READIT-2007 - Indira Gandhi Centre for Atomic Research

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candidates and they are expected to exercise and gain practical knowledge by relooking what is being taught at these courses. vi) Online Training Courses: This is a concept of e-learning where the lessons will be delivered and the candidates learn the subjects’ though desktops. One such example is IMARK. This is an e-learning initiative in information management and is developed by FAO and partner organizations. (http://www.imarkgroup.org). Similarly UNESCO also has its portal on ICT education. World Intellectual Property Organization (WIPO) offers online courses in the area of Intellectual property and copyrights in digital environment. vii) Assigning Special Projects: Challenging projects can instill new enthusiasm in the staff and make them learn new skills in order to complete the project. This also makes one staff to share his knowledge with others. By having a team of mixed skills, organizations are providing training to the less talented staff by work shadow (Observation and trying) methods. viii) On the job training: Consultants can be hired in order to determine the training needs and then actually deliver the training. By structuring the content and delivery of training process, every library can be in control of the capacity development programme and effectively monitor the progress as well. ix) Self-learning: Some staff members are very enthusiastic and interested in expanding their skill set in this knowledge environment. Such staff should be encouraged by providing those facilities like computers, internet access, literature to read and then possibly having an effective liaison with the computer department in the organization 6. CONTINUOUS LEARNING: EMPLOYMENT SECURITY VS EMPLOYABILITY Developments in the Information Communication technologies are reshaping the world of learning and of scholarly communication. The way teachers teach, the way a student learns has been influenced by these developments. The influence of the same is also profound on LIS professionals. Suddenly, the traditional skills evolved and practiced in a manual manner like gathering, organizing, storing and retrieving information are becoming less relevant in this knowledge environment. Knowledge environment challenges librarians are to manage an ever exploding body of information, integrating electronic, print and nonprint resources into a seamless highway of services. Librarians now find themselves on the leading edge in the delivery of scholarly information. The availability of information resources marketed directly to the end-user is unprecedented. The same skills like gathering, organizing, storing and retrieving, which were done in a manual manner now needs to be done in a more complex ICT enabled knowledge environment. In this competitive environment, it is futile for LIS professionals to think about job security. Present job market is performance oriented and if one does not upgrade his skills to suit the knowledge environment, he/she will find it difficult to see progress in one’s career. Unless LIS professionals develop those skills related to new found responsibilities/roles discussed earlier, their category may decided as mere support staff and not crucial and to be retrenched at the first available opportunity. This dreadful situation has also given rise to several challenges to LIS professionals. 7
Those librarians who have the needed set of knowledge management skills are in great demand and are employable all the times. The strategic position of librarians in the knowledge environment has never been more promising. 7. CONCLUSION When we compare the role of LIS profession in those traditional days to their role expected in this knowledge environment, what we see is that the roles have remained same. What has changed is how these roles are performed. Today’s LIS profession relies heavily on ICT tools for knowledge management activities. Knowledge environment has posed several challenges which are no doubt staggering. While the great core of principles, practices and values they espouse remains relevant, the skills and knowledge required to perform their jobs are constantly changing. These developments require increased technological skills to ensure appropriate and effective action on the part of information professionals. REFERENCES 1. Balyan, R K; Knowledge management and human resource development. Indian Journal of Training and Development, 2007,35(1), 125-137. 2. Bansal, A; Knowledge management: A review. DESIDOC Bulletin of Information Technology, 2000, 20(4), 3-9. 3. Das, K; Chauhan, K and Jena, S; Skill, competency and development of professional staff in challenging dynamic web environment. In H. Chandra (Ed.), Initiatives in Libraries and Information Centers in the Digital Era. Proceedings of the National Conference Papers, Coimbatore: SALIS , 8-10, Jul 2006, pp225-229. 4. Halkar, GG and Gupta, S; Knowledge management: A challenge for the 21st century. Indian Journal of Training and Development, 2005, 35(1), 53-61. 5. Hawkins, B; . Libraries, knowledge management, and higher education in electronic environment, 2000. Retrieved May 11, 2007, from http://conferences.alia.org.au /alia2000/proceedings/brian.hawkins.html. 6. Jain, KK; Knowledge sharing: Role of human resource development. Indian Journal of Training and Development, 2005, 35(4), 5-18. 7. Mertins, K; Heisig, P and Vorbeck, J; Knowledge management: Best practices in Europe. Berlin: Springer, 2001. 8. Mestri, M; Kumbargoudar, P; and Gobbur, DS; Design of training programmes for LIS professionals in emerging ICT environment, 2006. In H. Chandra (Ed.), Initiatives in Libraries and Information Centers in the Digital Era. Proceedings of the National Conference Papers, Coimbatore: SALIS 8-10, Jul , pp230-237. 9. Pitroda, S; National Knowledge Commission – Report to the Nation 2006. New Delhi: National Knowledge Commission, Government of India, 2006 8
Page 1 and 2: Conference on Recent Advances in In
Page 3 and 4: CONTENTS INVITED TALKS “Bodhi”
Page 5 and 6: Dr. Sanjay K Kaushik and Vijendra S
Page 7 and 8: Tacit Knowledge Contextual Mental P
Page 9 and 10: documents can become knowledge repo
Page 11 and 12: objects to form a conceptual networ
Page 13 and 14: Global highly competitive fast ch
Page 15 and 16: knowledge would always be packaged
Page 17 and 18: If our human filters are all too mu
Page 19 and 20: 6. Booch, G. (1993). Object-Oriente
Page 21 and 22: development (Balyan, R.K. 2007). Th
Page 23 and 24: 4. NEW FOUND ROLES / RESPONSIBILITI
Page 25: human resource development in the k
Page 29 and 30: of information using formal and inf
Page 31 and 32: high quality information and by net
Page 33 and 34: and underpin information management
Page 35 and 36: everywhere on the Internet, existin
Page 37 and 38: 11. RESOURCES SHARING AND NETWORKIN
Page 39 and 40: influence the organization’s know
Page 41 and 42: KNOWLEDGE MANAGEMENT IN DIGITAL INF
Page 43 and 44: Thirdly Knowledge Management promot
Page 45 and 46: 6. KNOWLEDGE MANAGEMENT: COMMON AND
Page 47 and 48: 7. KNOWLEDGE MANAGEMENT SOLUTION IN
Page 49 and 50: Knowledge and Information Managemen
Page 51 and 52: to a broad collection of organizati
Page 53 and 54: Information technology is a tool fo
Page 55 and 56: In the library world, there is a le
Page 57 and 58: more science in public domain. Seve
Page 59 and 60: Web-of Science which covers Science
Page 61 and 62: Creation of digital contents and in
Page 66 and 67: University Libraries - Metamorphosi
Page 68 and 69: • Management skills - motivating,
Page 70 and 71: KM will play an essential role, and
Page 72 and 73: 4. INDUSTRIAL SAFETY AND HEALTH INF
Page 74 and 75: Safety Knowledge Management System
Page 76 and 77:
Multimedia Data Mining in Digital L
Page 78 and 79:
The Multimedia Data Mining (MDM) is
Page 80 and 81:
performed at the global or local le
Page 82 and 83:
REFERENCES 1. Sinha, Manojkumar and
Page 84 and 85:
- Information explosion - Prolifera
Page 86 and 87:
also go together for adding visual
Page 88 and 89:
6.2 Format This refers to the abili
Page 90 and 91:
Using Knowledge mapping to support
Page 92 and 93:
- Be aware of organizational level
Page 94:
application of knowledge providing
Page 99 and 100:
By implementing these strategies, t
Page 101 and 102:
detectors are suitable for detectin
Page 103 and 104:
iii) Response Indicator II. Confirm
Page 105 and 106:
5. CONCLUSION Present day libraries
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The objective of the archives is: 1
Page 109 and 110:
custody and two copies are made for
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DIGITAL PRESERVATION ISSUES AND FAL
Page 113 and 114:
epresentation, provenance, fixity a
Page 115 and 116:
) Technical c) Resource challenges.
Page 117 and 118:
There are many cost factors to cons
Page 119 and 120:
This knowledge would vanish from th
Page 121 and 122:
The key issues were: - Development
Page 123 and 124:
as there would be changes in compet
Page 125 and 126:
Digital Preservation and Online Acc
Page 127 and 128:
Physical deterioration of digital m
Page 129 and 130:
7. POLICIES FOR DIGITIZATION 1. Meg
Page 134 and 135:
Library 2.0: Myth or Reality ? E.So
Page 136 and 137:
Web 1.0 Web 2.0 DoubleClick --> Goo
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and chooses tagging, tag clouds, fo
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and access can be given through com
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writes, injures, defaces, cuts, mut
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to have access to restricted areas.
Page 146 and 147:
Internet Usage by Research Scholars
Page 148 and 149:
Kumar and Amritpal Kaur (2004) 5 st
Page 150 and 151:
whereas fifteen respondents use it
Page 152 and 153:
Fully satisfied Table 12 Satisfacti
Page 154 and 155:
Information Security: The role of D
Page 156 and 157:
Identifier Owner suffix 10-1003 / 0
Page 158 and 159:
is costly affair. However, it is a
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(IR) and providing their own digita
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As per the data of Home Ministry of
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4.8 Cyber Defamation: Cyber defamat
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4.18 Web jacking Forceful taking of
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Under the circumstances, the Librar
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10. CONCLUSION Cyber crimes in Indi
Page 172 and 173:
2. STATE AGRICULTURAL UNIVERSITIES
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Table- 2: Library Network facilitie
Page 176 and 177:
Table- 4: OPAC / Web OPAC Facilitie
Page 178 and 179:
6.6 Electronic surveillance Librari
Page 182 and 183:
Knowledge Management in Academic In
Page 184 and 185:
summarizes evolution of Knowledge M
Page 186 and 187:
To prove their relevance and value,
Page 188 and 189:
functions of the organization. Patr
Page 190 and 191:
Knowledge Communication in Academic
Page 192 and 193:
y way of conferring it the status o
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through face-to-face conversation.
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hurdles. Instant message are delive
Page 198 and 199:
Knowledge communication network of
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As KM and learning activities for o
Page 202 and 203:
• Operation personnel are require
Page 204 and 205:
Figure-2: Home page for Centralised
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Glossary Development Figure-4: Home
Page 208 and 209:
Extension of Qualification Systems
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Nuclear Knowledge Management (NKM)
Page 212 and 213:
Knowledge Sharing Environment (1) B
Page 214 and 215:
already possess it. As those worker
Page 216 and 217:
- identify critical “at risk” k
Page 218 and 219:
open literature, content and TOC cr
Page 220 and 221:
FROM MANAGEMENT OF ORGANIZATIONAL K
Page 222 and 223:
Organizational Knowledge Organizati
Page 224 and 225:
Central Repository Data + Informati
Page 226 and 227:
The infrastructure based approach i
Page 228 and 229:
The ‘System Quality’ refers to
Page 230 and 231:
KNOWLEDGE: A MARKETABLE COMMODITY A
Page 232 and 233:
APPLYING E-COMMERCE TO E-LEARNING E
Page 234 and 235:
Role of Libraries in the Knowledge
Page 236 and 237:
their scholars to post their articl
Page 238 and 239:
Author Index Amudhavalli, A., 143 A
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