Postgraduate Diploma in Library and Information Science

Purpose

The qualification will equip learners with

• Appropriate understanding and practical experience in the development, services, functions and the role of technologies used in libraries and information services.
• Appropriate knowledge and skills in general, record, knowledge and inforprenueral management.
• Appropriate knowledge and skills to identify, organise and retrieve information.
• Appropriate knowledge of information behaviour and ethics.
• Digital literacy skills in Information Communication Technologies (ICTs), multimedia and library management systems.
• Theoretical and practical research skills.

Rationale

The purpose of this qualification is to enable learners to embark on innovative reflection and development, in theory, practice and research methods in the discipline of Library and Information Science. It also allows qualifying learner from other disciplines and opportunity to obtain a specialised Postgraduate Qualification in Library and Information Science.

The qualification allows for learners from undergraduate Degrees in information studies, librarians and information officers. It also allows qualifying learner from other disciplines and opportunity to obtain a specialised Postgraduate qualification in Library and Information Science.

The learning pathway for the qualification resides in the Department of Information Studies and includes modules and learning opportunities in Introduction to Information Science and Information Literacy, Cataloguing theory/practical, Research Methodology, Readership and Children's Literature.

The qualification intends to give qualifying learner information, communications and research knowledge, tools and skills that would enable them not only to work in a library but also as a research analyst, market researcher, documentation specialist, digital content and knowledge manager in the private sector. With the significant increase in a wide variety of technologies in the last decade, the qualification also strives to provide a graduate in library science Degree many exciting career paths in Digital Librarianship and Health Librarianship.

Organisations drive the growth in this discipline in improving their information technology, and they need active managers of data and information to lead these projects. The benefits to society and economy include the study of information systems in applied, social contexts to identify critical problems and rigorously research their solutions. The assertion consists of how to organise, analyse, categorise, manipulate, store, retrieve and protect data, and also how to use systems that serve the social, cognitive and emotional needs of the people who need to access and use information.

This qualification consists of the following compulsory modules at Level 8 totalling 135 Credits.

Compulsory Modules, 135 Credits

• Introduction to Information Science and Information Literacy, 15 Credits.
• Cataloguing Theory/Practical, 15 credits.
• Research Methodology, 30 Credits.
• Readership and Children's Literature, 15 Credits.
• Knowledge Management and Fieldwork, 15 Credits.
• Classification Theory/Practical, 15 Credits.
• Information Searching and Retrieval, 15 Credits.
• Collection Development, 15 Credits.

1. Demonstrate appropriate understanding and practical experience in the development, services, functions and the role of technologies used in libraries and information services.
2. Demonstrate appropriate knowledge and skills in general, record, knowledge and inforprenueral management.
3. Appropriate knowledge and skills to identify, organise and retrieve information.
4. Display appropriate knowledge of information behaviour and ethics.
5. Understanding of digital literacy skills in Information Communication Technologies (ICTs), multimedia and library management systems.
6. Demonstrate theoretical and practical research skills.

Associated Assessment Criteria for Exit Level Outcome 1

• Access different sources of information to ensure effective and efficient customer services within the scope of the LIS.
• Demonstrate communication effectively with all role-players to provide efficient service.

Associated Assessment Criteria for Exit Level Outcome 2

• Distinguish between information and knowledge.
• Identify the value of information and knowledge for an organisation and utilise in the decision-making process.
• Explain Information and knowledge of the organisations with specific reference to libraries and information organisations.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify the range of collection development and management activities.
• Compile information user profiles by analysing users' information resources needs.
• Identify selection principles and resources.

Associated Assessment Criteria for Exit Level Outcome 4

• Distinguish different views of knowledge and information between each other.
• Explain the knowledge process and the dissemination and diffusion of information.
• Assess people in different contexts as role players in the dissemination of information and the communication of research to diverse communities.
• Explain the exchange of information through social networks and collaboration between individuals and organisations.
• Evaluate the impact of information and communication technologies (ICTs) on information exchange.
• Illustrate user groups from different cultural environments exchange information.

Associated Assessment Criteria for Exit Level Outcome 5

• Keep and utilise records and reports to improve core services rendered in the LIS environment.
• Provide a report on support services rendered in the LIS environment.
• Manage report on finances compliant with the regulations of the LIS.
• Keep records and report on the usage of different information sources and categories.

Associated Assessment Criteria for Exit Level Outcome 6

• Distinguish between different information-seeking patterns in various information environments.
• Use different models of information-seeking to analyse the stages in the information search process.
• Describe users' preferences for, and use of information content, different types of formal, informal and interpersonal information sources and communication channels, information systems, services and technologies.
• Explain the interpretive process in terms of different kinds of textual and multimedia information on the Web and paper-based, digital and other formats.
• Compare textual, visual, media and information literacy.
• Link the user's interaction with the information content to different personal attributes, situations and conditions.

Integrated Assessment

• Assignments.
• Formative, summative and impromptu quizzes.
• Formative practical research project.
• Summative theory and practical examination.