan University

171

Facilities and Equipment Departmental Library The National Taiwan University houses the largest library collection in Taiwan. As of July 1994, its holdings numbered over 1,700,000 volumes. While the collection of the library is available for teaching library courses, the department has a special collection of professional materials comprising over 12,000 library and information science monographs and 300 periodical titles. A-V and Other Equipment In addition to equipment housed in the University Computer Centre and the computer room at the college of liberal arts that can be used for teaching related courses, the department maintains a substantial amount of necessary equipment for its own convenience. This includes personal computers, Macintosh computers, a computer LED projector, printers, laser printers, typewriters, sound-slide projectors, a slide projector, a sound filmstrip projector, an overhead projector, an opaque projector, a tape recorder, a sound sync recorder, a video cassette recorder, a transparency maker, a mixer, a TV monitor, a library automation system, a video editing machine, a CD player, and a video.[12] Closing Remarks As of 1994, National Taiwan University is the only university in Taiwan that offers BA, MA, and PhD degrees in library science. To our knowledge, NTU is also the first university on both sides of the Taiwan Straits to have a graduate program leading to the PhD degree in library science. NTU not only has a strong faculty in library science, but also possesses teaching resources comparable to the best of their kind in most western countries. Over the past few years, the annual budget for professional books, periodicals and other related materials has amounted to some US$80,000. As far as the curriculum is concerned, a total of more than eighty courses are currently offered for the three programs. While most of the courses remain conventional in title, their contents are kept up-to-date. In the meantime, some thirty courses in information

172 Information Science Education in National Taiwan University

science and related areas are provided for the graduate and undergraduate students. Although NTU has a reasonable educational program for librarianship, a number of improvements need to be made. Firstly, in order to cope with the new educational environment of the information society, the department's name should be changed from 'library science' to 'library and information science'. Secondly, the structure of the curricula should be revised in order to meet the needs of the more sophisticated library patrons. Thirdly, teaching personnel with expertise in information science and special librarianship should be appointed. Notes 1 A brief biography of Miss Wood can be found in, among others, Yen Wen-yu, 'Miss Mary Elizabeth Wood and the Boxer Indemnity Fund.' In A Collection of Library Science Essays by Professor Wen-yu Yen (Taipei: Fu Jen Catholic University, Department of Library Science, 1983), pp. 247-252. 2 For a brief description of Professor Seng's life, see Yen Wen-yu, Professor Samuel T. Y. Seng: The Father of Library Education in China.' In Ibid., pp. 253-258. 3 Ibid. 4 This course was listed in the 1954 class schedule of the NTU's Department of Foreign Language and Literature. 5 A history of library education in Taiwan during the period 1954-1983 can be found in Wang Cheng-ku, 'Thirty Years of Library Education in Taiwan.' Bulletin of the Association of China 35 (1983): 9-19. 6 For the rationale and discussion of the NTU's undergraduate library science curriculum, see James S.C. Hu, 'Major Considerations in the 1983 Curriculum Revision for the Department of Library Science at the NTU.' Shu-fu (Bulletin of Librarianship) 5 (1984): 32-39. 7 The reasoning as to why these professional library courses are required by the Ministry of Education can be found in Lan Chien-chang, 'An Evaluation of the Newly Revised Required Courses in the Library Science Curriculum.1 Bulletin of the Library Association of China 35 (1993): 67-73.

Information Science Education in National Taiwan University

8

173

For details of the admission requirements, see James S.C. Hu, 'Admission and Graduate Requirements of the First Graduate School of Library Science in Taiwan.1 Shu-fu (Bulletin of Librarianship) 6 (1985): 2-12; and The Bulletin of the Department and Graduate Institute of Library Science at NTU (1994): 10-11, 16-17. 9 Ibid. 10 The Bulletin of the Department and Graduate Institute of Library at NTU (1994): 9-10, 18-19. 11 Ibid., pp. 1-7. 12 Ibid., pp. 10-11.

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10

Librarianship in Macau

Anibal Mesquita Barges and Joaquim Correia

Introduction Macau is a small territory off the southern coast of China, where Portuguese and Chinese cultures have peacefully coexisted since 1557 when Portuguese navigators developed the area with local fishermen, making it one of the busiest ports in the region at the time. Being a Portuguese colony in Asia has meant that Macau has been a bridge between western and eastern cultures for more than 400 years. For example, the College of St. Paul, the first Western university, was founded in Macau in the sixteenth century. Now Chinese leadership is using Macau's special political status to develop economic, social, and cultural relations with many other industrialized countries. Portuguese and Chinese are the official languages of Macau. Of the total population of approximately 400,000, seven percent are able to speak both languages. English is widely used among the academic community. Prior to the founding of the University of Macau in 1992, most people who wished to pursue higher education studied in Portugal, Hong Kong, Taiwan and China, despite the presence in Macau of the University of East Asia (UEA). This was largely because the UEA curriculum was not suited to Macau's situation, and its courses were very expensive. However since the University of Macau took over UEA in 1992, the curriculum is becoming more appropriate and increasing numbers of students are enrolling there, with the current student population around 2700. In addition, government subsidies mean that students no longer need to pay expensive tuition fees. In addition to the university there is the Macau Polytechnic Institute and the Open University, both of which attract local students and students from other countries.

176 Librarianship in Macau

The Library Profession in Macau Macau has two main libraries and one archive. The University of Macau Library houses about 100,000 titles in Portuguese, Chinese, and English, and is run by four professional staff members - two Portuguese and two Chinese. The Central Library has the biggest collection 300,000 titles in Chinese and Portuguese, most of which are from Legal Deposit. The Central Library is run by three professional staff - one Portuguese and two Chinese. The Public Records Archive houses documents about Macau's history, and has five professional staff - three Portuguese and two Chinese. Several other units such as documentation centres, school libraries, and the Macau Polytechnic Institute Library are also part of Macau's library system. The Macau government is currently the sole employer of library professionals, and there is no legal framework within the library profession which allows librarians to maximize their potential. Jobs related to the public service are sanctioned by local legislation which not only safeguards career structures but also provides support for 'special careers'. Such careers are specifically designed in relation to the nature of the services, and are thus quite restrictive. Macau is a unique place where the style of library management is a culture itself. In order to serve the increasingly diverse users, library and information professionals need to form professional task groups to look into issues that arise from daily situations. At present the total number of library professionals in Macau is estimated at about fifty and the number of library staff has been growing in recent years, which is a reflection of Macau's economic growth. However some of these 'professionals' have not had academic training, but only experience in their jobs. Library professionals are either Portuguese expatriates who have been working in Macau for some time, or University of Macau graduates, or graduates from Taiwan universities. Such differing educational backgrounds reflect the cultural amalgamation that makes Macau unique. Students who follow the Portuguese curriculum in order to become librarians must have a four- or five-year degree (Licenciatura) in any chosen major, followed by a master's degree in library science. However the curricula followed in Hong Kong, Taiwan, Macau, or the People's Republic of China are very different, and such differences can cause problems. A prime example would be the different ways of indexing and classification. In the United States, for example, the

Librarianship in Macau 111

Library of Congress Subject Headings are the most used system for classification, while UDC is most commonly used in Portugal. If library professionals simply use the system with which they are most familiar, different institutions end up with different systems and that may be counterproductive to good working relations between institutions. Despite these problems relationships between the library professionals have been good, and associations have been established to further unify them. One such association was established by the Portuguese expatriates, many of whom are in the upper levels of the public sector. However the 'local' professionals will be playing an increasingly significant role, in anticipation of 1999 when Macau reverts to Chinese rule. For this reason, a recent association was established by the Chinese professionals, although all library professionals are eligible to join regardless of ethnic origin. Education and Training One important issue to be considered in the field of library education is that of training-based education which presses the case for employers (and especially the Civil Service) to be involved in determining what is provided by the education system. Obviously anyone who wishes to work in libraries should have the necessary qualifications and abilities to carry out their duties and solve problems as they arise. During the early 1980s, Luisa Cabral, the former Deputy Director of the National Library of Lisbon, was responsible for a short-term course in librarianship. In 1989 a three-month course was organized by the Cultural Institute of Macau and the Portuguese Librarians' Association. This course, accredited and recognized by the Portuguese authorities, was held on a full-time basis involving 300 tutorial hours and some practical training. Most of the graduates were already employed in the Civil Service. In 1990, the first three-month course on archival studies was held for intermediate staff. More advanced courses were then held by the Public and Administrative Department of Macau. Currently the Institute of Portuguese Studies at the University of Macau offers a degree program which is recognized by both Portuguese and Chinese authorities. The program is for four years, with the last two years focusing on the study of Library Science and Portuguese Studies. The introduction of Portuguese Studies courses in 1990

178 Librarianship in Macau

provides for tertiary level studies in Portuguese language and culture, and aims to strengthen the cultural and linguistic uniqeness of Macau, and provide students with a solid cultural education. Courses are open to students of all nationalities and ethnic backgrounds. Students are able to specialise in either Pedagogy or Library Science after the second year of studies, while the rest of the subjects are common. Courses cover various scientific and pedagogical areas such as language, literature, linguistics, and history. The basic language of instruction is Portuguese, although some subjects are taught in Chinese, English, and French. Admission requirements vary according to the previous academic qualifications of the candidates. Candidates aged twenty-five years or above must sit for a special admission examination. The degree is valid in Macau and in other parts of the world. The library science curriculum is designed to take into account the standards used elsewhere, particularly Portugal, the People's Republic of China, Taiwan, and Hong Kong, since these countries have most effect on the educational sitution in Macau. By 1996-1997 additional material on classification, indexing, and cataloguing will be added to the program. Already some local librarians have been very much involved in making this a successful program. The future of the library profession in Macau depends largely on the social and political situation of the country. Fortunately the Joint Declaration between Portugal and the People's Republic of China provides a good framework for Macau's education and cultural heritage, and there will undoubtedly be further significant contributions made to its library systems. Subjects in the BA (Lib Sci) 2nd Year Introduction to Library Science (3 hours weekly) Libraries, information services and archives - characteristics and history. Types of libraries, information services and archives. Primary functions of libraries, information services and archives. The link between organizations, documents, and users. Society and Information (2 hours weekly) The theory of information in a sociological context. Society, culture, communication, and information. Information policy. New

Librarianship in Macau 179

technologies for communication. Methods and techniques for sociological analysis of information. 3rd Year Bibliography and Information Sources I (3 hours weekly) Users and information: definition and needs. Bibliographic control. Dissemination of information. Bibliographic bulletins and special bibliographies (standardization). Bibliography and Information Sources II (3 hours weekly) Users and their need for information: user profiles. Selective dissemination of information. Information sources: manual and automated. Informal sources of information. Reference: the service, the collection, and the librarian. Cataloguing (4 hours weekly) Historical introduction. Cataloguing within the library functions. Types of catalogues. Bibliographic description: 'Principles of Paris. 1961', ISBD, AACR, and Portuguese Cataloguing Rules. Practical sessions. Classification and Indexing I (3 hours weekly) The role of the subject catalogue. Users vs. information professionals. Library functions. Subject analysis: principles and methods. Classification and indexing: aims, processes and products. The complementary role of classification and indexing. Classification and Indexing II (3 hours weekly) Language problems vs. classification and indexing. Pre-coordinate and post-coordinate indexing systems; characteristics and use. Bibliographic analysis. Abstracts. Subject indexing. Types of indexes. Thesauri. Practical sessions. 4th Year Library Management (3 hours weekly) Organizations as systems. Fundamentals of management techniques. Libraries, information services and archives in the information systems of organizations. Library Management II (3 hours weekly) Information and the organization. The role of information in the decision-making process. Basic problems of organization and planning

180 Librarianship in Macau

facing information services as sub-systems. Reorganizing and rationalizing functions and routines for automation purposes. Statistics for management purposes. Library Automation I (3 hours weekly) Automating library and archive procedures: short approach. The automated system: computers and peripherals; external memories; operating systems; hardware and software. Case studies: databases and word processors. Library Automation II (4 hours weekly) Automating management procedures in libraries and information services: evaluation of needs; possible solutions; selection of hardware and software; integrated systems. Case studies: databases, word processors and work sheets. Classification and Indexing HI (3 hours weekly) Automated classification and indexing. Information retrieval by manual and semi-automated processes and by computer. Practical sessions. Library Technology (4 hours weekly)

The introduction of new technology into libraries, information services and archives. Microforms, CD-ROM, CD-Image and other techniques for electronic storage and transmission of information. Benefits from the use of communication and the access to information. Technical and legal issues arising from the use of new materials. Preservation and Conservation (3 hours weekly) Preservation, conservation and restoration: definition. The information materials. Buildings and equipment. Storage, handling and dissemination. Procedures for preservation, conservation and restoration. Safety rules. The conversion of documents. The role of the information professional. Introduction to Archive Science (3 hours weekly) Archives: definition and history. Classification, aims and functions. The records: definition, characteristics, value and age. Archival materials and collections. Techniques for description: guides, surveys and catalogues. Records managment.

Librarianship in Macau 181

Libraries and Documentation Centres in Macau University Libraries Library of the University of Macau Librarian: Rodolfo Dias Azedo PO Box 3001 Tel: 3974424 Fax: 831694 Library of Macau Polytechnic Institute Librarian: Anibal Mesquita Borges PO Box 286 Tel: 5981170 Fax: 308801 Public Libraries Central Library Director: Jorge Arrimar Portuguese Section: Av. Conselheiro Ferreira de Almeida, 89A Tel: 567576 Fax: 318756 Chinese Section: Largo de Santo Agostinho Tel: 377327 Fax: 318756 Documentation Centres Documentation Centre of the University of Macau Librarian: Joaquim Correia PO Box 3001 Tel: 3974435 Fax: 831694 Documentation Centres (Administration Departments) Assembleia Legislativa de Macau Avenida de Praia Grande, Palacio do Governo, Macau Tel: 565555 Fax: 339442 Person to contact: Maria Isabel Araujo Camara Municipal das Ilhas (Island Mayor's Office) Rua Correia da Silva, Taipa-Macau Tel: 827012 Fax: 320931 Person to contact: Maria Manuela Gon§alves

182 Librarianship in Macau

Direc9§io dos Servos de Economia (Economics Department) Rua Dr. Pedro Jose Lobo, 13 Ed. Luso Internacional, 6°, Macau Tel: 562622 Fax: 712552 Person to contact: Paula Pacheco Direc9ao dos Servi9os de Estatistica e Censos (Statistics Department) Rua Inacio Baptista, 4-7°, Macau Tel: 550935 Fax: 561884 Person to contact: Julia Costa Direc9ao dos Servi9os de Educa9ao e Juventude (Education Department) Avenida da Praia Grande, 66, Macau Tel: 555533 Fax: 317307 Person to contact: Jose Carlos Alves Direc9ao dos Senses de Finan9as (Finance Department) Avenida da Praia Grande, 575, Macau Tel: 571600 Fax: 322720 Person to contact: Maria Candida Freitas Direc9ao dos Servi9os de Justi9a (Justice Department) Avenida de Praia Grande, 594, Edificio BCM, 8°, Macau Tel: 564225 Fax: 710445 Person to contact: Maria Julieta Castelo Branco Direc9ao dos Senses de Trabalho e Emprego (Labour Department) Rotunda Carlos da Maia, Macau Tel: 564109 Fax: 550477 Person to contact: Maria Fernanda Evora Direc9ao dos Servi9osde Turismo (Tourism Department) Largo do Senado, 9, Edificio 'RITZ', 1°, Macau Tel: 315566 Fax: 513355 Person to contact: Joao Pires

Librarianship in Macau 183

Gabinete de Communica9ao Social (Press and Media Dept.) Rua de S. Domingos, 1, Macau Tel: 332886 Fax: 336372 Person to contact: Madalena Faria Instituto Cultural de Macau (Cultural Department) Praceta Miramar, Edificio 'SAN ON', loja 87-U, Macau Tel: 700391 Fax: 700405 Person: Maria Teresa Sena Leal Senado de Macau (Mayor's Office) Avenida Almeida Ribeiro, Macau Tel: 387333 Fax: 341890 Person to contact: Marilia Rodrigues Palacio do Governo (Government House) Avenida da Praia Grande, Palacio do Governo, Macau Tel: 565555 Fax: 563377 Person to contact: Maria Teresa Rodrigues Servi9os de Administra9ao e Fun9ao Piiblica (Civil Service Department) Canada de Santo Agostinho, 19, Edificio 'NAM YUE1, 9° Tel: 323623 Fax: 594000 Person to contact: Maria Manuela Rosa Servi9os de Saiide de Macau (Health Department) Estrada do Visconde de S. Januario, Macau Tel: 313731 Fax: 710430 Person to contact: Maria da Concei9ao Jacinto Macau Historical Archives Office Director: Maria Helena Evora Av. Counselheiro Ferreira de Almeida, 91, Macau Tel: 330913 Fax: 561495

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Appendix 1

Directory

Library and Information Programs of Higher Education 1

College of Library and Information Science Wuhan University, Wuhan, Hubei Province Responsible department: State Education Commission Set up in: March 1920

2

Department of Document and Information Science Present Name: Department of Information Management Nanjing University, Nanjing, Jiangsu Province Responsible department: State Education Commission Set up in: Autumn 1927

3

Department of Library and Information Science Peking University, Beijing Responsible department: State Education Commission Set up in: 1947

4

Department of Library Science Present Name: Department of Information Management Northeast China Normal University, Changchun, Jilin Province Responsible department: State Education Commission Set up in: 1960

5

Department of Library Science Present Name: Department of Information Management Shanxi University, Taiyuan, Shanxi Province Responsible department: Education Department of Shanxi Province Set up in: 1978

186 Appendix 1: Directory

6

Section of Library and Information Science Hunan University, Changsha, Hunan Province Responsible department: State of Engineering Industry Ministry Set up in: October 1978

7

Section of Library Science Baotou Normal School, Baotou, Inner Mongolia Responsible department: Education Department of Inner Mongolia Autonomous Region Set up in: October, 1978

8

Department of Library Science Present Name: Department of Information Management Library Arts College Beijing Union University, Beijing

9

Department of Document and Information Management School of Arts Shanghai University, Shanghai Responsible department: Higher Education Bureau of Shanghai Set up in: November 1978

10 Department of Library and Information Science Present Name: Department of Economic Information International Commerce College East China Normal University, Shanghai Responsible department: State Education Commission Set up in: May 1979 11 Department of Library and Information Science Present Name: Department of Information Industry Branch of Nankai, Tianjin Responsible department: Higher Education Bureau of Tianjin Set up in: August 1979 12 Department of Library Science Present Name: Department of Information Management Anhui University, Hefei, Anhui Province Responsible department: Education Department of Anhui Province Set up in: 1979

Appendix 1: Directory 187

13 Department of Library and Information Science Present Name: Department of Information Technology and Management Beijing Normal University, Beijing Responsible department: State Education Commission Set up in: September 1980 14 Department of Library Science Present Name: Department of Information Management Zhongshan University, Guangzhou, Guangdong Province Responsible department: State Education Commission Set up in: September 1980 15 Department of Library Science Lanzhou University, Lanzhou, Gansu Province Responsible department: State Education Commission Set up in: 1980 16 Department of Library Science Fujian Normal University, Fujian Province Responsible department: Higher Education Department of Fujian Set up in: 1981 17 Department of Library Science Present Name: Department of Information Management South China Normal University, Guangzhou, Guangdong Province Responsible department: Higher Education Bureau of Guangdong Set up in: September 1983 18 Section of Library and Information Science Present Name: Department of Information Management, Management College, Xi'an Jiaotong University, Xi'an, Shanxi Province Responsible department: State Education Commission Set up in: September 1983

188 Appendix 1: Directory

19 Section of Book Management Southwest Normal University, Chongqing, Sichuan Province Responsible department: State Education Commission Set up in: 1983 20 Special Course of Library Science Hangzhou University, Hangzhou, Zhejiang Province Responsible department: Education Commission of Zhejiang Province Set up in: May 1984 21 Department of Library and Information Science Sichuan University, Chengdu, Sichuan Province Responsible department: State Education Commission Set up in: September 1984 22 Section of Library Science Haidian Day College, Beijing Responsible department: Higher Education Bureau of Beijing Set up in: 1984 23 Department of Library Science Present Name: Department of Information Management Hebei University, Baoding, Hebei Province Responsible department: Education Commission of Hebei Province Set up in: 1984 24 Section of Library and Information Science Present Name: Section of Information Management Nanjing Agricultural University, Nanjing, Jiangsu Province Responsible department: Ministry of Agriculture, Animal Husbandry and Fisheries Set up in: 1984 25 Department of Library Science Present Name: Department of Information Resource Management, Nankai University, Tianjin Responsible department: State Education Commission Set up in: 1984

Appendix 1: Directory 189

26 Department of Library and Information Science Present Name: Department of Information Management Xiangtan University, Xiangtan, Hunan Province Responsible department: Education Commission of Hunan Province Set up in: 1984 27 Section of Science and Technology Information Institute of Central and South China Mining Industry, Changsha, Hunan Province Responsible department: Nonferrous Metal Company of China Set up in: 1984 28 Advanced Refresher College of Library and Information Science Jilin Polytechnical University, Changchun, Jilin Province Responsible department: Ministry of Engineering Industry Set up in: March 1985 29 Department of Library and Information Science Bthune Medical University, Changchun, Jilin Province Responsible department: Ministry of Public Health Set up in: April, 1985 30 Section of Library Science Jiangxi University, Nanchang, Jiangxi Province Responsible department: Education Department of Jiangxi Province Set up in: April 1985 31 Department of Library Science Present Name: Department of Information Management Zhengzhou University, Zhengzhou, Henan Province Responsible department: Education Department of Henan Province Set up in: April 1985 3 2 Section of Science and Technology Information Science Dalian University, Dalian, Liaoning Province Responsible department: Municipal Government Set up in: May 1985

190 Appendix 1: Directory

33 Section of Book and Information Studies Present Name: Section of English Information Management Beijing Institute of Foreign Languages Responsible department: State Education Commission Set up in: 1985 34 Section of Library and Information Science Dalian Institute of Technology, Dalian, Liaoning Province Responsible department: State Education Commission Set up in: May 1985 35 Section of Library Science Liaoning Normal University, Dalian, Liaoning Province Responsible department: Higher Education Bureau Province Set up in: May 1985 36 Department of Library and Information Science Present Name: Department of Information Management Heilongjiang University, Ha'erbin, Heilongjiang Province Responsible department: Education Commission of Heilongjiang Province Set up in: June 1985 37 Department of Library and Information Science Shandong University, Jinan, Shandong Province Responsible department: State Education Commission Set up in: 1985 3 8 Department of Library and Information Science Hunan Medical College, Changsha, Hunan Province Responsible department: Ministry of Public Health Set up in: 1986 3 9 Section of Library and Information Science Present Name: Information Management and Decision Making Science Department, Chinese University of Science and Technology, Hefei, Anhui Province Responsible department: State Education Commission Set up in: 1986

Appendix 1: Directory 191

40 Section of Social Science Information Department of Archives People's University of China, Beijing Responsible department: State Education Commission Set up in: 1986 41 Special Course of Library and Information Science Northeast China College of Hydropower Administrative Cadres, Jilin, Jilin Province Responsible department: Ministry of Irrigation and Hydropower 42 Department of Library and Information Science Present Name: Department of Information Management Central China Normal University, Wuchang, Hubei Province Responsible department: State Education Commission 43 Section of Library Science Jilin University, Changchun, Jilin Province Responsible department: State Education Commission 44 Section of Library and Information Science Jilin Science and Technology University, Changchun, Jilin Province Responsible department: Education Department of Jilin Province 45 Section of Library Science Jincheng Union University, Dongfanghong Square, Lanzhou, Gansu Province Responsible department: Education Department of Gansu Province 46 Department of Library and Archive Science Present Name: Department of Information Management Political Academy of the Airforce, Wujiaochang, Shanghai Responsible department: General Headquarters of Airforce 47 Department of Library Science Xi'an Fundamental University, Xi'an, Shanxi Province Responsible department: Higher Education Department of Shanxi

192 Appendix 1: Directory

48 Department of Library Science Taiyan Heavy Machinery Institute Taiyuan Shanxi Province Responsible department: Ministry of Engineering Industry 49 Department of Medical Library and Information Science Tongji Medical University, Hankou, Hubei Province Responsible department: Ministry of Public Health 50 Department of Library Science Yunnan University, Kunming, Yunnan Province Responsible department: Education Department of Yunnan Province Adult Education Organizations: Library and Information Science 1

Name: Department of Library Science, Peking University Address: Beijing Responsible department: State Education Commission Programs: correspondence programs, short-term training courses

2

Name: Department of Library, Arts College, Beijing Union University Address: Beijing Responsible department: Education Bureau of Beijing Programs: correspondence programs, short-term training courses

3

Name: Sparetime Staffs College, National Library of China Address: Beijing Responsible department: Ministry of Culture Programs: vocational college, short-term training courses

4

Name: Department of Library Science, Beijing Normal University Address: Beijing Responsible department: State Education Commission Programs: correspondence programs, short-term training courses

Appendix 1: Directory 193

5

Name: Section of Library Science, Changchun Normal University Address: Changchun, Jilin Province Responsible department: Nonferrous Metals Co. of China Programs: vocational college

6

Name: Section of Library and Information Science, Dalian Institute of Technology Address: Dalian, Liaoning Province Responsible department: State Education Commission Programs: short-term training courses, class for advanced study

7

Name: Department of Library Science, Northeast Normal University Address: Changchun, Jilin Province Responsible department: State Education Commission Programs: correspondence programs, short-term training courses

8

Name: Department of Library Science, Hangzhou University Address: Zhejiang Province Responsible department: Education Commission of Zhejiang Province Programs: vocational college, short-term training courses

9

Name: Department of Library Science, Hebei University Address: Baoding, Hebei Province Responsible department: Education Commission of Hebei Province Programs: short-term training courses

10 Name: Heilongjiang Provincial Library Address: Ha'erbin, Heilongjiang Responsible department: Administration Commission of Heilongjiang Province Programs: vocational college, Radio-TV college 11 Name: Hefei Pedagogical Institute Address: Hefei, Anhui Province Responsible department: Education Department of Anhui Programs: vocational college, correspondence

194 Appendix 1: Directory

12 Name: Hefei Union University Address: Hefei, Anhui Province Responsible department: Education Department of Anhui Province Programs: vocational college 13 Name: Working Committee of Henan Academic Library, Zhengzhou University Address: Zhengzhou, Henan Province Responsible department: Education Commission of Henan Province Programs: short-term training courses 14 Name: Henan Provincial Library Address: Zhengzhou, Henan Province Responsible department: Cultural Bureau of Henan Province Programs: Radio-TV college correspondence programs 15 Name: Hunan Provincial Library Address: Changsha, Hunan Province Responsible department: Cultural Bureau of Hunan Province Programs: vocational college 16 Name: Hunan Normal University Address: Changsha, Hunan Province Responsible department: Education Commission of Hunan Province Programs: vocational college 17 Name: Department of Library and Information Science, East China Normal University Address: Shanghai Responsible department: State Education Commission Programs: short-term training courses 18 Name: Department of Library Science, South China Normal University Address: Guangzhou, Guangdong Province Responsible department: Higher Education Bureau of Guangdong Province Programs: short-term training courses

Appendix 1: Directory 195

19 Name: Department of Library Science, Lanzhou University Address: Lanzhou, Gansu Province Responsible department: State Education Commission Programs: evening college, short-term training courses 20 Name: Department of Library Science, Nanjing University Address: Nanjing, Jiangsu Province Responsible department: State Education Commission Programs: vocational college, short-term training courses 21 Name: Section of Agricultural Library and Information Science, Nanjing Agriculture University Address: Nanjing, Jiangsu Province Responsible department: Ministry of Agriculture, Animal Husbandry and Fisheries Programs: short-term training courses 22 Name: Department of Library Science, Nankai University Address: Tianjin Responsible department: State Education Commission Programs: short-term training courses 23 Name: Section of Library Science, Baotou Branch of Central Radio-TV College Address: Baotou, Inner Mongolia Responsible department: Education Bureau of Baotou Programs: Radio-TV college 24 Name: Section of Library Science, Qingcheng University Address: Huhehaote, Inner Mongolia Responsible department: Education Bureau of Huhehaote Programs: Radio-TV college 25 Name: Sparetime Professional Training School of Library Science Address: Qingdao, Shandong Province Responsible department: Cultural Bureau of Qingdao Programs: Radio-TV college, short-term training courses

196 Appendix 1: Directory

26 Name: Department of Document and Information Management, School of Arts, Shanghai University Address: Shanghai Responsible department: Higher Education Bureau of Shanghai Programs: vocational college 27 Name: Shanghai Library Address: Shanghai Responsible department: Cultural Bureau of Shanghai Programs: vocational college, short-term training courses 28 Name: Sichuan Provincial Library Address: Chengdu, Sichuan Province Responsible department: Cultural Department of Sichuan Programs: short-term training courses 29 Name: The People's Library of Tianjin Address: Tianjin Responsible department: Cultural Department of Tianjin Programs: vocational college, short-term training courses 30 Name: College of Library and Information Science, Wuhan University Address: Wuhan, Hubei Province Responsible department: State Education Commission Programs: correspondence programs, short-term training courses 31 Name: Section of Library Science, Sparetime for the Cutural Department of Yunnan Province Address: Kunming, Yunnan Responsible department: Culture Department of Yunnan Province Programs: vocational college 32 Name: Department of Library and Information Science, Institute of the Administrative Cadres, Chinese Academy of Sciences Address: Huairou, Beijing Responsible department: Academy of Sciences Programs: vocational college

Appendix 1: Directory 197

33 Name: Section of Library Science, Central Radio-TV College Address: Beijing Responsible department: State Education Commission Programs: Radio-TV college Secondary Education in Library and Information Science 1

Name: Tianjin Library Secondary Class, Tianjin Responsible department: Culture Bureau of Tianjin Set up in: 1978

2

Name: Library Secondary Correspondence School of Sichuan Province, Dongfeng Road, Chengdu, Sichuan Province Responsible department: Culture Department of Sichuan Set up in: 1980

3

Name: Library Correspondence School of Jilin Province, Xinming Street, Changchun, Jilin Province Responsible department: Culture Department of Jilin Province Set up in: 1981

4

Name: Library Secondary Class of Hunan Province (former specialized class in Library Science, Hunan Society of Library Science, Xianjiang Teachers' School) Changsha, Hunan Province Responsible department: Education Commission of Hunan Province Set up in: 1982

5

Name: Hunan Secondary School of Library and Information Science, Changsha, Hunan Province Responsible department: Education Commission of Hunan Province Set up in: March 1983

6

Name: Library Secondary Class, Fudan University, Shanghai Responsible department: State Education Commission Set up in: September 1983

198 Appendix 1: Directory

I

Name: Vocational Training Class of Library Management, Huguang Secondary School, Shanghai Responsible department: Bureau of Shanghai, Shanghai Branch Chinese Academy of Sciences, East China Chemical Industry Institute Set up in: September 1983

8

Name: Vocational High School of Library and Information Science, Haidian Middle School, Beijing Responsible department: Education Bureau of Beijing Set up in: 1983

9

Name: Guilin Secondary Correspondence School of Library and Information Science, Guilin, Guangxi Responsible department: Cultural Bureau of Guilin Set up in: 1983

10 Name: Guangxi Secondary Correspondence School of Library and Information Science of Guangxi, Nanning, Guangxi Responsible department: Culture Department of Guangxi Autonomous Region Set up in: 1983 I1 Name: Secondary Class of Library Science, Yunnan University, Kunming, Yunnan Province Responsible department: Education Bureau of Yunnan Province Set up in: 1983 12 Name: Secondary Class of Library Science, Chinese Academy of Sciences, Beijing Responsible department: Chinese Academy of Sciences Set up in: 1983 13 Name: Vocational Class of Library Science, (Jointly conducted by Zhejiang Province Society of Library Science and Hangzhou Xiangyang Middle School), Hangzhou, Zhejiang Province Responsible department: Education Bureau of Hangzhou, Federation of Zhejiang Province Set up in: August 1984

Appendix 1: Directory 199

14 Name: Vocational High School of Library Science, Dalian Institute of Technology, Luanjincun, Dalian, Liaoning Province Responsible department: Higher Education Bureau of Liaoning Set up in: September 1984 15 Name: Secondary Class of Book Management, Specialized Secondary Staff School, Shanghai Municipal Library, Shanghai Responsible department: Cultural Bureau of Shanghai Set up in: Sept 1984 16 Name: Library Secondary Class, Hangzhou University, Hangzhou, Zhejiang Province Responsible department: Education Commission of Zhejiang Province Set up in: 1984 17 Name: Professional Training Programs in Library Science, Hebei Arts School, Shijiazhuang, Hebei Province Responsible department: Cultural Department of Hebei Province Set up in: 1984 18 Name: Secondary Class of Library Science, Jinan, Shandong Province Responsible department: Education Bureau of Jinan Set up in: 1984 19 Name: Section of Library Science, Henan Province, Zhongying Technical School, Zhengzhou, Henan Province Responsible department: Cultural Department of Henan Province Set up in: May 1985 20 Name: Section of Library Science, Kaifeng Arts School, Kaifeng, Henan Province Responsible department: Cultural Department of Henan Province Set up in: 1985

200 Appendix 1: Directory

21 Name: Specialized Secondary Class, Department of Library and Information Science, Heilongjiang University, Xuefu Road, Ha'erbin, Heilongjiang Province Responsible department: Education Commission of Heilongjiang Province Set up in: 1985 22 Name: Library Secondary Class, Chongqing University, Chongqing, Sichuan Province Responsible department: Higher Education Bureau of Sichuan Province Set up in: 1985 23 Name: Library Secondary Class, Tianjin Industrial Arts School, Tianjin Responsible department: Education Bureau of Tianjin Set up in: 1985 24 Name: Vocational School of Library and Information Science, Tianjin Responsible department: Municipal Library of Tianjin Education Bureau of Nankai District, Tianjin Set up in: 1985 25 Name: Vocational School of Library Science, Taiyuan, Shanxi Province Responsible department: Cultural Department of Shanxi Province Set up in: 1985 Levels of Education in Library and Information Science Teaching Programs Doctoral Degree Masters Degree Postgraduate Diploma Dual Bachelor Degrees

10 years 7 years 6 years

Research, Teaching Research, Teaching Developing advanced specialized professionals 4-5 years Specialized professional

Appendix 1: Directory 201

Bachelor Degree

4 years

Professional work in all areas of LIS including administrative and supervisory activities

3 years

Professional

2 years

Technician

2 years

Performing various technical functions under professional supervision

Education Programs Associated Comprehensive Degree Middle Level Technical Program Professional Education Secondary Level

Staff With the development of library and information science education, the numbers of teaching staff have increased. In 1977 there were less than 100, in 1981 there were 176, in 1983 there were more than 200, in 1985 there were 760, and two years later there were 962. Now there are more than 1000 teaching staff. The proportion of professors and associate professors has also been increasing. Before 1978, there were fewer than ten professors or associate professors, but this situation has changed and now the teaching staff of library and information science in China are numerous and of high quality, comprising not only professors and associate professors with academic attainments and rich teaching experiences who will lead the professional research and education, but also knowledgeable lecturers who are the backbone of the educational undertakings, and assistants who are full of vigour and originality. For example in late 1990, the College of Library and Information Science at Wuhan University was comprised of ninetytwo teachers including seven professors, fourteen associate professors, forty-one lecturers and thirty assistants. Each year several young or middle-aged teachers are sent abroad to take refresher courses to keep their knowledge up-to-date. Another example is the Department of Library and Information Science at Peking

202 Appendix 1: Directory

University, which had forty-eight full-time teachers in 1994, including thirteen professors, nine associate professors, nineteen lecturers and seven assistants. The fields of interest of teachers' research and teaching vary from theoretical library and information science to the application of library and information science theories, and from library administration and management to economic or science and technology information services, thus covering all aspects of professional development. Teachers' backgrounds also vary, some being experienced teachers and professionals who have served in libraries or information centres for a long time, some are outstanding masters or doctoral graduates who have majored in library and information science or some other knowledge field, some are students who have returned from abroad, and some are part-time teachers. Occasionally library and information science education also makes use of the staff resources of other schools or departments on the same campus. Faculty Members of the Department of Library and Information Science, Peking University Deans Wang Wanzong Xiao Dongfa Zhang Han

Dean Vice-Dean Vice-Dean

Teaching and Research Section of Library Science WuWeici Professor, Director Li Yan Professor Shao Xiantu Professor Zhang Shuhua Professor Zheng Lili Professor Zhou Wenjun Professor Duan Minglian Associate Professor Liu Suya Associate Professor Zhang Han Associate Professor Dong Xiaoying Lecturer Liu Ziheng Lecturer Ma Zhanghua Lecturer Zhang Junfang Lecturer

Appendix 1: Directory 203

Zhang Xigao Zhou Qingshan

Lecturer Lecturer

Teaching and Research Section of Documentation Wang Jingui Associate Professor, Director Meng Zhaojin Professor Xiao Dongfa Professor Zheng Rusi Professor Zhu Tianjun Professor Li Guoxin Associate Professor Lu Yi Lecturer Shi Zengzhi Lecturer Wang Yi Lecturer Yao Boyue Lecturer Teaching and Research Section of Information Science Qin Tiehui Professor, Director Wang Wanzong Professor Xu Kemin Professor Fu Shoucan Associate Professor Qi Yanli Associate Professor Yu Jinfeng Associate Professor Bao Min Lecturer Chen Jianlong Lecturer Chen Wenguang Lecturer Wang Yanfei Lecturer Xie Xinzhou Lecturer Yan Xueshan Lecturer Yue Jianbo Lecturer Zhao Danqun Lecturer Zhao Wen Lecturer Lu Lijun Assistant Wang Jun Assistant Teaching and Research Section of Consultant Studies Lai Maosheng Professor Ding Xuedong Associate Professor Shen Jing Lecturer Zhang Wei Lecturer

204 Appendix 1: Directory

Media Centre of the Department Luo Guizhi Librarian Xue Meihua Librarian Han Zhong Assistant Librarian Zhao Lixin Assistant Librarian Shi Xiaohua Associate Research Librarian Administration Office Lu Zizhong Zhao Linli Jin Feng Zhang Jinying Huang Meiyu

Director Director Assistant Researcher Associate Researcher Accountant

Office for Correspondence Education Gao De Assistant Researcher, Director Wang Chunfang Assistant Laboratory Technician The Department of Library and Information Science of Peking University consists of fifty-eight teachers and workers. Among them there are fourteen professors, twelve part-time professors, nine associate professors, and twenty-one lecturers. Every program of the department accepts graduate students and there is now a doctoral program. There are teaching and research sections of library science, information science, documentation, and consultant studies as well as a section devoted to information resources development and research. Achievements of Faculty Members

Bao Min Content Specialities:

Information Economics Introduction to Information Science

Major Publications: Bao Min, 'The Definition of Information: General and Specific Analysis,' Information Journal \ (1991). Bao Min, 'Strategic Information Marketing,' Science Economy Society 6 (1993).

Appendix 1: Directory

Chen Jianlong Content Specialities:

205

Information User Studies Research Methods in Information Science

Major Publications: Chen Jianlong, Information Marketing and Information Users, Beijing: Science and Technology Documentation Publishing House, 1994. Chen Jianlong, Foundations of Information Instruction for Students, Beijing: Peking University Press, 1994. Fu Shoucan Content Specialities:

Library Automation Information System Analysis and Design

Major Publications: Fu Shoucan, 'Development Methods of Rapid Prototyping and Application Generators,' New Technology of Library and Information Service 3 (1991): 19-23. Liu Suya Content Specialities:

Cataloguing Book Marketing

Major Publications: Liu Suya, Cataloguing of Chinese Materials, Beijing: Catalogues and Documentation Publishing House, 1994. Jiang Huiqing and Liu Suya, On Forenames and Surnames, Beijing: Shenghuo-Dushu-Xinzhi Joint Publishing Company Press, 1994. Ma Zhanghua Content Specialities:

Subject Cataloguing Book Classification Major Publications: Hou Hanqing and Ma Zhanghua (eds). Introduction to Subject Cataloguing, Beijing: Peking University Press, 1991. Li Yan et al., Book Classification, Beijing: Catalogues and Documentation Publishing House, 1990.

206 Appendix 1: Directory

Qi Yanli Content Specialities:

Science and Technology Literature Retrieval Patent Documentation

Major Publications: Qi Yanli, A Course in Intellectual Property Information, Beijing: Bibliography and Documentation Publishing House, 1993. Qi Yanli, 'Chinese Patent Law and Patent Information Services,1 International Library and Information Review 25 (1) (1994). Qin Tiehui Content Specialities:

Introduction to Information Research Scientific Activities and Methods

Major Publications: Qin Tiehui, Introduction to Information Research, Beijing: Peking University Press, 1993. Qin Tiehui, Scientific Activities and Methods, Beijing: Peking University Press, 1992. Shen Jing Content Specialities: Consultation Science Major Publications: Shen Jing, 'Scientific Decision Making and Consultation,' Books of the World 10 (1993). Shen Jing, 'Developing the Consulting Industry of our Country,' Newspaper of Chinese Association of Science and Technology 5 (1993). Shi Zengzhi Content Specialities:

Introduction to Bibliography Chinese Historical Bibliography

Major Publications: Shi Zengzhi, 'Private Book Collections and their Bibliography in the Song Dynasty,1 Shanxi Library Science Journal 2 (1990). Wang Jingui Content Specialities:

Documentation History of Chinese Civilization

Major Publications: Wang Jingui, Bibliography Specializing in Chinese Historical Literature, Beijing: Peking University Press, 1994.

Appendix 1: Directory 207

Wang Jingui, Hanshu and Houhanshu (The Dynastic History Classics of Han and Post Han), Beijing: People's Publishing House, 1987. Wang Wanzong Content Specialities:

Introduction to Information Science Advanced Seminar on Knowledge

Major Publications: Wang Wanzong, Introduction to Information Science, Beijing: Peking University Press, 1988. Wang Wanzong, A Review of the Science and Technology Information Services in China, Beijing: Catalogues and Documentation Publishing House, 1994. Wang Yanfei Content Specialities:

Database Designing Artificial Intellectual Technology

Major Publications: Lai Maosheng, Wang Yanfei and Zhao Danqun, Computerized Information Retrieval, Beijing: Peking University Press, 1993. Xiao Dongfa Content Specialities: Introduction to Yearbook and Almanac Study Chinese book history Major Publications: Xiao Dongfa, Introduction to Yearbook and Almanac Study. Beijing: Chinese Books Publishing House, 1991. Xiao Dongfa, Chinese Books, Beijing: Xinhua Publishing House, 1991. Xie Xinzhou Content Specialities:

Business Information Retrieval Computerized Information Retrieval

Major Publications: Xie Xinzhou, Business and Economic Information Processing and Retrieval, Beijing: Catalogues and Documentation Publishing House, 1994. Xie Xinzhou, New Generation of Information Systems: Objectoriented System Analysis and Design, Beijing: Aviation Industry Publishing House, 1993.

208 Appendix 1: Directory

Xu Kemin Content Specialities:

Science and Technology Literature Retrieval Science of Science

Major Publications: Lai Maosheng and Xu Kemin, Science and Technology Literature Retrieval, 2nd ed. Beijing: Peking University Press, 1994. Xu Kemin, 'Some Humble Opinions on Bibliometrics,' Journal of Library and Information Services 3 (1992). Yan Xueshan Content Specialities:

Theories of Mass Communication Humanistic Analysis of Information Sciences

Major Publications: Yan Xueshan, 'What is the Way Out for Information Science?' Information Science 5-6 (1993). Yu Jinfeng Content Specialities:

Computerized Chinese Information Processing

Major Publications: Yu Jinfeng, Foundations of Computerized Chinese Information Processing, Beijing: Peking University Press, 1993. Yu Jinfeng, 'Implementation of the Automatic Configuration System for the Book Number of Works in the Same Class in Chinese,' Journal of the China Society for Scientific and Technical Information 3 (1992): 208-219. Yue Jianbo Content Specialities:

Introduction to Information Science Environmental Theory of Information

Major Publications: Yue Jianbo, 'The Information Environment in China: Problems and Policies,' Journal of Peking University (Philosophy and Social Sciences) 4 (1993): 94-99. Yue Jianbo, 'From Theory of Information Resource to Theory of Information Environment,1 Journal of Peking University (Philosophy and Social Science) 4 (1992): 99-104.

Appendix 1: Directory 209

Zhang Han Content Specialities:

Subject Cataloguing Indexing Technology

Major Publications: Li Yan el al., Book Classification, Beijing: Catalogues and Documentation Publishing House, 1990. Zhang Shuhua, Zhao Shiliang and Zhang Han, A Course of Library User Services, Beijing: Peking University Press, 1986. Zhang Junfang Content Specialities:

Cataloguing Design of Computerized Index System

Major Publications: Zhang JunFang, The Current Situation and Prospects of the Application of CD-ROM Technology in China,1 Library and Information Bulletin 4 (1992). Zhao Danqun Content Specialities:

Computerized Information Retrieval Data Structure

Major Publications: Zhao Danqun, 'Thinking About Problems in Current Citation Analysis Study,1 Information Science: Theory Application 3 (1991): 12-13 (48). Lai Maosheng, Wang Yanfei and Zhao Danqun, Computerized Information Retrieval, Beijing: Peking University Press, 1993. Zhao Wen Content Specialities:

Computerized Editing and Composing Systems Office Automation

Major Publications: Zhao Wen, 'An Analysis of the Development and Current Situation of LIS Education in China - in Research Materials of China in 2000,' Chinese Scientific and Technical Association 18 (1984).

210 Appendix 1: Directory

Zheng Lili Content Specialities:

Library Undertakings Abroad Comparative Library Science

Major Publications: Department of Library Science of Peking University and Department of Library Science of Wuhan University, Fundamentals of Library Science, Beijing: Commercial Press, 1982. Zheng Lili, Luo Yousong and Wang Dujiang, Introduction to Children's Library Science, Changsha: Hunan Juvenile Publishing House, 1990.

Appendix 2

Library Conferences in China

China has held many professional conferences in different cities. Through these conferences, people begin to know each other, and young intellectuals are encouraged to develop quickly; many of the theses read at the conferences have been published in journals. The following is a list of conferences which have affected the advancement of library and information science in China from 1990 to!995.

1994 1

2

August 20-24, The Second Seminar of Library and Information Science for Taiwan and mainland China. Held in Beijing, sixty people joined to exchange views on library education, cataloguing, electronic publishing, databases and information technologies. December 20-24, International Seminar of Information Technology, Information Services, and Information Research. Held in Shanghai with more than 100 participants, it focused on changing information technology, different kinds of information services, and research in various information fields.

1993 1 2

March 27-29, Working Seminar for National Libraries. Held in Shanghai, about ninety-four secretaries of library associations in different areas attended. April 25-28, The First International Seminar on Information Consultancy and Information Services. Held in Beijing, about 12,000 persons attended the conference to exchange views on patent services, information services,

212 Appendix 2: Library Conferences in China

3

4

5

6 7

information consultancy for law, investment, finance, engineering, science and technology. May 21-25, International Seminar on Library and Information Science Theory and Practice. Held in Wuhan, about 200 persons attended the conference to discuss various subjects. July 28-August 1, Seminar on National Information Research. Held in Zhangjiajie, Hunan Province, about twenty people attended the meeting and discussion focused on the reform of information institutions. October 12-18, The Tenth Seminar on National Computer Information Management. Held in Yichang, eighty persons attended the meeting which stressed database technology, information retrieval techniques and others. December 1-5, Seminar on the Research of Basic Theories of Library and Information Science Held in Chongqing, with fifty participants and 155 articles. December 12-15, The First Seminar of Library and Information Science for Taiwan and mainland China. Held in Shanghai, about sixty delegates attended the seminar to discuss education for library and information science, as well as information services, classification and cataloguing, library management, and the development of library causes.

1992 1

2 3 4

April 25-27, The Fourth Congress of the China Library Association. Held in Nanjing, the congress passed the 'Program of the China Library Association', and elected the members of the Fourth Board with Mr. Liu Deyou as the Chair. May 17-20, The International Seminar on Collection Building and Resources Sharing. Held in Sian with more than 150 people attending. June 23-25, Seminar on Library Automation. Held in Beijing with twenty-five participants, it discussed the present situation of library automation in China and its future development. August 5-8, The Second National Seminar on Information Economy. Held in Yantai, Shangtong Province, it focused on

Appendix 2: Library Conferences in China 213

competing information, information markets, and the information industy. 5 August 31-September 4, The Eighth Scientific Seminar of Library and Information Science of the China Science Academy. Held in Lanzhou, it focused on systems in information institutions and on literature information work. 6 September 8-10, International Seminar on Modern Technology in Libraries of the 1990s. Held in Beijing, the focus was on multilingual processing, library networks, optical disc technology, and technology education. 7 October 9-13, The Ninth National Conference on Computer Information Management. Held in Haining, Zhejiang Province, with the main emphasis on large-scale production and service of databases. 8 November 5-7, National Seminar on Library Classification. Held in Wuhan, the focus was on organizing and working on the new edition of Chinese Library Classification. 9 November 17-20, The Seventh National Seminar of Young Scholars of Library and Information Science. Held in Wuhan with 130 persons attending, there was a focus on market economy and library service and education. 10 December 8-10, The First Conference of the National Indexing Association. Held in Shanghai, there were sixty theses for discussion. 11 December 10-16, Seminar on Information Literature Statistics. Held in Haikouwith, the focus was on the standardization of information literature statistics. 12 December 11-15, The Fourth National Seminar for Young Scholars on Information Theory and Practice. Held in Yichang, Hubei Province, with a focus on the information industry, information economy, and information service models.

1991 1 2

March 27-30, International Seminar on Exchanging of Teaching Experience for Graduates of Information Science. May 4-6, National Seminar on Bibliography. Held in Nanjing with a focus on bibliography types, service, teaching materials and teaching methods.

214 Appendix 2: Library Conferences in China

3

May 14-17, National Seminar on Readers' Service by the China Library Association. Held in Dalian, there were 705 articles for discussion. 4 July 7-9, Seminar on Information Industry Development Strategies. Held in Beijing, with a focus on the information industry, database construction, personnel training and system reform. 5 August 20-23, The First National Librarians Conference. Held in Beijing with librarians from provinces, autonomous regions, and municipalities. 6 September 9-11, Seminar on Library Basic Theory. Held in Lushan mountains. 7 September 14-19, National Seminar on Translation and Editing of Scientific and Technical Information. Held in Jiangyou, Sichuan Province, with a focus on the promotion of quality of periodicals, and the economic effect of periodicals 8 October 5-10, National Seminar on the Future of Libraries and their Architecture. Held in Daqing, Helongjiang Province with 120 participants. 9 October 14-18, The Third International Seminar on Computer Information Management and the Exhibition of New Technology. Held in Beijing with 100 participants. 10 November 1-4, The Third National Seminar on Information Education. Held in Beijing, it focused on educational aims, models, curriculum, and courses.

1990 1

2 3

June 7-10, Seminar on Information Education by the China Scientific and Technical Information Association. Held in Zhengzhou, Henan Province, with fifty-five participants and a focus on promoting the quality of information education and its relationship with library education. July 5-8, National Seminar on Information Periodicals, Held in Yantai, Shangtong Province. October 21-27, The Eighth National Seminar on Computer Information Management.

Appendix 2: Library Conferences in China 215

4

5

6

Held in Zhangjiajie, Hunan Province, with 137 participants discussing plans for computer information management from 1990 to 1995. October 25-31, The Seventh Seminar on Library and Information Science of China Academy of Sciences. Held in Qingdao with 120 participants and a focus on library automation. Nov.8-14, National Seminar on Online Information Retrieval. Held in Lushan mountains with ninety-seven participants and a focus on database construction and optical disc exploration and application. Dec. 19-23, National Conference of the China Scientific and Technical Information Association. Held in Chendu, Sichuan Province, with 122 participants and a focus on the relationship between literature collections and their use, subject research management, and the social and economic effects of research.

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Chui Muyue. 'Review and Thoughts on Our Province's Library Science Education.' Henan Library 3 (1989): 10-13. Ding Wei. 'The Function and Structure of Chinese Colleges' Information Science Education.' Journal of Information Science 6 (1989): 65-71. Fan Jinyang. 'New Policies of Chinese Library Science Education in an Information Age.' Bulletin of Fujian Library Science Society 4 (1985): 27. Fan Shangling. 'Various Aspects of Information Education.' Bulletin of the China Society of Library Science 1 (1987): 34-37. Fang Liangchun. 'A Brief Discussion on Macro Development of Chinese Library and Information Science Education.' Yunnan Library 1 (1987): 30-34. Fen Chenjun and Zhang Jin. 'Investigation and Analysis of the Current Situation of Chinese Information Science Education.' Information Professional Research 1 (1991): 31-35. Fen Chenjun and Zhang Jin. 'Thoughts on Chinese Information Science Education.' Journal of Information Science 3 (1990): 10-14. Feng Baiyun. 'On Elementary Information Education at Colleges and Universities.' Information and Documentation Work 4 (1992): 40-42. Feng Jinsheng. 'The Higher Education of Library Science Demands a Prompt Reform.1 Information and Documentation Work 3 (1991): 35-37. Fu Dexiong. 'Discussion on "Share-type" on-the-job Education Model: Review of Chinese Library and Information Science Education.' Journal of Guangdong Library 3 (1989): 57-60. Gao Jinxue. The Reform and Development of Library Science Education.' Journal of Library and Information Science of Shanghai Colleges and Universities 5 (1994): 5. Ge Min. 'An Approach to the "Sage System" of Library Science Education.' Library and Information 1-2 (1986): 147. Ge Xuixiao. 'Ideas about the Strengthening of Information Education in Agricultural Colleges.' Journal of Library and Information Science in Agriculture 3 (1991): 37-39. Ge Yaoliang. 'My View on Strengthening Chinese Information Science Higher Education.' Information Science 6 (1983): 41. Guan Yixian. 'My View on How to Improve Chinese Library Science Education.1 Bulletin of the China Society of Library Science 4 (1982): 82.

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Guo Xiachao. 'Thoughts on Information Science Education in Higher Normal Colleges.1 Journal of Academic Library 4 (1989): 27-28. Guo Xinghou. 'My Opinion on Developing Social Science Information Education.' Information and Documentation Work 2 (1990): 17-19. Guo Xingshou. 'A Brief Discussion on Tradition and Reform of Chinese Library Science Education.' Knowledge of Library and Information Science 4 (1983): 5. Hao Zhipin. 'The Continuous Education of Chinese Library and Information Professional Personnel.' Library Theory and Practice 2 (1992): 20. Hu Chang Ping. 'Developments in Chinese Information Science Education During Reform.' Journal of Information Science 1 (1989): 62-67. Hu Changpin and Zhou Yingxie. Thoughts on the Multidimensional and Multi-level Structure of Chinese Information Science Education.' Scientific and Technological Information Service 8 (1987): 9-11. Hu Changping et al. 'Review and Prospects of the Education for Information Science in the School of Library and Information Science of Wuhan University.' Knowledge of Library and Information Science 3 (1990): 7-10. Hu Changping. 'An Exploration of Information Science Education: A Review of the Achievements of 1984 Information Science Students at Wuhan University.' Information Professional Research 6 (1988): 419-424. Hu Huiping. Talking about the Reform of Chinese Information Education.1 Journal of Information Science 2 (1986): 8. Hua Xunji. The Major Trends of Chinese Library Science Education.' Bulletin of the China Society for Library Science 3 (1989): 7-11. Huang Gang. 'Review and Thoughts on the Development of Our Province's Library and Information Science Education.' Journal of Library Science in Jiangxi 1 (1990): 17-19. Huang Lijun. 'Developing Library and Information Science Education Step by Step.' Library Theory and Practice 4 (1986): 41. Huang King and Lou Cequn. 'Continuing Education of Library and Information Professional Personnel in China.' Knowledge of Library and Information Science 3 (1992).

220 Appendix 3: Bibliography

Huang Ranhao and Tao Hanyu. 'Material from an Investigation of Library Science Education on How the Reform Direction of Chinese Library Science Education Is Viewed.' Researches in Library Science I (1984): 28. Huang Wanxing. 'Views on Chinese Library Science Education Reform.' Journal of Academic Libraries 1 (1986): 13. Huang Zongzhong and Zhang Qiyu. 'Review and Prospects of Library Science Education.' Bulletin of the China Society of Library Science 4 (1980): 16. Hui Shirong. 'Some Problems Existing in Current Library Science Education.' Library Work and Study 3 (1982): 19. Hunan University Library. 'Developing Library Science Education Suited to the Demands of Four Modernizations.' Library Work in Colleges and Universities 2 (1981): 87. Jin Qiang and Jin Shaobin. 'Some Problems Existing in Chinese Library and Information Science Education.1 Bulletin of Academic Library in Jilin 4 (1990): 28-30. Jing Jipeng, Xu Xing and Wu Di. The System of China's Information Education and Its Development.' Journal of the China Society for Scientific and Technical Information 2 (1987): 147-152. Jing Qing. The Goal of Library and Information Science Education: To Train Experts with Information Ideas.1 Library Work and Study 1 (1987): 43-46. Jing Wentao. Thoughts on the Evaluation of Library Science Education.' Library Work 4 (1987): 28-31. Lai Xinxia. 'An Approach to the Development and Reform of Library Science Education.1 Journal of Library Science in Tianjin 1 (1983): 27. Leng Fuhai. Thoughts on Information Science Education.1 Heilongjiang Library 1 (1990): 26-28. Li Dongye. 'Review of Forty Years' Library Science Education and Future Challenges.' Journal ofGuizhou Library 1 (1990): 68. Li Gurong. 'How Library and Information Science Education Gets out of Its Predicament.' Bulletin of Academic Library in Jilin Province 1-2 (1993): 4. Li Jiangliu. Talks on Chinese Library Science Education from Library Service.1 Journal of Shanxi Library 4 (1988):71-73. Li Jindong. 'Building the System of Information Experts' Development Focused on Continuous Education.' Journal of Aerospace Information 4 (1992): 36-38.

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Li Jiyou. 'Brief Discussion on Domestic Library Science Education.' The Journal of Jilin Province Society of Library Science 4 (1980): 68. Li Jiyou. 'Introduction to Library Science Education: Abstract of Speech Given at Meeting of the Foundation of Heilongjiang Library Association.' Heilongjiang Library 4 (1979): 1. Li Pingjie. 'Imperatives to Adjust and Reform Library Science Education.1 Researches in Library Science 1 (1983): 37. Li Shangfu. 'Developing Our Province's Library Science Education to Serve Qinghai.' Qinghai Library 2 (1987): 44-45. Li Xinming. 'On the Formal Information Education in China.1 Information Science 1 (1988): 78-83. Li Yan. 'A Survey of the Education of Library Science in China Preliberation Days.' Library Theory and Practice 1 (1988): 45-49. Li Yanmian. 'A Brief Discussion on the Relationship between Development and Control of Chinese Contemporary Library and Information Science Education.' Shanxi Library 4 (1988): 67-70. Li Yufeng. 'The Philosophy Aspect of Library Science Education.' Library Work in Colleges and Universities 3 (1987): 68-72. Lin Zhengquan. 'Supposition of Development and Reform of Our Province's Library Science Education.' Library Work 4 (1987): 16-20. Lin Zhenquan. 'The Booming Library and Information Science Education in Anhui.' Library Work 3 (1989): 14-17. Liu Bangyi and Hong Caihuan. 'Some Characteristics of Modern Library Science Education.' Bulletin of the China Society of Library Science 4 (1985): 72. Liu Chiheng. 'How to Extricate Library Science University Education in Our Country from a Difficult Position.' Researches in Library Science 3 (1992): 71-74. Liu Daoli. 'Reforming Library and Information Science Education: Bringing up a New Type of Information Personnel.' Knowledge of Library and Information Science 1 (1984): 2. Liu Guoxun. 'The New Technology Revolution and Library Science Education.' Journal of Guangdong Library Science 2 (1986): 5. Liu Huancheng. 'On Existing Problems and Reform Strategies in Information Education.' Journal of Information Science 3 (1990): 230-233 (184).

222 Appendix 3: Bibliography

Liu Shuxia. 'A Preliminary Approach to the Target of Modern Agricultural Library and Information Education.1 Information Science 3 (1989): 48-52. Liu Shuxia. 'Preliminary Studies on Objectives for Education of Modern Agricultural Publications and Information.' Journal of Library and Information Science in Agriculture 4 (1989): 6-10. Liu Yi. 'An Approach to the Requirements of an Information Society for Library and Information Science Education.1 Journal of Guizhou Library 4 (1986): 7. Liu Yong. Ten Years of Library Science Education.' Shandong Library Quarterly 4 (1989): 69-72. Liu Zhihui. 'Current Situation Project on Chinese Information Education and a Tentative Suggestion to Its Reform.' Journal of Information Science 4 (1986): 73. Lu Gang. 'My Humble Opinion on Reforms in Library Science Education.' Henan Academic Library Work 4 (1986): 7. Lu Taihong. 'Reforming Library and Information Science Education According to the Demands of the Market.1 Journal of Library Science in Jiangxi 4 (1993): 8. Lu Xianru. 'My Superficial View on How to Build a Complete Library Science Education System.' Researches in Library Science 3 (1983): 28. Lu Zhongchen and Fen Kangxing. 'The Development of Library and Information Science Education: A Pressing Need.' Library Circle 1 (1986): 9. Luo Shisheng. 'Thoughts on the Scope of Information Research and Problems of Education in Information Science in China.' Journal of the China Society for Scientific and Technical Information 2 (1989): 121-124. Luo Youshong and Shen Jian. 'Scientific Administration of Libraries and Library Science Education.' Library and Information 2 (1982): 60. Luo Yousong and Su Hai. 'Reforming Library Science Education to Accept the Challenge of the New Technology Revolution.' Bulletin of the China Society of Library Science 3 (1984): 50. Luo Yousong. 'Some Tentative Ideas on Reform of Library Science Education.' Research in Library Science 3 (1980): 21. Ma Feichen. 'Chinese Information Science Education.' Journal of the China Society for Scientific and Technical Information 3 (1986): 352.

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Mao Qunyan. 'The Breakthrough of Chinese Information Science Education Reform.1 Journal of Guangdong Library 2 (1990): 75-78. Men Xuemei. Trends of Library and Information Science Education Reform.' Heilongjiang Library 3 (1990): 35-38. Pei Chengfa and Li Jialing. "The Predicament of Chinese Library Science Education and Solutions. 1 Information and Documentation Work 2 (1990) : 22-23. Pen Feizhang. 'Strengthening Library Science Education Suited to the Needs of Four Modernizations.1 Bulletin of the China Society of Library Science 4 (1981): 38. Peng Youde. 'Devoting Major Efforts to Developing Library Science Education for Modern Libraries.' Bulletin of Jiangxi Library 3 (1983): 18. Qi Yanli. 'Library and Information Education in China.' Information Science: Theory and Application 5 (1992): 47-52. Qin Jina. 'The Cause and Countermeasures of Chinese Library and Information Science Education.' The Journal of Jilin Province Society of Library Science 1 (1994): 54. Qin Tiehui and Wu Xiaohong. The Task of Strengthening Secondary Education in Library and Information Science Brooks No Delay.' Journal of the China Society of Library Science 5 (1994). Qin Tiehui. 'Blind Areas of Chinese Information Science Education.1 Journal of Information Science 3 (1990): 6-9. Qun Zhong. 'Review on Correspondence Education of Library and Information Science in China.' Library Circle 1 (1984): 14. Sang Jian. Talking about the Library Science Education of This Country.' Journal of Library Science 4 (1981): 26. Sang Shuqin. 'Intelligence Training and Information Education of College Students.' Information Science 4 (1989): 58-60. Shan Shuqin and Ying Hong. Thoughts on How Economic Colleges Develop Information Education.1 Journal of Library Science in Tianjin 2 (1990): 55-60. Shang Junyan. 'Some Issues in Library Science Education.' The Library Journal 3 (1982): 11. Shao Wei and Duan Yong. 'Imperatives to Reform the Library Science Education System.' Library Study and Work 3 (1985): 12. Song Ge. 'On-the-job Education: Patterns and Reform.' The Library Journal 1 (1994): 25.

224 Appendix 3: Bibliography

Song Yanjiao. 'Adjusting Library Science Education to the Changes and Developments of Librarianship.' Library Work in Colleges and Universities 3 (1986): 49. Song Yunpao. 'The Prospects of Library and Information Science Education as Viewed.' Heilongjiang Library 1 (1986): 32 'Statistics on Chinese Library and Information Science Education.' Library and Information Service 5 (1985): 39. Strategic Research Group on the Development of Library and Information Science Education in Hunan. 'Strategic Problems in the Development of Library and Information Science in Hunan.' Library Work in Colleges and Universities 1 (1987): 110. Tan Dizhao. The Booming Library Science Education in Guangdong: A Review of the Development of Forty Years' Library Science Education in Guangdong. 1 Journal of Guangdong Library 1 (1990): 21-26. Tan Zhenpei. 'On Setting up the System for Information Education.' Journal of the China Society for Scientific and Technical Information 1 (1988): 58-60. Teng Shusheng et.al. 'Building a Multi-dimensional Information Education System to Develop Qualified Engineering Information Personnel.' Journal of the China Society for Scientific and Technical Information 3 (1983): 239. Tian Yun. 'On Multi-aspects Reform of Chinese Library Science Education.' Journal of the Fujian Society of Library Science 2 (1990): 4-7. Tian Zanming. 'Some Personal Opinions about Library Science Education Reform.' Library 3 (1985): 23. Wan Kun. 'Colleges of Economic Management for Cadres Should Strengthen Information Science Education. 1 Bulletin of Academic Library in Jilin Province 2 (1989): 63-64. Wang Chun. 'Information Education and Comprehensive Expert Training.' Journal of Information Science 1 (1988): 88-89. Wang Gulin and Zhuan Ziyi. 'A Probe into the Reform of Library Science Education.1 Bulletin of the China Society of Library Science 1 (1981): 71. Wang Jin. 'Problems Existing in Social Science Information Education.' Information and Documentation Work 3 (1990): 19-20. Wang Jingfu. 'Review and Thoughts on Library Science Education.' The Library Journal 2 (1987): 11-13.

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225

Wang Ling and Len Fuhai. Information Management: The Design of Reform and Development of Library and Information Science Education.1 Heilongjiang Library 4 (1989): 16-19. Wang Rong. 'Investigation and Analysis of Present Day Library and Information Science Education in Xi'an Area.1 Journal of Information Science 2 (1988): 52-56. Wang Ruidong. 'On Colleges' and Universities' Information Science Education.' Journal of Information Science 1 (1987): 66-67. Wang Wanzong. 'On Information Education.1 Information Science: Theory and Application 2 (1992): 51-53. Wang Wei. 'Some Problems of the Chinese Medical Colleges' Library and Information Science Education.1 Journal of Information Science 5 (1989): 56-59. Wang Xincheng. 'Problems and Solutions of Chinese Information Science Education.' Scientific Information Service 1 (1989): 17-20. Wang Yingwan. 'The Past, Present and Future of Library Science Education.1 Journal of the Sichuan Society for Library Science 4 (1980): 1. Wang Zhengyu. 'Briefly Talking about Current Library Science Education.' Library and Information 2/3 (1985): 139. Wang Zhengyu. 'The Progress of Library Education in Gansu.' Library and Information 3 (1989): 29-30. Wang Zhenmin, Xu Yanyun and Wang Shuhui. 'Through the Collaboration of Library and Education and the Intensification of Practice to Promote the Development of Library Science Education.' Journal of Library Science ofTianjin 3 (1987): 34-

38. Wang Zhijin. 'A Double-track Model of Higher Education for Information Disciplines in China.' Journal of Information Science 2 (1991): 150-154. Wu Ding. 'How to Sum up Experiences and Lessons of Chinese Library Science Education: Comments on "Review and Prospects of Library Science Education".' The Journal of Jilin Province Society of Library Science 1 (1981): 33. Wu Kongjia. 'Perplexity and Uneasiness in Chinese Library Science Education.1 Researches in Library Science 1 (1989): 81-84. Wu Sunzhong. Talks on Information Science Education.' Information Science 4 (1987): 80-81. Wu Weici. The Current Situation and Prospects of Chinese Library Science Education.' Shandong Library Quarterly 3 (1984): 4.

226 Appendix 3: Bibliography

Wu Weidi. 'My Humble Opinion on Reform of Library Science Education.1 Jiangsu Library Work 3 (1982): 1. Wu Zhongqiang, comp. Library History in China. Changsha: Hunan Press, 1991. Xi Shuping. 'My View on Strengthening Library and Information Science Education and Expert Training.' Journal of Library Science in Tianjin 4 (1989): 26-34. Xi Wanqiu. 'The Current Situation and Future Trends of Chinese Information Science Education.' Library Work in Colleges and Universities 3 (1991): 67-69. Xia Ziqiang. 'Issues in the Development and Reform of Library and Information Science Education.1 Journal of Academic Libraries 5 (1983): 1. Xiang Yiping. 'Library Science Education Should Be Broadened.' The Journal of Jilin Province Society of Library Science 2

(1981): 30. Xiangtan University Library. 'Developing Library Science Education: Reinforcing Library Science Research.1 Library Work in Colleges and Universities 2 (1981): 91. Xiao Dongfa and Chen Huijie. 'Some Thoughts on Library Science Education Reform.' Library Work in Colleges and Universities 4

(1982): 43. Xiao Dongfa. '1978-1988: Review of Chinese Library and Information Science Education (I).' Journal of the China Society of Academic Library 5 (1989): 30-33. Xiao Dongfa. '1979-1988: Review of Chinese Library and Information Science Education (II).' Journal of the China Society of Academic Library 6 (1989): 34-37. Xiao Dongfa. 'Education in Library Science in China.' Library Science Bimonthly 1 (1988): 7-12. Xiao Dongfa. 'Forty Years (1949-1989) of Chinese Library and Information Science Education.' Bulletin of the China Society of Library Science 1 (1989): 3-10. Xiao Linlai. 'Chinese Library Science Education Literature before Liberation.' Researches in Library Science 4 (1985): 64. Xiao Ximing. 'Thoughts on Nowadays and Trends of Adult Education in Library Science.1 Knowledge of Library and Information Science 4 (1989). Xie Zhuohua et al, comps. Chinese Books and Chinese Library History. Wuhan: Wuhan University Press, 1987.

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Xu Yanyun. 'Future Challenges to Library and Information Science Education.1 Library 5 (1985): 24. Xu Zhushen. 'On Models for New-type Literature Information Education.' Shandong Library Quarterly 2 (1990): 12-16. Xue Derong. 'On the System and Structure of Agricultural Library and Information Science Education.' Journal of Guangdong Library 2 (1990): 28-30. Xue Zhihua. 'The Outlook of Chinese Agricultural Library and Information Science Education.1 Agricultural Library 3 (1988): 46-47. Xun Changrong. 'Talks about Curriculum and Teaching Methods Some Tentative Ideas for Library Science Education Reform.1 Library Work in Colleges and Universities 3 (1985): 58. Yan Yimin. 'Information Science and Information Science Education.' Journal of Information Science 4 (1982): 4. Yan Yimin. 'On Information Education in Our Country.' Journal of the China Society for Scientific and Technical Information 3 (1983): 219. Yan Yimin. 'Some Issus about Developing Information Education in Our Country,' Information Science 2 (1991): 7-12. Yang Peichao. 'Some Problems Concerning the Reform and Development of Chinese Library Science Education.' Journal of Academic Library 2 (1989): 19-22. Yang Ping. 'Some Problems Concerning Current Library Science Education.' Shandong Library Quarterly 2 (1986): 9. Yang Xiulan. 'The Educational Function of Libraries through Seminars.' Journal of Library Science in Tianjin 1 (1990): 49-

52. Yang Yuanxin. 'A First Probe into Regional Library Science Education.' Journal of Academic Libraries 9 (1983): 45. Yang Yunjun. 'Review and Outlook on Chinese Information Science Education.' Information Professional Research 1 (1987): 3236. Yang Yunjun. Tentative Ideas about the Structure and System of Information Education in Our Country.' Information Science 6 (1987): 86-90. Ye Chongshao. 'A Brief Discussion on Our Province's Library Science Education.' Library Garden 4 (1989): 24-26. Yu Baoye. 'Library Science Education Strides into a New Century.' Library Science Bimonthly 6 (1992): 24-28.

228 Appendix 3: Bibliography

Yu Boseng. 'The Situation and Current Trends in Special Secondary Education of Library Science.' Journal of Academic Libraries I (1987): 7-8. Yu Boshen. 'Developing Library and Information Science Secondary Education - and on Library and Information Science Education Structural Reform.' Bulletin of Academic Library in Jilin Province 3 (1985): 7. Yu Boshen. 'The Predicament of Chinese Secondary Library Science Education and the Solutions.' Library Theory and Practice 3 (1992): 37. Yu Xing. 'A Structural Analysis of Chinese Formal Library and Information Science Education.' Hubei Academic Library 2 (1987). Yu Ying. 'A Probe Into Educational Structural Models of Library and Information Science Education in the New Era.' Researches in Library Science 2 (1986): 72. Yu Yunchao. 'Information Science Education and the Training of Information Personnel.1 Shandong Library Quarterly 4 (1982): 10. Zhang Anzhen. Two Problems in Library Science Education Reform.' Library Work in Colleges and Universities 2 (1985): 55. Zhang Baiying et al, comps. Ten Years of Librarians hip in China.

Changsha: Hunan University Press, 1991. Zhang Changjiang. Thoughts on Developing Chinese Library Science Education.' Library Work 2 (1985): 1. Zhang Chongjiang. Training of the Qualified to Meet the Demands of the Public on Educational Reform in the Library Sector.1 Library Theory and Practice 4 (1988): 38-40. Zhang Haibo. 'The Educational Reform of the Undergraduate Courses in Library Science.' Journal of Academic Library 3 (1994): 44. Zhang Jiaxin. 'A Discussion on the Goals and Models of Information Science Education.' Journal of Information Science 4 (1986): 61. Zhang Jiaxing. 'The Development and Macro Control of Chinese Information Education.' Journal of Information Science 1 (1988): 83-87. Zhang Junyan, Zhang Jinfang and Lu Huihong. 'A Probe into the Administration of Library Science Educational Institutions.' Bulletin of the China Society of Library Science 2 (1981): 79.

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Zhang Leyi. 'On Scientific Information Education of College Libraries.1 Library Work in Colleges and Universities \ (1987): 62-66. Zhang Lihai, Shi Tianhua and Yang Youshen. 'Information Science Systems and Information Science Education.' Journal of the China Society for Scientific and Technical Information 3 (1986): 248. Zhang Lihou and Shi Tianhua. 'Developing Various Forms of Information Education.' Journal of Information Science 1 (1984): 77. Zhang Ling. 'On Information Education and Its Reformation in China.' The Library Journal 4 (1994): 38. Zhang Qi. 'The Information Challenge to Library Education in Chinese Universities.1 Journal of the Sichuan Society for Library Science 1 (1994): 35. Zhang Qiyu et al. The Reform of Teaching in Library and Information Science.' Journal of Library and Information Science of Shanghai Colleges and Universities 2 (1993): 1. Zhang Weihua. 'My Humble Opinions on the Reform of the Library and Information Science Education System.' Researches in Library Science 2 (1984): 56. Zhang Wengge. 'On What Aspects Should Higher Information Science Education Focus?' Library Work and Study 2 (1987): 34-35. Zhang Wenyu and Zhao Yuhong. 'Discussion on the Information Science Education System of Medical Colleges.' Bulletin of Medical Libraries (1991): 63-64. Zhang Xiaochi. 'My Humble Opinion about the Popular Education Reforms of the Information Course System in Universities and Colleges.' Journal of Academic Library 1 (1994): 45. Zhang Yuanfan. 'Reforms in Library Science Education.' Journal of the Science Society for Library Science 4 (1988): 1-8. Zhang Yuanfen. 'Discussion on Library Science Curriculum.' Journal of the Sichuan Society for Library Science 1 (1985): 39. Zhang Yuanfen. Teaching Design of Library Science Higher Education.' Henan Library Quarterly 1 (1986): 1. Zhang Yuchuan. 'Imperatives to Dramatically Develop and Reform Chinese Library Science Education.' Library Work in Colleges and Universities 2 (1983): 58.

230 Appendix 3: Bibliography

Zhang Yuqun. 'How to Start a Professional Training Course for Library and Information Science.1 Library Work and Study 1 (1987). Zhang Zhenli. 'Thoughts on the Composition of Library Staff to See Chinese Library Science Education Reform.' Hen an Library Quarterly 4 (1984): 1. Zhang Zhongyou. 'The Needs of Society and the Reform of Information Science Education: A Discussion on Reforms in Library Science Education.' Journal of Information Science 2 (1989): 66-71. Zhao Huifen. 'Some Problems Concerning Science Information.' Information and Documentation Work 1 (1990): 20-22. Zhao Jingfu. "The Predicament and Way out of Regularized Information Education in Our Country.1 Journal of Information Science 2 (1992): 51-54. Zhao Lixia. 'A Discussion on the Chinese Library and Information Science Education System.' Knowledge of Library and Information Science 1 (1987): 48. Zhao Shulin. 'Social Responsibility in an Information Age: Some Suggestions about Library and Information Science Education.' Library 6 (1985): 8. Zhen Xiaodong. 'On the Study of Regular Information Education.1 Journal of Information Science 3 (1991): 228-232. Zhou Haixia. 'A Discussion of Chinese Scientific Information Continuous Education.1 Journal of Information Science 6 (1992): 475-478. Zhou Wenjun et al. 'On the Contents and Methods of Professional Education in Library Science.1 Library Development 3 (1994): 5. Zhou Xiaoping. 'Library Science Education Should Focus on "Effects".' Yunnan Library 2/3 (1988): 33-63. Zhou Yunjin. 'The History, Status and Future of the Universal Education of Information Science in College and Universities of China.1 Journal of the China Society for Scientific and Technical Information 6 (1989): 466-474. Zhou Zhihong. 'On China's Library Science Education: Past, Present and Future.1 Journal ofGansu Library 4 (1994): 15. Zhou Zhinong. 'The Crisis and Way out for Library Science Education.' Journal of Library Science in Jiangxi 4 (1991): 7-

10.

Appendix 3: Bibliography 231

Zhu Heping. 'A Discussion on the Setting Up of an Information Education Course in the College of Engineering.1 Journal of Information Science I (1991): 72-74. Zhu Shuixin. 'Library Education and School Education.' Journal of Library Science in Jiangxi 2 (1991): 2-4. Zhu Tianjun. 'Building Library Science Departments and Developing Library Science Education.' Shandong Library Quarterly 2 (1981): 6 Zhuang Ziyi. 'On the Diversification of Library Science Education.1 Journal of the Sichuan Society for Library Science 3 (1981): 20.

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Notes on Contributors

Anibal Mesquita Borges has been the Chief Librarian at Macau Polytechnic Institute for the past three years. He has had several articles published in Portuguese and Macau publications. Address: The Library, Macau Polytechnic Institute, PO Box 286, Macau. Joaquim Correia is the Deputy Librarian at the Documentation Center at the University of Macau and has published several articles. Address: Documentation Center, University of Macau, PO Box 3001, Macau. G.E. Gorman is Acting Director of the Centre for Information Studies at Charles Sturt University-Riverina, and Coordinator of postgraduate courses in library and information science. His teaching and research interests are in collection development, research methods and professional education. He is the author of numerous books and journal articles in these and related areas. He is also a series editor for publishers in Britain, North America and Australia, and an editor of Library Acquisitions: Practice & Theory, African Book Publishing Record and Australian Library Review. Dr Gorman has, for many years, taken a keen interest in supporting the education of Chinese librarians. Address: School of Information Studies, Charles Sturt University-Riverina, Locked Bag 675, Wagga Wagga, NSW 2678, Australia. James S.C. Hu, now retired, was for some years Professor in the Department and Graduate School of Library Science at National Taiwan University. Address: Graduate School of Library Science, National Taiwan University, Taipei, Taiwan. Kan Lai-bing has been the Librarian of the University of Hong Kong since December 1983. Over the past twenty-five years she has made a significant contribution to the development of libraries and librarianship in Hong Kong and Macau, Her publications include a

234 Notes on Contributors

nuof articles in regional and international journals, annotated guides to Hong Kong serials, newspapers and government publications, and other works on the development of libraries in Hong Kong. Address: University Library, University of Hong Kong, Pokfulam, Hong Kong. Liu Suya is an Associate Professor in the Department of Library and Information Science at Peking University. In addition to her book, Cataloguing of Chinese Materials, she has also published numerous articles. Address: Department of Information Management, Peking University, Beijing, China. Shao Youliang is Chief of the Reference Room in the Department of Information Science at East China Normal University. He is the author of two bibliographies relating to library and information science and archives, as well as more than fifteen articles in Chinese journals. Address: Department of Information Science, East China Normal University, 3663 North Zhong-Shan Road, Shanghai, China. Wu Guangwei is Director of the Department of Information Science at East China Normal University, where he has worked for the past fifteen years. He is the author of sixteen books and more than 200 articles both in China and in the west, and he has made an important contribution in the field of Chinese library and information science. Address: Department of Information Science, East China Normal University, 3663 North Zhong-Shan Road, Shanghai, China. Zheng Lili is a Professor in the Department of Library and Information Science at Peking University. Her publications include An Introduction to Library Science for Children, as well as many articles for Chinese and international journals. Address: Department of Information Management, Peking University, Beijing, China.

Index administrators advanced study courses for, 83-5 adult education, 11-13,1920, 24, 39-40, 82, 86, 8890, 91-3, 106-9, 123-5, 192-7 see also continuing education; correspondence education; in-service training advantages, 92 list of institutions, 107-8, 192-7 problems, 92-3 reforms required, 93 amateur schools, 11-13 American Library Association, 2, 129 Anhui Province Education Department, 4, 6 Anhui Provincial Library, 4, 6 Anhui Provincial Secondary Professional School, 4 Australian Council on Awards in Advanced Education, 137 Australian Library and Information Association (ALIA), 137-8, 143, 145, 151, 154, 155, 158n5

Associates, 138, 158n5 Baoshan Steel and Iron Company [Shanghai], 127 Beijing Cadre School for Advanced Study, 12 Beijing Cultural College, 74 Beijing Cultural Institute, 23-4 Beijing Federal Trade Union, 73 Beijing Higher Normal School, 1,5 see also Beijing Normal University Beijing Library Secondary Amateur School, 12 Beijing Normal University, 1, 5, 73, 102 see also Beijing Higher Normal School and adult education, 109 Department of Information Science, 50 bibliographies, 112-20,21733 Bibliography of Chinese Ancient Rare Books, 75, 94n2 books poor demand for, 61 Boone Library School, 2, 23, 161

236

Index

Boone University, 2,161 see also Central China University Cabral, Luisa, 177 Cai Yuanpei, 5,21n8 Capital Library, 73 Central China Normal University Department of Information Science, 49 Central China University, 2, 161 Central Education Ministry, 1 Central Radio-TV College (CRTC), 19, 89-90 course content, 90 management models, 901 teaching methods, 90 Changchun, 12 Charles Sturt UniversityRiverina Australian Materials Advisory Panel (AMAP), 152 Bachelor of Arts (Library and Information Science), 138-9 background on, 143-4 Centre for Information Studies, 155-7 collaboration with University of Hong Kong, 137-9,144-59 course administration, 150-3 course content, 147-9

Course Development and Advisory Committee (CDAC), 152 and enhanced distance learning, 153-5 Graduate Diploma in Applied Science (Library and Information Management), 145-9, 158n3 Joint Academic Advisory Committee, 150-1 library and information science programs, 137-9, 144-59 Master of Applied Science (Information Studies), 138 Master of Applied Science (Library and Information Management), 145,146, 149-51 School of Information Studies, 151, 152 China, People's Republic of, 7, 8, 12, 15,76, 176, 178 library conferences, 21115 library science education, 1-22, 23-54, 69-94, 95109,111-32,185-201; see also library science education library science educators, 55-67,201-10 regional differences, 60, 129 savings, 58 and Taiwan, 121-2

Index China Information Science Association, 129 China Library Association, 1-2, 5-6 China Society of Library Science, 51 Chinese Academy of Science, 8, 14, 15-16, 19 Cadre Advanced Study, 19 Documentation and Information Centre, 17 Library, 73 Chinese Academy of Sciences, 102, 103-4 Document Centre, 111, 122 Chinese Communist Party Central Committee, 84 Propaganda Ministry, 1516 Twenty-third Conference, 14 Chinese Continuing Engineering Association, 86 Chinese International Library, 4, 5 Chinese Library Book Classification, 76 Chinese Library and Information Education Association of Taiwan, 122 Chinese Professional Education Society, 6 Chinese Science and Technology University, 14 Chinese Scientific and Technical University, 8

237

Chinese Society of Library Science, 16, 20, 72 Chinese University of Hong Kong collaboration with University of British Columbia, 139 collaboration with University of WisconsinMilwaukee, 139 Department of ExtraMural Studies (CUHKEMSD), 133, 134 Diploma Course in Library Education, 139 Masters of Library and Information Science, 139 Clemens, H., 3 'Conducting a Class for Advanced Study of Academic Librarians' forum, 15 conferences, 16 list of library, 211-15 continuing education, 64-5, 86-93, 123-5 see also adult education; Central Radio-TV College; correspondence education; in-service training and adult education, 91-3 aims, 87 and Self-teaching Examinations for the Higher Education Program, 91 types, 88-9 correspondence education, 44,76-81,88

238

Index

see also adult education; continuing education; inservice education and computer science, 79-80 course content, 78-81 curriculum, 78-80 development, 76-7 examinations, 81 and information science, 79 teaching materials, 80-1 teaching methods, 80-1 theses, 81 CRTC see Central Radio-TV College CSLS see Chinese Society of Library Science CUHK-EMSD see Chinese University of Hong Kong, Department of Extra-Mural Studies Cui Zhuxi, 5 cultural revolution, 7, 10, 11,

13,24,26,76,77,123 Daxia University, 4 'Decision of the State Education Commission on Reforming and Developing Adult Higher Education1, 82, 85, 86-7 Development of Senior Secondary and Tertiary Education, The, 134 Dewey, 2 distance education, 137-9, 143-57 double degrees, 104-5

Du Dingyou, 1, 3,4, 6, 20n3 East China Normal University, 45-6, 54,62, 73,83,84,102,111,121, 122 and adult education, 109, 124-5 and continuing education, 124-5 Department of Information Science, 45, 121 Department of Library and Information Science, 17,45, 75 student numbers, 46,123 Education Bulletin, 1 Education Department [Hong Kong] Advisory Inspectorate, Library Section, 134-5 education departments and in-service training, 67 Education for Information, 121 employment for library science graduates, 129 faculty see library school educators foreign language education, 51 Fu Jen Catholic University, 140 'General Academic Library Rules of P.R. China1, 83

Index Guangdong Federal Trade Union, 73 Guangdong Library, 6 Guangdong Province, 73 Guangxi People's Publishing House, 72 Guangzhou National Zhongshan University, 6 Guangzhou Normal School,

4 Hebei Cultural College, 8 Hebei Province, 7 Hebei University Department of Library Science, 50 Heilongjiang Province, 8 Heilongjiang University Department of Information Science, 49 Henan Province, 6 Henan University, 4 higher education and library science education, 2-4, 7-8, 1618,23-54,95-101, 102-4, 105,123, 133-7, 138-40, 144-7, 149-50,162-70, 171,177-80,200-1 HKLA see Hong Kong Library Association HKU-EMSD see University of Hong Kong, Department of Extra-Mural Studies Hong Kong, 176, 178 see also Chinese University of Hong Kong; Hong Kong University of Science and

239

Technology; University of Hong Kong Certificate Course for Library Assistants, 133-4, 136 Diploma of Arts (Library and Information Science), 137 Diploma Course in Librarianship, 136-7, 144 Graduate Diploma of Arts (Library and Information Science), 137-8, 145-9, 158n3 information profession manpower needs, 155-7 In-Service Teacher Education Program, 135 In-Service Training Course on Class Libraries for Primary School Teachers, 135 In-Service Training Course for TeacherLibrarians, 134-5 Librarianship Certificate Course, 133 Librarianship Intermediate Part 1 Course, 134 library science education, 133-41, 143-59 teacher-librarians, 134-6 Urban Council, 136 Urban Services Department, 136 workforce survey, 155-7 Hong Kong Library Association (HKLA), 133, 134,135, 136, 144, 151

240

Index

Education and Training Committee, 135 School College and Education Libraries Committee, 135 Hong Kong University of Science and Technology, 156-7 housing, 57-9 privatization, 59 Hu Qingsheng, 2 Hu, Professor James S.C., 121, 122 Huachung University see Central China University Huang Nanfu, Professor, 121 Hubei Province, 7, 91 Hunan Cultural and Artistic Cadre School, 8 Hunan Province, 69 IFLA see International Federation of Library Associations income tax, 56-7 information management, 101 departments of, 95-9 information retrieval, 53 information super highway, 66 information technology courses, 52 in-service librarians classification of, 87 In-Service Teacher Education Program [Hong Kong], 135

in-service training, 5,11-13, 19-20,72-6,82-6,91-3, 134-5 see also adult education; continuing education; correspondence programs advanced study courses, 83-5 advantages, 82 aims, 82 categorization, 82 in Hong Kong, 134-5 for professional certificates, 85-6 short-term, 83 In-service Training Program (ISTP), 82-6 INSTEP see In-Service Teacher Education Program Institute on Scientific Library Work and Methods, 74 Institute of Scientific and Technological Information, 17 institutes as short-term education, 5-6 International Business College, 45-6 international communication, 103 International Conference of Information Service and Information Technology, 121 International Federation of Library Associations (IFLA), 16, 121, 122

Index International Seminar on Library Sharing and Resources Sharing, 121 International Society of Knowledge Organisation (ISKO), 121 Internet, 103 ISBN, 62 ISTP see In-service Training Program Jiangsu Province, 5 Education Department, 6 Jilin Library, 13 Jilin Normal University, 234 Jilin Province, 8 Jilin Society of Library Science, 72 Jilin University of Technology, 102 and adult education, 109 Jinling University, 23 Liberal Arts School, 23 journals see also bibliographies of library and information science, 130, 131n5, 154-8 Kan,L.B., 134, 137, 140nl3, n7, 144 Lanzhou University, 83 Li Dazhao, Professor, 1, 20nl Li Shizheng, 5 LiXiaoyuan, 1,3, 20n3 Lianhe University, 111 Liaoning Province, 8

241

librarians salaries, 60 libraries and adult education, 19 and short-term training, 6 and training classes, 73-4 Library Association (London), 134, 144 Library Association of Australia, 134, 143 see also Australian Library and Information Association Library Association of China, 30-ln4 Library of Congress Subject Headings, 177 Library and Information Knowledge, 44, 53 'Library and Information Science Education and Research' symposium, 16 Library and Information Work, 104 library school educators, 5567, 201-10 achievements, 204-10 censorship, 130 children's tuition fees, 59 and continuing education, 64-5 in current context, 65-6 employment conditions, 55-67 and English proficiency, 130 holidays, 59 housing, 57-9 income, 55-6, 58 income tax, 56-7

242 Index and international professional activities, 120-1,130 medical treatment, 59 promotion, 60-3 and publishing, 61-2, 120-1,128, 130 qualifications, 111-12 welfare, 55-9 library science education see also entries for individual schools and universities abroad, 1,2 achievements, 111-28 and adult education, 1113,19-20,24,39-40,82, 86, 88-90, 91-3,106-9, 123-5, 192-7 amateur schools, 11-13 and associations, 129 conferences ,211-15 continuing education, 645, 86-93,123-5 correspondence programs, 76-81, 88 and cultural revolution, 7, 10,11,13,24,26,76,77, 123 current developments, 95-105, 126,130-1 curricula, 9-10, 27-9, 305, 36-40,43-4, 45-6,47, 48,51-2,126,178-80 development plan, 15 directory, 185-210 and doctoral programs, 17, 26,44, 102-4, 16870,171,200-1 and double degrees, 18, 104-5

education departments and, 6-7 enrolments, 130 faculty, see library science educators and higher education, 24,7-8,16-18,23-54,623,95-101,102-4,105, 123,133-7,138-40,1447,149-50,162-70, 171, 177-80,200-1 history, 1-22, 23-5 pre-1949,1-7 1949-78,7-13 post-1978,13-20 in Hong Kong, 133-41, 143-59 influence of USSR, 9 in-service, 5,11-13,1920, 72-6, 82-6, 91-3,1345 institutions managing, 100 international collaboration, 137-9, 143-57 journals, 112-16, 130, 131n5 libraries and, 5-6 list of departments, 95-9, 185-92 list of secondary schools, 105-6 location of teaching departments, 99 in Macau, 177-83 market relevance, 127-8, 130-1 master's programs, 17, 26, 36-9,44,45,102-4, 105,123, 138,139-40,

Index 145-7, 149-50,166-8, 171,200-1 in middle schools, 4 monographs, 116-20 in normal schools, 4 number of teaching institutions, 111 objectives, 100,125-6 organization, 17-18 at Peking University, see Peking University in People's Republic of China, 1-22, 23-54, 6994,95-109,111-34,185201 problems, 129-31 and reform, 8-10 and research, 54, 65, 1024 and science and technology, 13 and secondary education, 4-5, 18, 69-72,105-6, 197-200 and short-term courses, 5-7, 11-13,72-6 and specialization, 25 standardization, 100,101 student numbers, 16, 123, 125 summer schools, 5-6 in Taiwan, 161-73 teaching materials, 53 teaching methods, 52-3 theory and practice, 1256 and undergraduate programs, 18,25,26,279,30-5,43-4,95-101, 123, 133-7, 138-9, 144-5,

243

162-6,171,177-80,2001 at Wuhan University, see Wuhan University and versatility, 25 Library Science Series, 72 library science training, 6994 see also library science education LiuGuojun, 1,3, 20n3 Macau see also Macau Polytechnic Institute; Open University [Macau], University of Macau background on, 175 Central Library, 176 Cultural Institute, 177 documentation centre addresses, 181-3 Historical Archives Office, 183 librarianship, 175-83 library addresses, 181-3 library profession, 176-7 library science education, 177-83 curriculum, 178-80 Public and Administrative Department, 177 Public Records Archive, 176 Macau Polytechnic Institute, 175 Library, 176 Meng Guangjun, Professor, 104,111

244

Index

middle schools and library science education, 4 Ministry of Culture, 8, 11, 15-16,73,74,75,89 Ministry of Education [China], 8,9, 13-15,70, 78 Ministry of Education [New South Wales, Australia], 137 Ministry of Education [Taiwan], 162 monographs see also bibliographies in library and information science, 116-20 Municipal Professional School of Guangzhou, 69 Nanjing Jinling University College of Literature, Library Science Department, 3 Library, 3 Nanjing Normal University Library, 74 Nanjing University, 102, 104, 122 and adult education, 109 Department of Information Science, 467 Library, 74 Nankai University and adult education, 109 Department of Information Resources Management, 48 National Academic Library Working Committee, 15

National Children's Library, 73 National Education Commission, 15-16, 26, 62, 85, 89,100,101,103 National First Central Library Committee [Beijing], 12 National Higher Education Admission Examination, 24 National Library of China, 73, 74 'National Library and Information Science Education1 forum, 15 'National Library Science Professional Education' forum, 15 National Personnel Ministry, 85 National Public Library Cadre Training Class, 73 National Science and Technology Commission, 84 National Symposium of Library and Information Science, 53 National Taiwan Normal University Department of Social Education, 161 National Taiwan University (NTU), 161-73 Department of Foreign Languages and Literature, 161 Department of Library Science, 162

Index doctoral program, 16870, 171 facilities, 171 faculty, 170 master's program, 166-8, 171 reforms suggested, 172 undergraduate programs, 162-6, 171 National University of Shanghai, 3 National Working Conference on Library and Information Science Education, 70 New York State Library Science School, 2 Nian Yiming, Professor, 153 normal schools and library science education, 4 Northeast China Normal University Department of Information Science, 50 Northeast Library, 11 Northeast Normal University, 8 NTU see National Taiwan University Open University [Macau], 175 Orgain, Marian, 161 Outline of Library Work Report, 14 Peking University, 3-4, 19, 24, 25-44, 53, 54, 102, 111,112, 122

245

and adult education, 109 College of Arts, Chinese Language and Literature Department, 25-6 College of Literature, 3-4 Department of Library and Information Science, 17,25-44,81,201-2 and adult education, 39-40 Consultation Science Section, 28-9 deans, 42 facilities, 29 faculty, 202-10 graduate numbers, 41-2 Information Science Section, 28, Library Science Section, 8, 27-8 research activities, 29 teaching program, 30-5 Department of Library Science, 7, 8, 9, 10, 13, 16-17,26 and correspondence education, 77, 78, 79,80,81 Special Course of Library Science, 23 student numbers at, 27, 41-2, 78 Peng Feizhang, Professor, 111 periodicals see also bibliographies in library and information science, 112-16, 131n5

246

Index

Portugal, 177,178 Portuguese Librarians' Association [Macau], 177 promotion see also library science educators criteria, 61 prospects, 60-1 and publishing, 61-2 'Proposals for the development and reformation of library and information science education', 70 'Provincial (Autonomous Regional and Municipal) Library Regulations', 83 Provincial Correspondence School of Jilin, 77 Provincial Library of Shangxi and Inner Mongolia, 77 Provincial Professional School of Anhui, 69 Provincial Yunnan University, 4 'Provision of Library Services by Hong Kong Schools', 134 'Provisional Regulation on Advanced Studies for Administrators in Educational Institutions', 83 'Provisional Stipulations on Continuing Education for Graduates of Colleges and Universities', 87 'Recommendations of the National Science and

Technology Commission on Strengthening the National Science and Technology Information Service1, 83, 84 'Red and Expert' Colleges, 11-12 Regional Council Public Library Departments [Hong Kong], 146 Reid-Smith, Edward, 143 Reidaya, 74 Riverina College of Advanced Education, 143 see also Charles Sturt University-Riverina Riverina-Murray Institute of Higher Education see Charles Sturt University-Riverina Science and Technology Association of China Working Committee on Continuing Education, 86 Scientific Information University of China, 8 secondary education and library science education, 4-5,18, 69-72, 105-6,197-200 Secondary School of Library and Information Science [Hunan Province], 69, 71 secondary schools see also library science education directory, 197-200 and library science, 4-5, 18, 69-72, 105-6,197200

Index facilities, 71 and sponsorship, 701 student numbers, 71 teaching materials, 72 teaching staff, 71 types, 70 Self-teaching Examinations for the Higher Education Program (STEHE), 91 Seng, Samuel T.Y., 161, 172n2 'Several Stipulations about Trial Implementation of Library Professional Certificates...1, 85 'Several Suggestions on the Development and Reform of Library and Information Science Education', 15 Shandong Populace Education Hall, 6 Shandong University Department of Information Science, 50 Shanghai, 126-8 income, 55 manpower training plan, 127-8 Shanghai Book School, 4-5 Shanghai Chuangxin Middle School, 4, 69 Shanghai National University, 23 Shanghai Oriental Library, 6 Shanghai Qingxin Middle School, 4 Shanxi Library Cadres' Amateur School, 12

247

ShenZurong, 1,2, 20n3 short-term courses, 5-7,1113,72-6 see also in-service training advanced refresher courses, 75-6 institutes, 74 lecture classes, 74 professional discussion courses, 75 seminars, 74 training classes, 73-4 Sichuan Province, 7 Finance and Trade Cadre School, 8 Sichuan Society of Library Science, 72 Sichuan University, 104 Department of Information Management, 49 Social Education College Department of Library and Museum Science, 3 Southeast University, 4, 5-6 Southwest China Normal Institute, 23 Southwest Normal College, 7 Soviet Union see Union of Soviet Socialist Republics SPACE see University of Hong Kong, School of Professional and Continuing Education State Council, 20, 82, 84, 85, 86-7

248

Index

Committee on Scientific Planning, 11 State Education Commission, 18,72, 82, 83 Social Science Teaching Materials Publishing Plan, 72 STEHE see Self-teaching Examinations for the Higher Education Program summer schools, 5-6 Taiwan, 54, 121-2,176, 178 library science education, 161-73 Taiwan University, 121, 122 Library Department, 121 Taiyuan Central Library Committee, 73 Tankang University Department of Educational Media and Library Sciences, 162 Department of Educational Media Science, 162 Teach-yourself Encyclopedia of Library Science, 72 teacher-librarians in Hong Kong, 134-6 Temporary Provisions for Conducting the Classes for Advanced Study of Academic Librarians', 15 Textbooks for Advanced Studies on Library Science, 72

Third Central Working Conference, 13 Tianjin Library, 69 Tianjin Library Journal, 53 Tianjin Science and Technology Information Association, 87-8 Tong Shiaoying, 122 trade unions and library science training, 73 tuition fees, 59 UDC, 177 Union of Soviet Socialist Republics, 9, 21n9 United States of America, 2, 176-7 universities see also entries for individual universities directory, 185-92 and housing, 57-9 income, 56-7 library science education, 2-4,7-8,16-18,23-54, 62-3,95-101,102-4,105, 123,133-7,138-40, 1447, 149-50, 162-70,171, 177-80, 200-1 and mergers, 62-3 University of British Columbia collaboration with Chinese University of Hong Kong, 139 University College of Wales, Aberystwyth, 139-40 Master's Degree in Librarianship, 140 University of East Asia, 17

Index University of Hong Kong collaboration with Charles Sturt UniversityRiverina, 137-9,144-59 Department of ExtraMural Studies (HKUEMSD), 134-5, 144, 145 and enhanced distance learning, 153-5 Faculty of Education, 135-6 information profession manpower needs, 155-7 Joint Academic Advisory Committee, 150-1 Library, 153 School of Professional and Continuing Education (SPACE), 139, 141n9, 145, 150-3, 154 University of Macau, 175 Institute of Portuguese Studies, 177 Library, 176 University of WisconsinMilwaukee collaboration with Chinese University of Hong Kong, 139 Urban Council [Hong Kong], 136, 146 Wang Changbing, 3 WangJui, 111 Wang Wanzhong, Professor, 122 Wang Yunwu, 6 Wang Zhongmin, 25, 54nl Wood, Mary Elizabeth, 2, 21n5, 161, 172nl World Bookstore, 4

249

World College of Journalism, 162 Wu Guangwei, Professor, 111,121 Wuchang Wenhua College see Boone University Wuhan University, 19, 23, 24,42-4, 53, 83, 84, 102,

111,112,122,161 College of Library and Information Science, 17, 42-4, 63, 201 and correspondence courses, 44 curriculum, 43-4 research and teaching materials, 44 Science and Technology Information Training Centre, 84-5 Department of Library Science, 7, 9, 10, 16,42 and correspondence education, 77, 78, 79,81 Library, 10 Library Science Section, 8 Xi'an Electronic University of Science and Technology, 102 Xi'an Library Science Amateur College, 12 Xiamen University, 4 Zhang Shiaolin, Professor, 111 Zhang Taiyan, 3, 21n6 Zhejiang Province, 5, 7

250

Index

Zhejiang University, 14, 104 Business Management Institute, 50 Zhongshan Library, 73

Zhongshan University, 4, 102,122 and adult education, 109 Zhou Wenjun, Professor, 111