RBU Journal of Library & Information Science, Vol 25, 2023

Online Content of previous volumes (Full Text of Volume 22,23,24) available at:
https://lisrbu.wixsite.com/dlis/rbu-journal-of-lis

UGC – CARE enlisted Journal w.e.f. 14.6.2019
Previously it was under UGC List of Journals No. 45237, Sl. No. 2023
Peer Reviewed
RBU JOURNAL OF
LIBRARY & INFORMATION SCIENCE
VOLUME 25, 2023
ISSN: 0972-2750
[Official organ of the Department of Library & Information Science]
Editor
Dr Sudip Ranjan Hatua
Department of Library & Information Science
Rabindra Bharati University
Kolkata, India
Visit: http://rbu.ac.in/home/page/102

About the Journal
The RBU Journal of Library & Information science is a scholarly communication for education, research and
development of the Library & Information science field. It is published annually in print format only. This
publication is fully funded by Rabindra Bharati University; therefore it never asked any kind of charges or
publication fees or donations from the author. The first volume was published in the year 1997. It received ISSN
(0972-2750) in its 5th volume in the year 2001. From its 17th Volume published in the year 2015 the journal
become peer-reviewed (follows blind peer review process) by the eminent experts across the country. This
Journal was enlisted under UGC List of Journals No. 45237, Sl. No. 2023 when UGC published a list of
research journals published across the country in its website. Later this journal enlisted under UGC-CARE
List w.e.f. 14.6.2019. Present publication is its 24 th Volume published in the year 2022.
The RBU Journal of Library and Information Science was published under following Editors-
Professor Pinakinath Mukhopadhyay : Vol.1 to Vol. 11
Shri Salil Chandra Khan: Vol. 12 to Vol. 14
Dr Sudip Ranjan Hatua: Vol. 15 to Vol. 25
For details please visit: http://rbu.ac.in/home/page/102
To view the content of the previous volumes and the full text e-copy of VOLUME 23, 24, 25 please visit:
https://lisrbu.wixsite.com/dlis/rbu-journal-of-lis
UGC-CARE
RBU JOURNAL OF
LIBRARY & INFORMATION SCIENCE
ii

(Peer Reviewed)
Volume 25, 2023; ISSN: 0972-2750
(http://rbu.ac.in/home/page/102)
For details along with previous volumes’ content
(Full text of Volume 23, 24 & 25)
visit:https://lisrbu.wixsite.com/dlis/rbu-journal-of-lis
Submission Guidelines
The RBU Journal of Library and Information Science
publishes original research findings, review articles,
practice outcome and survey results, integrate and
critically examine new information accumulated in recent
years in a particular subject field and specifically the
following categories in order to cater to the diverse needs
of its readership.
1. Research papers may describe completed research
efforts with results, analyses and implications to
practitioners, and should not exceed 15-20 pages in length.
2. Practice papers may describe new industry practices,
tools and methodologies, with emphases on practical
issues, problems and solutions, and should not exceed 10-
15 pages in length. Papers may also discuss the relevance
of theory to practice and applications.
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thinking, perspectives and opinions in research and
practice, and should not exceed 8-12 pages in length.
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iii
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All original research articles should be structured in the
following manner.
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work of the submitted manuscript. (Written
in 14pt bold Times New Roman font size)
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Roman font size)
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tab space (5)
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centered)
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Abstracts should clearly state the purpose of the work,
methods used, key findings and major conclusion drawn
from the work in the following format-
Introduction-2-3lines
Purpose-1-2 lines
Research problem-1-2 lines
Layout of article should maintain minimum following
pattern-
• Introduction: State the background and mention clearly
the objective of the present work.
• Literature Review – minimum last ten years
• Problem Identification- Research question and draw
hypothesis
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mentioned
• Data collection and analysis- How and which method
followed? How it has been analyzed?
• Findings- What specific finding have occurred?
• Conclusion - Give the major conclusion from the present
study.

Acknowledgement - Acknowledge those persons who
helped you in the present study by providing facilities,
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In text Citation
In text citation is mandatory. It should follow APA
style only using surnames (year) approach.
For using Table Chart and Diagram
For each table text or data should use Arial font in
8 size. If a data table is good enough to represent
the concept unnecessary pie, bar or any other
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For chart use the same pattern and use Chart- No:
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References & Footnotes
References to already published literature should
be numbered consecutively in the text and placed
within square brackets. Please adopt correct
referencing methods. Papers with incorrect
referencing and in-text citation are likely to be
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The citations should be placed at the end of the
paper in the sequence as they appear in the text.
References to personal communication and
unpublished literature should not be placed under
references, but should be cited in the text in
parentheses. Explanatory material should be given
in the appendix. Examples of citations to different
types of documents are given below:
(i) Journal Article
1. Gosh, B.K. (2004) Knowledge management policies
options. RBU Journal of Library andInformation Science.
41(3): 145–150.
2. Neelameghan, A. & Gopinath, M. A. (1967). Research
in library classification.LibraryScience with a Slant to
Documentation. 4(2): 356–38
(ii) Book/Monograph
1. Ranganathan, S R. (1957) The Five Laws of Library
Science. 2nd ed. Mumbai: Asia Publishing House, 456p.
(iii) Chapter from a Book
(ix) Newspaper article
Matthews, L. (2011, November 23). Foodbanks urge
public to give generously. Manawatu Standard, p. 4.
(x) Newspaper (online)
Rogers, C. (2011, November 26). Smartphone could
replace wallets. The Dominion Post. Retrieved from
http://www.stuff.co.nz/technology/gadgets/6038621/Smart
phone-could-replace-wallets
(xi) Thesis (print)
Smith, T. L. (2008). Change, choice and difference: The
case of RN to BN degree programmes for registered
nurses (Master’s thesis). Victoria University of
Wellington, Wellington, New Zealand.
(xii)Thesis (online)
Mann, D. L. (2010). Vision and expertise for interceptive
actions in sport (Doctoral dissertation, The University of
iv
1. Neelameghan, A. & Raghavan, K.S. (2012). Frames of
knowledge: a perspective of Vedic-Hinduism and
Dravidian culture. In: Cultural frames of knowledge,
edited by Richard, P Smiraglia & Hur-li Lee. Wursburg,
Germany, 2012, 19–61.
(iv) Conference Paper
1. Ragahavan, K.S. & Neelameghan, A. Indic cultures and
concepts: Implications for knowledge organization. In
12th International ISKO Conference , 6–9 August 2012,
Mysore, India, edited by A. Neelameghan & K.S.
Raghavan, 2012, pp. 176–182.
(v) Conference paper (online)
Cannan, J. (2008). Using practice based learning at a dualsector
tertiary institution: A discussion of current practice.
In R. K. Coll, & K. Hoskyn (Eds.), Working together:
Putting the cooperative into cooperative education.
Conference proceedings of the New Zealand Association
for Cooperative Education, New Plymouth, New Zealand.
Retrieved from
http://www.nzace.ac.nz/conferences/papers/Proceedings_2
008.pdf
(v) Report
1. Birkler, John; Smith, Giles; Kent, Gleen A. & Johns on,
Robert V. (2000) An acquisition strategy, process, and
organisation for innovative systems. National Defence
Research Institute, RAND, USA, 2000. RAND-MR-1098-
0SD.
2. Lindsay, R.S. (1999) Tests of level B suits-protection
against chemical and biological warfare agents and
simulants: Executive summary. Edgewood Chemical
Biological Centre, Aberdeen Proving Ground, MD. July
1999. 14 p. AD-A3 68228; ECBC-TR-047.
(vi)
Serial / journal article (online from a database – e.g.
EBSCO) Marshall, M., Carter, B., Rose, K., & Brotherton,
A. (2009).Living with type 1 diabetes: Perceptions of
children and their parents. Journal of Clinical Nursing,
18(12), 1703-1710. Retrieved from
http://www.wiley.com/bw/journal.asp?ref=0962-1067
(vii) Internet – no author, no date
Pet therapy.(n.d.). Retrieved from
http://www.holisticonline.com/stress/stress_pettherapy.htm
(viii) Blog post
Liz and Ellory. (2011, January 19). The day of dread(s)
[Blog post]. Retrieved from
http://www.travelblog.org/Oceania/Australia/Victoria/Mel
bourne/St-Kilda/blog-669396.html
New South Wales, Sydney, Australia). Retrieved
fromhttp://handle.unsw.edu.au/1959.4/44704
(xiii) Wikis (including Wikipedia)
Moodle. (2011). Retrieved November 28, 2011, from
Wikipedia: http://en.wikipedia.org/wiki/Moodle
The Reviewing Process
All submitted manuscripts are subjected to peerreview
by independent reviewers. Primary review
is made by Internal Editorial Team. Once the paper
is selected by primary editorial team, it sends to
the esteemed peers selected randomly across the
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the article rests with the editor.

Final Selection
Verifying the Reviewer’s comment, finally the
editorial board will take decision to publish the
paper. As there is limited space once the paper
selected may publish in the next volume subject to
the availability of space.
Author will be informed if paper is not selected for
publication. No explanation will be given to the
author for not selection of his/her paper.
Submission Process
All manuscripts must be submitted in MS-Word
format through e-mail in the following
email address- lisrbu@gmail.com
After final selection of the article author has to
send the corrected softcopy (through e-mail) with
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DECLARATION stating its originality, integrity
and not anywhere send for publication before.
To,
Head (Editor)
Department of Library and Information Science
Rabindra Bharati University
56A, B.T.Road
Kolkata-700050
Email: lisrbu@gmail.com
v
v

UGC CARE ENLISTED JOURNAL
(Peer Reviewed)
RBU JOURNAL OFLIBRARY & INFORMATION SCIENCE
Volume 25, 2023; ISSN: 0972-2750
Editorial
CONTENTS
1 Professor P N Kaula and S R Ranganathan: A Modern Tale of Ancient Guru-Shishya
Relation
viii
1
Prof. M P Satija & Prof. M. Krishnamurthy
2 Unlocking new possibilities with emosh: an emoji-based subject heading list of
geography
Madhurima Das & Dr. Snigdha Naskar
2 Indigenous Knowledge in Doctoral Dissertations available at Shodhgangaunder
Social Science and Arts & Humanities of Central Universities of India during 2002-
2021: An evaluative study
Esther Lalruatpuii & Prof. R.K. Ngurtinkhuma
3 Current awareness service (CAS) and selective Dissemination of information service
(SDI):Measurement of user satisfaction in engineering Colleges of pune city (India)
Dr. S.P. Gudi & Dr. P.M.Paradkar
4 Model guidelines on information services to organic farmers of Darjeeling district of
West Bengal
Prayash Tamang
5 Knowledge Organization in Dewey Decimal Classification: A Case Study Of
Computer Science
Shashi & Prof. Nirmal Kumar Swain
6 De Novo Library and Information Science Education in India under National
Education Policy 2020: A Study of Universities in India
Dr. Badan Barman & Dr. Kankana Baishya
7 Correlating Research Impact Using Citation Counts and Altmetrics Attention Score:
The Case of Six Universities in West Bengal
Arijit Das
8 Harvesting ETD Metadata from ‘Shodhganga’ to National Digital Library of India:
Present scenario and implementations
Sukanta Kumar Patra
9 Accessibility Evaluation of Indian Repositories on OpenDOAR
Poonam Chandel, Dr. Dimple Patel
12
19
28
36
45
53
61
69
77
vi

10 A Study on Contemporary Tools and Technologies for Knowledge
Management inPublic Libraries
Dr. Manendra Kumar Singh
11 Availability and half-life of web citations: a four-year longitudinal study
Aman Verma & Prof. Babita Jaiswal
12 Sustainable Development Goal 2030: A Trend Report
Pratyusha Ta & Dr. Sudip Ranjan Hatua
13 Contribution to the Fascinating Field of the Peace World: A Study of the Nobel
Laureates in Peace
Dr. Jyotshna Sahoo, Dr. Basudev Mohanty, Ms Shrutilata Mandal & Mrutyunjay Sethy
14 Role of Harvard Dataverse project in research data management services
Surbhi Arora, Prof. Rupak Chakravarty
15 Perception and Attitude of Library and Information Science Professionals Towards
Knowledge Management Practices in India
Prof. Vaishali Gudadhe
16 Artificially Intelligent Text Summarisation of Library Users’ Feedback using
Natural Language Processing: Harnessing Libraries with AI Environment
Rajesh Chutia, Dr. Mukut Sarmah & Dr. Mousum Handique
87
95
101
110
117
126
137
AUTHORS’ INDEX 147
SUBJECT INDEX 148

RBU Journal of Library & Information Science
Volume 25, 2023
UGC – CARE enlisted Journal w.e.f. 14.6.2019
Previously it was under UGC List of Journals No. 45237, Sl. No. 2023
Visit: http://rbu.ac.in/home/page/102
Online Content of previous volumes (and full text e-copy of Volume 21& 22)
Visit: https://lisrbu.wixsite.com/dlis/rbu-journal-of-lis
Editorial
New Education Policy 2020 and Library & Information Science
The government of India unveiling of the New
Education Policy (NEP) in 2020 marks a
significant step towards transforming the
country's education system. The New Education
Policy (NEP) introduced in India in 2020 aims to
transform the existing education system and
provide a more holistic and comprehensive
approach to learning. It emphasizes the need for
an inclusive, flexible and skill enhancement
education system that prepares students for the
challenges of the 21st century by restructuring
the learning landscape. Amidst this
transformative shift, Library and Information
Science (LIS) plays a crucial role in promoting
knowledge dissemination, research, and critical
thinking. However, with any major policy
change, debates and issues are naturally
emerges. This policy has no exception. The
academic fraternity, associations have already
made lots of protest and agitations by demanding
fruitful discussion with them before
implementation. With lots of protest by the
academic fraternity the Govt. of West Bengal
also has adopted this NEP2020 too and
implemented from 2023-24 session at
Undergraduate level in all College and
Universities.
One of the basic debates of this NEP2020 is the
issue of the medium of instruction. The policy
emphasizes the adoption of the mother tongue or
regional language as the medium of instruction
till at least Grade 5. This decision has sparked
concerns among parents, who worry that this
viii
approach may hinder their children's global
competitiveness and access to higher education,
given the prevalence of English as a global
language. Critics argue that prioritizing local
languages might limit opportunities and hinder
social mobility, while proponents argue that
early education in the mother tongue enhances
cognitive skills and cultural preservation. The
other major debate is related to infrastructure.
Many schools, college even university in the
country especially in rural areas are lack the
necessary resources, such as well-trained
teachers, adequate infrastructure, and
technological infrastructure, to implement the
new directive. The third debate is related to
vocational skill training by integrating it into
mainstream education. Encouraging students to
develop practical skills alongside theoretical
knowledge is seen as a critical approach to
enhancing employability and addressing the
issue of unemployment. However, debates have
arisen over the feasibility of implementing such
vocational programs effectively because the lack
of industry collaboration, and a cultural bias
towards traditional academic paths. The fourth
major issue related to shift the focus from rote
learning and examination-based assessments to a
more holistic evaluation system. We are afraid
that without a standardized framework for
assessment, grading may become subjective and
inconsistent, which can affect students during
college admissions and job placements.

Among the key elements of NEP 2020 is the
introduction of a credit framework and enabling
learners to pursue multidisciplinary education.
However, the implementation of this credit
framework has raised several concerns and
challenges that need to be addressed for its
effective integration. It has no highlight of a
robust credit transfer mechanism too.
One of the key aspects of this policy is the
introduction of a 4-year undergraduate program
with research opportunities, in addition to the
existing 3-year undergraduate program. It raises
certain issues that need to be addressed. Firstly,
it may pose financial burdens on students and
their families. Students and teachers are
confused how they set the programme and
balance between these two groups of students in
same level. Later how those 4 years with
research will amalgamate with two years PG
students and put them in same bracket while
applying for PhD.
The entry exit option, changing opportunities of
major, minor streams, the Internship programme
etc also raise many questions of this NEP 2020.
To find the answer of all these issues we have to
wait minimum two years after admission of the
students in first semester.
Libraries have always been at the forefront of
promoting education and providing access to
resources. They serve as hubs for knowledge
exchange, support research activities, and
contribute to the personal development of
individuals. With the introduction of the NEP,
the importance of libraries and LIS has gained
significant recognition. Libraries are considered
vital spaces that foster self-learning, curiosity,
and the development of analytical skills among
students.
For us as Library & Information Science
fraternity, this NEP2020 brings with lots of
opportunity. The introduction of Library and
Information Science as an interdisciplinary
course brings a new direction. Integrating LIS
into the curriculum of the NEP 2020 is a
ix
progressive step towards creating well-rounded
individuals equipped with the necessary skills to
navigate the modern information era.The NEP
2020 emphasizes the need to promote
interdisciplinary and multidisciplinary studies at
all levels of education. By incorporating Library
and Information Science as an interdisciplinary
course, the NEP broadens the horizons of
education. It acknowledges the significance of
information literacy for the holistic development
of students. Till date this discipline was mostly
restricted to a limited group of students who
joined this course mostly in B.Lib.I.Sc. or
M.Lib.I.Sc. level after completion of graduation.
But now LIS has found a very big spectrum. All
the college and universities are supposed to offer
a course of min. 3 Credit on LIS in
Undergraduate Level. It both way beneficial to
the students as well as the LIS departments and
of course Libraries are going to get huge
importance to the students. Graduates from LIS
programs will be empowered with the skills to
navigate the complexities of the digital era,
combat misinformation, and contribute
meaningfully to the society.
Research and innovation are key drivers of
progress and development in any society.
Inclusion of Library and Information Science as
an interdisciplinary course under the NEP fosters
a culture of research and innovation among
students. It promotes research methodologies,
citation practices, and ethical sourcing of
information. LIS programs instil a deep
appreciation for the scientific method and equip
students with research skills that transcend
disciplinary boundaries.
The New Education Policy 2020 is a step
towards the transformation of India's education
sector to better equip students with 21st-century
skills. The NEP 2020's recognition of the
significance of Library and Information Science
marks a progressive milestone for education in
India, one that will pave the way for a more
informed and technologically adept generation.

The inclusion of Library and Information
Science as an interdisciplinary course is a
commendable initiative that enriches the
curriculum and empowers students with essential
knowledge and skills in information
management. This interdisciplinary approach
promotes information literacy, digital
transformation, research and innovation, and will
undoubtedly contribute to the holistic
development of students. The New Education
Policy in India presents a significant opportunity
for libraries and Library and Information
Science professionals to contribute to the
transformation of the education system.
Libraries should evolve into vibrant learning
spaces that are inclusive, accessible, and
equipped with modern technology. LIS
programs should adapt their curriculum to align
with the multidisciplinary nature of the NEP,
preparing graduates with the necessary skills to
meet the changing needs of learners.
Collaboration, research, and innovation should
be at the forefront of the LIS field to shape the
future of education in India.
Good wishes to all
Dr Sudip Ranjan Hatua
Editor

RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Professor P N Kaula and S R Ranganathan: A Modern Tale of
Ancient Guru-Shishya Relation
Special Appearacnce
M P Satija & M. Krishnamurthy
ABSTRACT:
Professor M P Satija
Visiting Professor
Guru Kashi University,
Honorary Professor
Guru Nanak Dev University
satija_mp@yahoo.com
Dr. M.Krishnamurthy
Associate Professor
Indian Statistical Institute
(DRTC), Bangalore
mkrishnamurthy1304@gmail.com
Introduction: The year 1924 is historic as in this year S R Ranganathan, the
acknowledged father of library movement in India reluctantly adopted librarianship as
a profession. In this year was born P N Kaula, another well known name in Indian
librarianship. Relation between Professor P N Kaula and his mentor National
Professor S R Ranganathan are historic in the Indian library history
Purpose: Purpose of this paper is to describe a glorious chapter in the Indian library
history of close and lasting relation x between S R Ranganathan and P N Kaula.
Research problem: It is to trace the history of relations between Ranganathan and his
staunch disciple professor P N Kaula. Which in turn makes the history of Indian
library movement during 1940s to 1970s.
Objective: To know how Ranganathan trained his students and disciples in the art of
research and also in presenting their research findings.
Methodology: Being historical research the facts have been taken mostly from
Professor P N Kaula’s description of Ranganathan in his epilogue to the
autobiography of Ranganathan (1992) which he lovingly edited as a homage to his
Guru and mentor. Facts and events have been supplemented by other authentic
sources such as Ranganathan’s biography by his son Yogeshwar.
Findings: On the surface Ranganathan appears temperamental but in reality he
loved his students to groom them under strict discipline for work. Kaula was one of
them whose devotion to Ranganathan was unswerving even under trying conditions.
Ranganathan had a Midas touch who wrought students into scholars and taught them
the practice of “work chastity.
Key words: Kaula, P.N. (1924-2009); Library history—India—1940s-1970s; Library
science—Teaching ; Ranganathan, S. R. (1892-1972).
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Satija & Krishnamurthy: Professor P N Kaula and S R R…
Introduction
The year 1924 is historic in the annals of Indian
librarianship. This year two stars emerged, one was
born up north in Kashmir, the other in the down
south switched to librarianship as a mid-career
change. Incidentally both were Brahmins; both met
and remained attached to one another in steadfast
Guru-Shishya relationship. The young Kashmiri
dedicated his whole life in assisting and promoting
Ranganathan and his cause. Both were awarded
Padmashri by the government of India, a rare honour
for librarians. It is not a mere coincidence that Kaula
was born the very year Ranganathan joined the
library profession that is 1924. Divine symbolism
cannot be ignored. Their association proved
instrumental in promoting library science, library
education and library movement in the country.
S. R. Ranganathan was a freak phenomenon of the
once-in-a-blue-moon kind. He was ancient and
modern at the same time; a crusader as well as a
scientist; a theorist and as well as a practitioner. With
his total dedication full of passion, brilliance,
innovations in theory of library science and services,
and teaching, his fame spread soon in India and
abroad. He attracted many persons as admirers and
students who became his dedicated disciples. One
such person was an English librarian Bernard I.
Palmer (1910-1979) who was on war duty in Madras
in 1944. While in England he was so fascinated by
Ranganathan’s revolutionary work in classification
that he wished to have enough money to travel to
India to meet this new age classificationist. It seemed
impossibility at that time. War duty to Madras
provided the god sent opportunity. He met
Ranganathan at his earliest and even attended his
classes. Fascinated by Ranganathan’s work-chastity
and innovations in library management he became
his disciple and ultimately proved instrumental in
introducing Ranganathan to the West and thence to
the world. That is another story (Palmer, 1977; Satija
and Singh,1995).Another such person, as already
mentioned, was our Prithvi Nath Kaula(1924-2009)
who adopted him his professional and spiritual Guru
and remained faithful to him all his life even after his
death. Later in life Kaula literally worshipped
Ranganathan every early dawn of the day as his
professional mentor and spiritual deity. He would
vehemently oppose any criticism of Ranganathan
whatsoever. His story of meeting Ranganathan and
remaining faithful to him all his life is full of humane
and professional interest told by him many times.
Yogeshwar, son of Ranganathan, records that during
Madras, Banaras and Delhi Kaula used to live with
them as another member of the family (Yogeshwar,
2001,230). He became Ranganathan’s foster son.
2
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In 1945 Ranganathan after his forced retirement was
living in Madras waiting to move northward. On 30 th
June 1945 a handsome young Kashmiri Brahmin boy
with some prior academic library experience and a
BA degree in hand reached Madras university
library to take admission in diploma in library
science course started in 1929 by the Madras
Library Association with Ranganathan as its
honorary director. The successful school was taken
over by the Madras University in 1931 and upgraded
to postgraduate one year course in 1938. Kaula to his
dismay came to know that Ranganathan was no more
teaching there. Eminent historian, a former colleague
of Ranganathan at the Madras Christian College,
Professor K. A. Nilakanta Shastri (1892-1975),
suggested Kaula to meet Ranganathan at his
residence. Afraid of the new dispensation nobody in
the library was even ready to give him
Ranganathan’s residential address. However, some
old Ranganathan-faithful, S. Ramabhadran, taking
risk but cautiously gave Kaula Ranganathan’s
Triplicane residence number. Next day he knocked
at his door. On seeing him for the first time at his
home, deceived by the simplicity of the man, Kaula
took him as Ranganathan’s house help or a gardener.
Impressed by his zeal and passion Ranganathan took
him into his fold. Taking admission in diploma class
Kaula started spending most of his after-class hours
with Ranganathan—learning firsthand the
professional knowledge and imbibing his ways and
values of life.
Kaula Moves to Banaras with
Ranganathan
Immediately after his premature retirement from the
Madras University, S R Ranganathan had received
invitations from the Delhi University and the
Banaras Hindu University. Sir Maurice Gwyer(1878-
1952), Vice Chancellor of Delhi University, invited
Ranganathan to come to Delhi to establish a
Department of Library Science and to conduct the
teaching programme even at the post-graduate level.
Eminent freedom fighter and a nationalist Mahamana
Pandit Madan Mohan Malaviya(1861-1946), founder
of the Banaras Hindu University, and its Vice-
Chancellor Dr. S Radhakrishnan (1888-1975), who
later became the President of India, wanted
Ranganathan to come to Banaras to organise the
Banaras Hindu University Library. At the First all-
Asia Educational Conference held at Banaras in
1930 a meeting between Ranganathan and Pandit
Malviyaji was arranged. Latter told him of his
ambition to make the BHU library as India’s largest
and the best library (Ranganathan,1992,153).He
wanted Ranganathan to join BHU to organise its
library. Ranganathan had a preference for Delhi. But
in early August 1945, Dr Radhakrishnan came

personally to meet Ranganathan at his residence in
Madras. Ranganathan told him of his mind for
joining Delhi University as Sir Maurice Gwyer had
earnestly wanted him to be in that university.
Radhakrishnan argued that the Banaras Hindu
University was a "National University" and it was his
duty to work for that university. Delhi University
could afford to have a foreign expert while BHU
could not do this. So he should prefer to come to
Banaras. On his compelling pleadings, Ranganathan
yielded on patriotic grounds. This is verifiable from
Yogeshwar (2001,67 ),who writes:
Ranganathan decided to opt for Benaras for three
reasons. He felt morally obliged to Pandit Malviya to
help him fulfill his dream. It was an ‘Indian unive
sity’. Radhakrishanan was a personal friend.
Kaula was studying at the Madras University and
spending all his out-of–the-class hours with
Ranganathan. Latter asked Dr. Radhakrishnan
whether rKaula could join library science course at
Banaras Hindu University in mid-August 1945. Dr
Radhakrishnan took it as a condition set by
Ranganathan to join BHU, though Ranganathan had
only explored the possibility of taking Kaula along
to BHU without loss of any academic year --
obviously Kaula had become dependable for him. Dr
Radhakrishnan promised that as the Vice-Chancellor
he would do the needful. Soon came a telegram
from BHU stating: "Kaula can join the course on
usual terms and conditions".
Reorganization of the BHU Library
After joining Banaras Hindu University,
Ranganathan started working day and night for the
reorganization of the university library. He urged the
staff to work hard but the frustrated assistant
librarian who had hoped to get the librarian's post,
spoiled the good atmosphere of the library. He even
instigated the staff not to work and cooperate.
Avoiding any conflict Ranganathan did all the jobs
by himself including manual labour of taking out the
books from the shelves and putting them back with
assigned class numbers. Kaula assisted him in this
job as well. After the duty hours Ranganathan would
go to the tables of each of his limited staff and finish
their remaining work on the table. Next morning he
would tell the staff, “That work was finished soon
after you left. Some devil came and sat at your table
and finished the work. You should start the fresh
work now” (Ranganathan,1992, Sec. CB22, 389-
390) . However, after about twenty months of service
Ranganathan had to leave BHU in 1947 under
unhappy circumstances in the absence of Dr. S.
Radhakrishnan who had gone abroad. But the
classifying of about one lac books on assorted
subjects in about eighteenth months proved a very
valuable experience and aid in improving and
developing the Colon Classification 2 .
Ranganathan joined the Delhi University on 17th
June 1947 to start a very happy period of his
professional life. To be closer to Ranganathan, Kaula
resigned a prestigious library job at Pilani to join a
lower post of Technical Assistant at Delhi
University library during 1948-1950. As a spin off
benefit, he passed M.Lib. Sc. in 1949 obtaining first
position in the class. He became member of the ILA
when Ranganathan was its President and actively
participated in various committees and activities as
the right hand man of Ranganathan—including
serving as the managing editor of the Abgila, an
organ of the ILA, and made hand delivery of its
issues on his bicycle---so was Ranganathan!.In 1952,
he established Ranganathan Endowment for Library
Science and remained its secretary during 1953-
1955. However, Ranganathan was not in favour of
such an endowment. During 1958-1960, Kaula
served as the first Reader (Now associate professor )
in the DU, though by that time Ranganathan had left
Delhi University since 15 th March 1954 to move to
Zurich with his wife to stay with his son who was
studying engineering at the famous ETH (Swiss
Federal Institute of Technology in Zürich).
Library Research Circle
Ranganathan had immense faith in team research
work. That was the need of the hour. He formed the
Library Research Circle in Delhi in 1950 to bring
together his students and some other interested
professionals to discuss library problems. The
meetings of the Circle were held on Sundays and
holidays at his residence, C 6, Maurice Nagar, Delhi
University Campus. Originally more than a dozen
librarians, mostly his students, became its members
and attended the meetings to participate in the
discussions. This number went on dwindling due to
the rigorous discipline prevailing in such lengthy
meetings without any respite or refreshments. There
remained finally about half a dozen faithfuls who
continued braving hardships. Kaula had by then
shifted to New Delhi and was working in the
Ministry of Labour, Government of India. He had
therefore to cycle about 14 kilometers each way to
attend these meetings. This went on for four years till
Ranganathan resigned from the Delhi University to
move to Europe.
Meetings regimen
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RBU Journal of library & Information Science, V. 25, 2023
The meetings started at 2.00 pm and went up till 8.00
pm on Sundays and holidays. Before anything else
there would be recitation from Ramayana from 1.00
pm to 2.00 PM. Thereafter Ranganathan lead the
discussions sitting in a chair. All others sat on the
floor, where there was a cotton carpet provided by S.
Ramabhadran, Assistant Librarian of the University
of Delhi who was a neighbour of Ranganathan. A

Satija & Krishnamurthy: Professor P N Kaula and S R R…
blackboard wasprovided in the meeting room.
During the meeting the members would get only
water for drinking. Nothing else. In the evening
when the members felt an urge for tea or coffee,
theywould slip away one by one and go to
Ramabhadran’s house to take a cup of coffee by
turn, without Ranganathan coming to know about it!.
Many of the new ideas in classification and
modifications of the rules in classification and
cataloguing code were settled at in the meetings of
the Circle. The findings of the Circle were
exchanged with other national groups such as the
CRG , London and the American Classification
Society. The memoirs of the Circle have also been
recorded in the Abgila (Parthasarathy,1952 ;
Ranganathan, 1962).
His Last Wish
In mid June1972 ailing Ranganathan wrote to Kaula
expressing his last wish that a few more states in
India should enact library legislation within 1972, the
international Year of the Book, and also the Silver
Jubilee year of India's Independence. The letters he
wrote to Kaula urging him to publish the papers to be
noticed by the stakeholders. The extracts from some
of the letters are given below:
"I am obliged to you[Kaula] for agreeing with my
suggestion about the articles on Library Legislation
which should be sent along with your covering letter
to officers occupying vantage positions and to others
likely to help in the initiation of library legislation in
each of the states within this year" (Letter no: 2x, 2
dated 13 th June 1972).
"I hope that you will do some lobbying work with
the papers on library legislation so that somehow it
catches the eyes of the Prime Minister"
(Ranganathan, 18 th August 1972a)
In a letter of 6 th June 1972, he wrote him, "I am a
mortal like anybody else --when I say mortal, I have
to say that by 12 August 1972 I shall be completing
80 years of the journey in this body, and very soon
thereafter, this body have to be sloughed off”. He
therefore wrote to Kaula on 18th August 1972 soon
after his 81st birthday (12th August 1972) that
somehow it (papers published in the book form)
catches the eyes of the 'Prime Minister', so that India
could have "free book service for all through the
network of libraries based on legislation”
(Ranganathan, 6 June 1972b).
Ranganathan’s health further deteriorated and he
was taken to a nursing home in Bangalore where he
showed no signs of improvement. He breathed his
last on 27 September 1972 at 9:25 PM. Even at the
time of his death, he had expressed his anxiety for
the library development of the country and the
continuation of the work he was doing.
In one of the papers Ranganathan had emphasized on
the duty of the government in the following words:
The sphere of public library service should not be
forgotten in this year [silver jubilee of India’
Independence] of enthusiasm, to carry the country
forward. The governments of most of the constituent
states and the Union Government have in their files
or is it that they have buried in the archives the draft
Library Bills. It is the duty of the officers of each
government tasked with the cause of universal
lifelong education to bring up these bills for active
attention. They should draft Public Library bills and
get them through their respective legislature.
Ranganathan rightly felt that the library associations
in the country have a bounden duty towards this end.
Therefore, he had also reminded the public at large
and the library associations of their duty to impress
upon the government of each state to put on its
statute books a public libraries act. He also urged the
Union Government "to rethink its library
responsibilities in the context of the present day
ideas, and political and social requirements" (
Ranganathan, 1972c ; Satija 1987).
He stated further:
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"It is the joint duty of all the library associations in
the country to study this question and to persuade the
public, the Parliament, and Union Government to
enact a Union Library Act, to enable the Union
Government to discharge its library duties to the
Nation".
Ranganathan did this work almost single-handed and
with utmost foresight, passion and devotion for the
cause of libraries. His last wish expressed and
conveyed through his letters to P. N. Kaula, and
through the appeals made to the public, the
professional associations and the governments in the
States and the Centre should not go unheeded. Let
the library profession put across the expert views of
Ranganathan, and his last wish to have a national
network of public library system for India based on
legislation to be accomplished at an early date.
To discharge his assigned duty Kaula brought out
the book Indian Library Manifesto which was
Ranganathan’s presidential address at the Nagpur
ILA in 1949. Besides it, there are other four
documents and an Introduction by Professor P.N.
Kaula. Now Indian librarians, urges Kaula, should
redeem their debt to Dr. Ranganathan and strengthen
themselves as a profession through comprehensive
Library Legislation (Ranganathan,1990).

Kaula: An Insider on Ranganathan:
Being very close to Ranganathan, Kaula is privy to
many unknown or less known facts about him which
he has recorded as an epilogue to the autobiography
of Ranganathan(19920 which he assiduously
compiled and edited.
Addiction to Hard Work: Temperamental
Ranganathan valued, above all, single minded
devotion to work. Hard work was in his grain. Those
who worked hard were close to him, and those who
shirked work had no place in his circle. But at
Madras and Delhi, there were several persons who
had closely worked with him. K. M. Sivaraman who
had worked as Head of the Technical Section at
Madras University Library till 1944, was his close
associate, to whom he had also dedicated one of his
books. Sivaraman worked very hard in putting the
Colon Classification in its formal form which
Ranganathan has acknowledged 5 . He also succeeded
him as the Secretary of the Madras Library
Association. But towards the end, due to some unsaid
reasons, Ranganathan cut off all contacts with him
which came as a rude shock to Mr. Sivaraman.
Along with Sivaraman was another colleague at the
Madras University Library who later became
Assistant Librarian at the University of Delhi. Mr. S.
Ramabhadran worked very hard with Ranganathan
and even used to attend to his domestic chores at
Delhi. But when he was unable to write papers on
Manpower Analysis for publication in the Abgila
due to his personal problems, Ranganathan
immediately shunned him off. Not only he castigated
his associates for not working on time, he would
even disassociate from those who had even been
his close associates for more than thirty years! For
him human relations did not matter more than work
and duty.
Something similar happened with Kaula. Latter
states that one evening Ranganathan found him
yawning while working on the Union Catalogue of
Periodical Publications for South Asia, at his
residence C6, Maurice Nagar, Delhi. It could be due
to fatigue and tiredness caused by overwork. But
when he came next morning to do the work,
Ranganathan did not allow him to touch the work
and even stopped speaking to him
(Ranganathan,1992,Sec. BL6, p.255). Much later
Ranganathan softened his attitude and re-inducted
Kaula once again into his close circle. Sometime in
1971, he again developed some misunderstanding,
but soon after, he wrote "apologizing" for what he
had written, and assigned him the duty of furthering
his work of library legislation in the country. That
was mainly because of close personal faith in and
affection that he had for Kaula. He also left once his
trusted Secretary, K Mahalingam who typed and
even worked for his several publications night and
day, simply because he did not want him to do a
particular thing. This autocratic way of treating
faithful associates cost Ranganathan much, and he
lost several of his once close and trusted associates.
Conferment of Padmashri
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RBU Journal of library & Information Science, V. 25, 2023
Ranganathan did get ample national and
international recognitions during his life and after
death though he never asked nor worked for it.
That was not in his bucket list. In 1935 the then
British Government had conferred on him the title of
"Rao Sahib" for the work he did for promoting the
cause of libraries in the then Madras State. The
Government of India after Independence conferred
on him the award of "Padmashri" in 1957, the very
first year of the various civilian awards instituted by
the government of independent India. It happened
that the Delhi Library Association (DLA), of which
Kaula was the General Secretary, had organised an
All India Exhibition on Gandhiana, i.e. the works by
and on Mahatma Gandhi, the Father of the Nation.
Along with the exhibits a satellite exhibition of
Indian library literature was setup as a part of Unesco
programme organised in Delhi. The then President
of India, Dr Rajendra Prasad, visited the exhibition
and found several shelves of books and other
writings solely authored by Ranganathan. It was an
impressive array of books and papers on library
developments plans and research reports. Kaula
explained to the President the significance of work
done by Ranganathan and his international
recognition. Impressed President of the Republic
asked his Press Secretary, R L Handa, to get the biodata
of Ranganathan. This was furnished which
ultimately led to the award of 'Padmashri' to
Ranganathan in 1957 (Ranganathan,1992Secs. CJ8-
91-92, pp.421-423).It may safely be assumed that
Dr. S. Radhakrishnan, who was then the Vice-
President of India and Ranganathan’s family friend,
might have played some role for this genuine and
well deserved award.
Planning of the Ranganathan Festschrift
The greatest service Kaula did to Ranganathan was
the compilation of his festschrift in 1965 which
remains an inspiration and a popular model to this
day. To professionally recognise and project the
contributions of Ranganathan to Indian librarianship
and world library science Kaula had initiated the
historic move in 1951 at the time of 9th All India
Library Conference to have a festschrift compiled to
celebrate completion of sixty years of his highly
dedicated life full of sterling achievements.
After the conference, planning was made
confidentially by Kaula with some colleagues.

Satija & Krishnamurthy: Professor P N Kaula and S R R…
Ranganathan came to know about it somehow. He
called Kaula and asked him to abandon the
programme immediately. However, the inner urge to
do it was simmering in Kaula's mind for such a
genuine and well deserved cause. In order that
Ranganathan may not disapprove of the move, it was
decided to establish Ranganathan Endowment for
Library Science in 1952, with Kaula as its Secretary
and S.Dasgupta, the D U Librarian, as Chairman.
The idea was to institute 'Gold Medal' in Library
Science in the name of Ranganathan. So the money
was collected, but Ranganathan did not want the
utilization of amount in that way. Thus after 1961 the
amount was handed over to him which he made the
nucleus of the Endowment fund named after his
wife as "Sarada Ranganathan Endowment for
Library Science(SRELS)". The proposal for
preparing a Festschrift for Ranganathan was revived
in March 1961. A high-profile international
committee was formed with Kaula as the Secretary
and editor. The Festschrift was released in two
volumes. Volume 1, aptly titled Library Science
Today, contained tributes and contributions from all
over the world; and volume 2 was an "Essay in
Personal Bibliography" by A K Dasgupta which is a
comprehensive classified bibliography with many
indexes of writings on and by Ranganathan from
1910s to mid-1960s.And Professor Kaula was later
presented three festschrifts in return,so to say 3 . The
fourth has been planned for2024 4 .
Instrumental in Getting National
Professorship in Library Science for
Ranganathan.
In 1964 an Indian scientist Dr.Jayant V. Narlikar was
working with Sir Fred Hoyel in England and they
enunciated a new theory on Gravitation originally
formulated by Sir Isaac Newton. Narlikar shot up
into prominence. The then famous jurist and the
Union Education Minister M.C.Chagla (1900-1981)
offered to provide all facilities to Narlikar as a great
scientist under the National Research Professorship
Scheme instituted in 1949. Taking advantage of this
plan of the government Kaula wrote to Chagla that
there were other scientists in our country who have
brought name and fame to India by their
contributions, but they have no facilities to continue
their research and that the government has not
suitably recognised them. With this letter, Kaula
enclosed a long list of papers that had been received
from India and abroad for the "Ranganathan
Festschrift" being compiled and edited by him. The
reply came that Kaula should furnish the full bio-data
of Ranganathan which was urgently supplied through
the President of the UP Library Association.
Thereafter, Kaula went to Guwahati for the 8th All
Assam Library Conference in October 1964 which
was also attended by Ranganathan. Kaula mentioned
the above correspondence to Ranganathan and in
reaction Ranganathan got annoyed and asked
Kaula as to who had permitted him to do that for
him. He also felt that this would belittle his
contribution particularly by writing to the Education
Minister as the then honorary library advisor, who
was not friendly with Ranganathan, would view it
with scorn. Luckily, later it came out that
Government of India appointed Ranganathan
'National Research Professor in Library Science' in
1965, a unique distinction for any academician in the
country because till then there were only five
National Research Professors and Ranganathan
remains the only one so far in library science. Others
were in established disciplines like Mathematics,
Physics, Chemistry, Linguistics, etc. Thus
Ranganathan got due recognition for his work and
contributions bythe Government of India. The
National Professorship was for life. He also got the
secretariat facilities and other perks to continue the
research work in his chosen field. Ranganathan took
it as recognition of the Indian library profession
(Ranganathan,1992,Secs.CJ8-91-92,pp.421-423).
Some personal observations made by
Kaula
Teaching Method in Gurukul
Environment
Kaula recalls, in Delhi, Ranganathan would often
take the formal class at his residence. A blackboard
was provided at C6 Maurice Nagar. Diploma and the
Degree Students would come and sit on the floor like
in ancient "gurukuls" and listen, think, speak, argue
and write. Throughout the period, the class was like a
seminar where each one had to contribute.
Ranganathan would sometimes single out a person
who seemed inattentive and ask him rehash what
had been discussed in the class. Thus everybody had
to be ever alert, on his toes, so to speak.
Even though he taught both the theory and practice
of a subject, his methodology was not to separate the
two into watertight compartments. For him, there is a
mutual interplay of theory and practice. He would
deduce theory out of practical detail and practical
detail out of the theory. Comparative study and
presenting ideas with certain familiar analogies and
anecdotes made his teaching engaging and
stimulating. Students learnt every aspect of the
universe of knowledge by actively participating in
his class. Ranganathan himself would also learn from
the students—which he has admitted many times. To
acknowledge it, he has dedicated one of his book to
all students, past and present ‘from whom he learned
the most’ he wrote in all humility. He has made
known many a time that some problems with which
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he had been constantly grappling for several years
had after all found a solution through a student.
Kaula remembered when one of his colleagues in
Delhi, who became Librarian, ECAFE, Bangkok,
proposed Ranganathan a new kind of phase relation
in classification encountered in some nascent books;
they both grappled with the problem while travelling
in a Bombay suburban train. It was what is now
known as Influencing Relation. But Ranganathan
immediately called that phase, the Garde Phase, as
P.K. Garde was his name
(Ranganathan,1992,CK53,p.429). Similarly,
Ramanathan, his fresh student at Madras, was
instrumental in suggesting Ranganathan in resolving
the hospitality of notation inarrays and chains
separately. That provided a neat solution to the
persisting problem of hospitality of notation 6 .
Classroom Seminars
Ranganathan's teaching extended much beyond the
the class room as was with his mentor and
classification teacher W.C. B. Sayers 7 .Whenever in
company of students or colleagues he discussed
library science. Group discussions and seminars were
his formal methods of teaching. He would organise
seminars and motivate all the students to participate.
He made some senior student by turn the leader of
the seminar. Kaula remembers how Ranganathan
made them participate in seminars at the Delhi
University, meeting every week, making all of them
leaders in succession, some others as rapporteur and
some other the chairman. Issues were thrashed out;
framed topics along with the list of references were
circulated in advance by the leader of the seminar.
Thus in the seminars everybody was involved. There
were sharply focused discussions on the technical
issues. Ranganathan would not himself be the
chairman; but he would sit silently as one among
them by their side all the time, making others speak,
inducing everyone to participate in the discussions.
He gave his own concluding remarks only on being
requested by the chairman--towards the end of the
discussion. These seminars thus benefitted all. They
learnt the art of open ended discussion,
communication and exchange of ideas. When Kaula
was asked, for the first time to be the leader of a
particular seminar, mentally unprepared Kaula felt
like losing the ground under his feet. He pleaded to
be excused and promised to ready himself for the
next seminar. But to no avail. On the appointed day
Kaula was too nervous to open the discussion in the
presence of Ranganathan. But having been caught
and shoehorned there was no escape from it.
Mustering courage he spoke and modestly well
presented the paper. Later he realized how his
participation in the seminars benefitted him! If Kaula
became an eloquent speaker he credited this
transition to Ranganathan who had thus helped
Kaula overcome his shyness and nervousness.
Ranganathan perfected this method of seminars and
group discussion teaching with the advanced
students at the Documentation Research and Training
Centre(DRTC) established at Bangalore in 1962
(Satija,Tiwari and Bagchi, 2022).
This experience of having participated in the
seminars inspired and guided Kaula organise similar
seminars when he became (the first to be
appointed)Reader(associate professor) in library
science at the University of Delhi. He encouraged
not only the students but also the teachers to
participate and contribute to the academic discussion.
At Banaras, similar seminars were started from the
very first year of his joining there. In the same way
the students were made to shed shyness and
nervousness as Kaula had done earlier. Later Kaula
developed into a voluble speaker, outstanding among
his peers. It was a treat to listen to him on the dais on
professional matters.
President of the ILA
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As the President of the Indian Library Association
from 1944 to 1953, Ranganathan made the Indian
Library Association a world class and internationally
recognised professional organisation, a dynamic
force of library movement in the country, and a
forum for raising and discussing professional issues.
Regretfully, the ILA thereafter has never attained
that level of professional performance. He undertook
several international projects on behalf of the
Association and formed a band of young librarians to
work with him. These could be projects of Insdoc,
Delhi Public Library, Unesco projects of rendering of
Asian names, retrospective directory of Asian
Learned Periodicals, and Union Catalogue of
Learned Periodicals in Libraries of South Asia or
even a reading survey. The students willingly worked
and learnt by doing. Those were the Golden Days
which Kaula always remembered nostalgically
despite the hardships of daily travelling on a bicycle
a distance of about fourteen kilometers each way
from New Delhi to Maurice Nagar.
India’s Leadership in Library Science
Ranganathan with his sole efforts has made India a
world leader in library and information science. The
country may still be underdeveloped in libraries and
library services; but it is certainly a richly developed
country in the field of library science and education.
He established an Indian school of library thought.
Kaula remembers what Dr. Luther H Evans(1902-
1981), Librarian of Congress and, formerly Director
General of Unesco, stated in Delhi when he visited
India in 1954. He said that India was a fully
developed country in library science as a result of the
contributions of Dr. Ranganathan. India has thus

Satija & Krishnamurthy: Professor P N Kaula and S R R…
secured a prominent niche on the library science
map of the world.
Embodiment of Library Science
Kaula observed that Ranganathan had been like a
monomaniacal charmed by library science. From the
early hours of his rising till late at night, he would
talk of nothing else but library science. Even in
ordinary conversation he would artfully connect
every topic to library science. Ranganathan would
forget even his meals while engrossed in his work.
Like a few other giants, such as Sir Isaac Newton,
he was pathologically addicted to work.
Burning Midnight Oil
Kaula remembers Ranganathan would not
sleep when he was struggling with a problem. He had
accompanied and seen Ranganathan continuing
working till midnight. He would be forced to go to
bed by his son. His son after having have finished
one round of sleep suddenly would come and tell
him, "Appa! you have not allowed Kaula to go.
Please go to bed now". But the father would neither
ask Kaula to go nor himself go to bed. Yogeshwar
would get annoyed and so would give him a mild
warning to switch off the lights if he still continued
working. Father would not like this disturbance and
would shout "Poh"! That meant "You go". The tussle
between the father and the son would continue, none
yielding. Finally the son would put off the light and
think that he had succeeded. The father would
immediately call out, "Child! You cannot realize the
struggle in my mind. Do not disturb me". But the
son would not yield; and so the relenting father
would ask Kaula to go, and would himself go to bed
with the problem still in his head. Next morning
when Kaula returned, he always saw that he had
already scribbled several pages and was still
absorbed in his work (Ranganathan1992,
Sec.CK73,p.431).
Morning Walks
Ranganathan took morning walks regularly with
students and colleagues wherever he be. The walks
were not meant only to refresh and reenergize the
mind. Even during the walks, he went on discussing
technical problems with the walking companions.
Starting from his residence in the early hours in the
company of some students with a walking stick in
his hand, he would stop at the very gate of his house,
outside the compound to discuss library problems,
finding solutions and helping the students. Most of
the papers were thus read out and discussed in the
morning walks. In Banaras, in the company of Kaula
and others he used to go daily up to the Ganges to
have a holy dip in the sacred river. There also the
group used to discuss several library problems. In the
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beginning, Kaula missed keeping a notebook which
resulted in loss of many precious ideas. Kaula
learned in the company of the great master that a
great asset of a man is his industry when applied for
a right cause in right direction. All great men are
industrious people--- ninety-nine percent perspiration
and one percent inspiration, they say.
Same Measuring Rod for All
Kaula believed Ranganathan was a much
misunderstood man even in his own circle for his
relentless industry, making high demands on others,
and for his impatience. In the early days he had been
very passionate to get a thing done immediately and
that too meticulously. He would feel upset if the
results were not to his liking. Being himself an
extremely workaholic, he naively judged others with
the same measuring rod that he applied to himself.
But for lesser mortals like us it is not possible to be
as devoted, hardworking or brilliant as he would
want us to be. He felt annoyed with persons who
lacked that capacity to work---howsoever sincere
they be. Ranganathan loved hardworking persons
and perhaps it was the reason for his fondness for
Kaula because of large amount of work Kaula did
with and could do for him. Ranganathan recognised
and valued Kaula’s dedication, hard work, dynamism
and popularity among his colleagues. Ranganathan
wrote to Kaula in 1946: "You are unexampled in
industry”. Once he described Kaula as a “bundle of
energy”. Nevertheless, Ranganathan was peerless in
his single minded pursuit of his work. God had
endowed him with indefatigable energy and
brilliance of mind. Therefore, Kaula dare said that he
was "undoubtedly unexampled in industry." At the
same time Kaula confessed that Ranganathan had
made Kaula literally sob several times for not being
able to do his assigned work properly or on time.
Ranganathan was harsh to students in their interest.
Ultimately it benefitted them. He recalls an instance:
Unsparing but not Unforgiving
Attitude
During the preparations of a symposium for the All
India Library Conference at Indore in 1951, a few
papers were assigned to Kaula, rather he himself
had offered to write three papers–one jointly with
some other colleague and two independently. The
papers had to be kept ready by24th December 1950.
Sufficient time had been given to write them as
Ranganathan was on tour first abroad and later to
South India. For the joint paper, Kaula requested his
prospective collaborator to start writing it. He,
however, did not doit and went on making excuses.
The other two papers were completed. But the third
one could not be done proving the well-known
saying, "Joint responsibility means no

responsibility." On the appointed day Kaula met
Ranganathan and was asked about the papers. He
showed the two papers. "What about the third?" He
asked. "It has not been possible, Sir!!" he replied
helplessly . "Why not?" he asked, and flew into a
rage. "We could not sit together to write …”, Kaula
replied meekly. On this frank statement,
Ranganathan uttered so many harsh words and asked
Kaula in a commanding tone to produce the paper
by 27 th December, failing which he said, "I shall have
nothing to do with you." This event and
unreasonable threat haunted Kaula all his life, and he
always shuddered to relate this harsh treatment
meted out to him by Ranganathan. He did write and
complete the paper before that date. Trembling Kaula
went and showed the paper to him. He became
pacified and pleased; the anger had vanished ; and
he patted him on his back. There have been several
other instances when he behaved that way. Another
such incident may be recalled: S. Dasgupta, his
brilliant student and chief librarian of the Delhi
University, fell out with him for some reason. They
were not on speaking terms. Once they happened to
board the same flight. Seeing Dasgupta on board
Ranganathan went up to his seat and asked “Dulli
(his nick name), why you do not talk to me”. That
thawed their relations. Anyway, it was for their good.
Some had the wrong outwardly impression that he
was cruel and unreasonable. Some even called him a
"tyrant" and dropped out. They left his company, but
to whose loss?, asked Kaula They lost a rare
opportunity of working with the great master and
actualize their potential. Ranganathan had the art and
power of grooming ordinary students into scholars.
For his working associates his was the Midas touch.
This is confirmed by Kaula:
During a lecture tour to the US in 1960s, Kaula
mostly lectured on Ranganathan and his work. At
the end of a lecture a lady from the audience asked
him, in his opinion, what was Ranganathan’s most
important contribution? He took a pause, thought a
little, and said “making men out of clay: an example
is before you, madam”. At the same time it is rued by
many that Ranganathan did not beget a disciple who
could excel him in scholarship 8 .
Kaula was assisting Ranganathan on a Unesco
project of compiling the Union Catalogue of Learned
Periodicals in South Asia. He had to travel 14
kilometers every day on his bicycle from his office
to Maurice Nagar for this work. One evening, due to
exhaustion, he scribbled something on the entry slip
subconsciously --what he wrote is not known. This
extremely annoyed Ranganathan. Without giving
him any chance to explain hisposition,Ranganathan
stopped talking to him for more than two years. But
Kaulawas not prepared to leave him and continued
his heartfelt one-sided association with him with the
same reverence and devotion. In December 1954,
Ranganathan finally changed his attitude and
accepted him again as his own. Ranganathan was
unsparing but not unforgiving.
No wastage of money and other
resources
Ranganathan never wasted resources of time, men
and material. He utilized his time optimallyand
wanted quick decisions. That way he was very
impatient to get results. Despite living in the North
for a decade, 1945-55, he could not pickup Hindi—
perhaps there was no need of devoting time to learn
it. But he learnt three words soon,namely Kal
(tomorrow), Aaj (today), and Abhi (now). Even when
he was in Banaras, he started saying "No kal with
me". This should be done aaj; it was abhi in certain
cases. He wanted getting things done then and there
without avoidable delay.
As its President Ranganathan had been saving the
money of the Indian Library Association. With no
assets in 1947, he left the ILA in 1953 with Rs.
22,000 in liquidcash, a very handsome sum those
days. Even in sending materials by post, he would try
to save the postage by asking people to distribute
these by hand. As the Managing Editor of the Abgila,
he would ask Kaula to take the bundles of the issues
of the Abgila on his bicycle from Maurice Nagar to
his Labour Ministry library in New Delhi and
distribute them to the members in the Central
Secretariat and other places, thus saving money on
postage to fill the coffers of the ILA. At that time,
Kaula admits that he did not appreciate it. Later
whenhe became the editor of the Library Herald in
1958, he did the same thing without any one asking
him to do so (Satija and Singh,1990) .
Conclusion
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RBU Journal of library & Information Science, V. 25, 2023
Professor Kaula’s devotion to his adopted guru was
total and exemplary. It continued not only in
Ranganathan’s lifetime, but also thereafter with
equal reverence and zeal till Kaula breathed his last
in 2009. Even rebukes and spurning by Ranganathan
did not dampen the spirits and lessen the faith of
Kaula in his guru—it was an unswerving relationship
of some other world. This association was mutually
beneficial which catapulted Kaula to the international
scene as Ranganathan’s able successor and
colleague. He became Ranganathan’s ambassador
abroad. In addition to helping Ranganathan
unstintingly in his academic and organizational
pursuits, Kaula was also instrumental in getting
governmental recognitions of Padmashri and
National Professorship for Ranganathan. But his
most visible and enduring work for Ranganathan was
the compilation of the festschrift in his honour. It is

Satija & Krishnamurthy: Professor P N Kaula and S R R…
still a sort of primary source for Ranganathan studies
(Satija, 1987). Such a deep devotion is unheard of in
modern times. In turn Kaula learnt the art of
Ranganathan to become a best teacher and leading
exponent of Ranganathan theories in India and
abroad, and above all he imbibed his philosophy and
adopted Ranganathan’s outlook to life and work. S.
Parathasarthy, another beloved student and long
associate of Ranganathan, very aptly sums up the
Ranganathan–Kaula relation as Kaula was to
Ranganathan what Jawaharlal Nehru was to
Mahatma Gandhi (Parthasarathy,1997).And in the
same vein a student of Kaula describes him as
Vivekananda to Ranganathan (Kundu,2000). That is
Kaula is to Ranganathan what Swami Vivekananda
is to his revered guru parmahans Ramakrishna.
Notes and References:
Notes
3.1.Venkatappaiah, V.andSubbarao, C.V.,eds (1979).
March of Library Science: Kaula Festschrift. New
Delhi: Vikas Publishing House, 1979, x,626p
3.2.Venkatappaiah, Velaga, et al, eds(1990).
Dimensions of Library and Information Science:
Kaula Festschrift. New Delhi: Concept Publishing.
3.3.Rawat,P.P.,Gupta, O.P. and Venkatappaiah, V
eds.(1997). Current Developments in Library and
Information Science: Papers Presented in Honour of
Prof. P N Kaula on his 71 st Birthday. New Delhi:
Reliance Publishing.
Since then an unhealthy trend of presenting a
festschrift to almost every retiring LISprofessor,
whether deserving or not, has started – it is a
privilege which is denied to teachers in other
disciplines. Anyhow, none of the festschrift has
touched the level of the one meticulously compiled
by Professor Kaula for Ranganathan.
1.Facts in this article have been taken from the posteditorial
chapter in the book A Librarian Looks
Back: Ranganathan’s Autobiography/edited by P. N.
Kaula(1992)
2.The Banaras Hindu University… library had a
different kind of collection. It had books and
periodicals in several applied sciences, arts and
crafts, and professional subjects. The author had had
no opportunity to handle such documents in the
Madras University Library. This made him learn for
the first time the highways and by-ways in these new
subjects. Secondly, the collection was largely made
of several gifts of a promiscuous nature. In the
Madras University Library, on the other hand, the
collection was built up systematically, with advanced
books and periodicals only, and in a balanced way
with direct relation to the studies in progress in the
several departments. The junk-shop nature of the
collection at Banaras presented many problems at
deep levels during its classifying. The author took off
his coat, as it were, and classified more than 100,000
volumes within a period of about eighteen months.
Continuous work at such high pressure on such a
variety of materials gave a remarkable insight into
the structure and development of the universe of
knowledge. It impressed on him the versatility
needed in notation. This was indeed an unusual and
unexpected experience of immense richness, and by
itself made the migration from Madras a blessing in
disguise. But something even more conducive to
more concentrated work followed.[That was his
moving to Delhi University in June 1947]”.
From: S R Ranganathan (1957).Prolegomena to
Library Classification. 2 nd ed. London: Library
Association, Sec. 774, p.422.
3. The three festschrifts are:
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4.A “Padmashri Professor Kaula Centenary
Celebration Committee” has been formed by some
of his eminent students who are going to hold the
convention to celebrate his birth centenary with
professional gusto and academic ceremonies. One of
the agenda is to compile another festschrift in his
memory.
5.”The[library] staff also was young and most loyal
and participative. Particular mention be made of C.
Sundaram and K. M. Sivaraman, who shared the
with the author all the pain of this travail of doing,
undoing and redoing… those were all glorious days
in their own development, for they accustomed them
to “work-chastity”--- a way of life which has paid
well all through later life”.
From: S R Ranganathan(1957).Prolegomena to
Library Classification. 2 nd ed. London: Library
Association,Sec. 7733,p.421.
6. “[Ramanathan] was well versed in the traditional
logic(Nyaya) of Indian thought… he stayed in the
library till 8pm,the closing hour. Then we walked
down to the sea beach till 10 pm discussing
hospitality [of notation]”
From: S R Ranganathan: Prolegomena to Library
Classification, 2 nd ed .London: Library
Asociation,1957, Sec.06,p.29.
7.Ranganathan held many discussions on library
science matters, especially classification, with Sayers
both in the classroom and outside. In addition to the
formal class-room teachings, W.C. B. Sayers and
Ranganathan often did informal discussions in
corridors and cafes. They usually took long talking
walks centered on classification.

RBU Journal of library & Information Science, V. 25, 2023
From: Ranganathan, S.R. (1961). Sayers and Donker
Duvyis :Theory and Maintenance of Library
Classification” Annals of Library Science 8: 94-95
8.According to the Vedic injunction to attain
moksha a father should beget a son to perpetuate his
family lineage and traditions. In the same vein a
Guru is mandated to train a disciple (who would
outdo him) to carry forward his intellectual legacy
and school of thought.
Yogeshwar, Ranganathan (2001). S R Ranganathan:
Pragmatic Philosopher of Information Science: A
Personal Biography. Mumbai:
BhartiyaVidyaBhavan,
About authors
References
Kundu,.A. K(2000). Vivekananda of Ranganathan :P
N Kaula. Herald of Library Science, 39,(1/2),69-70
Palmer, Bernard I. (1977). Encounter with
Ranganathan. Herald of Library Science.16, 1-3.
Parthasarathy, S. (1952).Memoirs of Library
Research Circle (Delhi).Annals of Indian Library
Association.2, 153-159.
Parthasarathy, S. (1997).Stepping up the top of the
profession, In Current Developments in Library and
Information Science: Papers Presented in Honour of
Prof. P N Kaula on his 71 st Birthday, edited by
Rawat, P.P., Gupta, O.P. and Venkatappaiah, V. New
Delhi: Reliance Publishing,pp.613-616..
Ranganathan, S. R.(1962) Classification research no
longer a toddler. Abgila.2,88–89.
Ranganathan, S.R. (1972a).Letter to Professor Kaula
no: 2x, 2 dated 18 August 1972.
Ranganathan, S.R.(1972b) Letter to Professor Kaula
no: 2x, 2 dated 6 June 1972.
Ranganathan, S.R. (1972c). Grid of Public Lbrary
System in India, Based on Library Acts /edited by P
N Kaula. Varanasi:C-1, BHU Campus,1972.
Ranganathan, S.R. (1990). Indian Library Manifesto.
New Delhi: ABC Publishing, 118p.
Ranganathan, S. R. (1992). A Librarian Looks Back:
An Autobiography/ Compiled with an appendix by P
N Kaula. New Delhi: ABC Publishing House.
Satija, M P and Singh, Satnam (1995). Bernard Ira
Palmer: His life and contributions to librarianship.
ILA Bulletin.30, 84-89.
Satija, M. P. and Singh, Sukhdev (1990).An Essay
on Professor Kaula’s contribution to library
journalism. In: Dimensions of Library and
Information Science: Kaula Festschrift, edited by
Venkatappaiah, Velaga, et al.. New Delhi: Concept
Publishing.
Satija, M. P. (1987), Sources of research on
Ranganathan. International Library Review.19, 311-
320.
Satija, M. P. (1987). Ranganathan and the public
library legislation in India.Libri.37,307-320
Satija, M. P., Tiwari, A. and Bagchi M.(2022)
Documentation Research and Training Centre: A
historical perspective. Library Progress (Int.).42,
155-160.
M P Satija
Professor Mohinder Partap Satija, currently a UGC
emeritus fellow in the Department of Library and
Information Science in the Guru Nanak Dev
University, Amritsar,India, is in the library
profession for the last four decades. He has
extensively taught theory and practice
of cataloging and classification As an author of
more than twenty books, about 150 papers and 200
book reviews and many conference papers published
in India and abroad, he has collaborated with
international experts namely, Dr. John Comaromi,
Editor DDC (1979-1991), Ms Joan S. Mitichell,
current editor DDC, Dr Ray Prytherch, Editor,
Harrod’s Glossary and Dr. S. P. Agrawal, former
Director, National Social Science Documentation
Center, New Delhi. Some of the journals he has been
published are Libri, International Classification,
Knowledge Organisation, Third World Libraries
(USA), Information Management Report (UK),
Cataloging and Classification Quarterly (USA),
Asian Libraries (Thailand), Emarld journals (UK),
Herald of Library Science, & Journal of Information
Management and Scientometrics.
Madaiah Krishnamurthy
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Dr Krishnamurthy is a Faculty at Documentation
Research and Training Centre , Indian Statistical
Institute, Bangalore. Also he was Awarded Fulbright
Fellowship in Information Science in 2005 to carry
out research at University of Illinois, USA. Receiver
of Open Repository grant from Australia
Partnership sustainable Repository, 2008, ETD
scholarship award in 2016 to attend Paris Enclave.
ILA CD Sharma award for the year 2013. He has
published 40 nearly 100 articles in national and
International journals. He is a member in many
editorial Board & referee, PhD advisory committee.
He has been honoured Best teacher award,
Government of Karnataka has honoured him with
Best Library Teacher award in 2019. His areas of
specialisation are application of ICT, Digital
Library, Institutional repository. At President serving
as President Karnataka State Library Association.

RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
29 th August 2023
Primary Reviewed on –
6 th September 2023
Peer Reviewed on –
24 th September 2023
Accepted for publication
16 th October 2022
Unlocking new possibilities with emosh: an emoji-based subject
heading list of geography
Madhurima Das & Snigdha Naskar
ABSTRACT:
Madhurima Das
M.Lib.I.Sc students
Dept of Lib. and Inf. Science
Rabindra Bharati Unviersity,
Kolkata
dmadhurima58@gmail.com
Dr Snigdha Naskar
Assistant Professor
Dept of Lib. and Inf. Science
Rabindra Bharati Unviersity,
Kolkata
snigdha.naskar@rbu.ac.in
Introduction- The use of emoji has become increasingly popular in digital
communication and their potential for use in academic research is being explored. The
current study focuses on the development and evaluation of an emoji-based subject
heading list for the field of geography, called EMOSH.
Purpose- The purpose of this study is to assess the feasibility and effectiveness of using
emojis as subject headings in academic research.
Objective- The study aimed to create a universal visual controlled vocabulary to
eliminate the language and cultural barrier. The objectives of this study are to develop
an emoji-based subject heading list for geography, evaluate its effectiveness in
information retrieval, and assess usefulness.
Research problem- The study started with a view on the need to enhance the
accessibility and engagement of geographic information for a diverse audience,
including those with limited literacy or language skills.
Methodology- The present study used a mixed-methods approach. It entails the
accumulation of keywords in the field of Geography from syllabuses based on LOCF
and CBCS, and articles retrieved from Scopus and Web of Science databases. After
significant amount of accumulation the terms have been carefully tested and assigned
emojis to them. Finally, the use of EMOSH in KOHA Software as well as geographic
information retrieval through emojis from the OPAC has been demonstrated.
Findings- The findings recommend that EMOSH is a feasible and effective tool for
information retrieval in the field of geography. The study highlights the need for
further research on the user perception study and suggests that EMOSH can serve as a
model for developing emoji-based subject heading lists in other fields of study.
Keywords:
Emoji; Geography- subject heading; Vocabulary Control; KOHA
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Das & Naskar: Unlocking new possibilities…
Introduction
Emoji (an English version of Japanese ‘ 絵 文 字 ’,
where 'e' stands for picture and 'moji' stands for
character created by Shigetaka Kurita in 1998)
(Prisco, 2018) has taken the world by storm in recent
years, becoming an indispensable element of our
digital communication. From social networking
platforms to messaging apps, emojis have become an
essential tool for expressing emotions and
transmitting information in a concise and engaging
manner. However, their potential for usage in other
areas, such as libraries, has yet to be thoroughly
explored. In this light, an emoji-based subject
heading list for geography could be an innovative
approach to make geographic information more
accessible and interesting to a wider audience. Users
could simply search for materials and resources
connected to a certain topic or region by utilizing
emojis to represent geographic concepts and
locations. This study aims to investigate the
effectiveness of using emojis as subject headings in
geographical information systems, seeking to
determine whether this innovative approach can
bridge communication gaps and facilitate better
understanding of geographic content across different
demographics. By exploring the potential of emojis
as a novel means of conveying complex geographical
concepts, the research endeavors to unlock new
avenues for geographic data dissemination and
knowledge sharing.
This could also help to bridge the divide between
conventional library users and newer generations,
who are more accustomed to communicating using
emojis. Moreover, an emoji-based subject heading
list could provide an engaging and interactive way
for users to explore geography, making it more
appealing and less intimidating for those who may
find traditional subject headings too complex or
overwhelming. Overall, an emoji-based subject
heading list for geography, EMOSH, has the
potential to transform how geographic information is
accessed by users. Also, it will be an aid in making
the subject heading list more inclusive, obtainable,
and captivating for all.
Reasons for Using Emojis in Subject
Heading Lists
In the modern digital age, libraries are constantly
seeking innovative ways to engage with their patrons
and enhance the user experience. This has created a
path to the emergence of emojis within library
catalogues, particularly in subject heading lists.
There are several compelling reasons for
incorporating emojis into these lists. The reasons for
using emojis in the Subject Heading Lists are as
follows –
1) Emojis provide a more visually engaging and
intuitive way to navigate subject heading
lists.
2) They are universally recognized symbols
that users of all ages and backgrounds can
quickly understand.
3) Emojis can be used to represent complex
concepts or ideas in a simple and easy-tounderstand
way.
4) These can be employed to create a more
memorable and enjoyable user experience.
5) Emojis can be implemented to improve
search accuracy by providing more specific
and targeted search terms.
6) By reflecting different cultures and
perspectives, emojis can be utilized to build
a more inclusive and diverse subject heading
list.
7) Emojis can be used to promote digital
literacy and familiarity with new
technologies.
8) By allowing users to select their favorite
search terms, emojis can be applied to offer a
more personalized user experience.
9) Emojis can enhance the accessibility of
subject headings by providing visual cues
that aid comprehension, particularly for users
with language barriers or cognitive
impairments.
10) Emojis can save space in subject headings,
as they can convey meaning more efficiently
than words or phrases, allowing for more
concise headings.
Objectives of the study
The objectives of the study are as follows:
a) To create a universal visual controlled
vocabulary by eliminating the language
barrier;
b) To develop a standardized system for
incorporating emojis into the subject heading
list for geography, ensuring consistent
representation of geographical concepts,
based on the guidelines of LCSH (Library of
Congress Subject Headings);
c) To select and generate suitable emojis for
building the list;
d) To demonstrate the application of the
specified list.
Literature Review
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In this study, an attempt has been undertaken to
evaluate the published literatures in the connected
areas of Emoji-based subject heading list of
geography. Very few studies have been done in this
regard. Emojis and micro-blog lingo revolutionize
communication, improving writing and message
transmission. However, their impact on language

RBU Journal of library & Information Science, V. 25, 2023
remains contested due to reduced attention spans.
This research investigates the benefits and drawbacks
of emojis in communication (Alimemaj & Hyso,
2017). According to Shamsi et al. (2021), existing
metadata schema and search engines in scientific
literature have biases towards Anglo-American
language and culture. A dialogue between Farsispeaking
medical librarians in Iran and Englishspeaking
metadata librarians in Canada suggests
incorporating Emoji-based metadata schema along
with keyword indexing or a controlled vocabulary
and new search engines that offer international,
graphics-based approach for information seeking and
retrieval, promoting greater equality and success
regardless of language, culture, or location. The
article entitled "An Emoji Legal Dictionary" provides
a legal emoji dictionary, analyzing over 100 cases to
define emojis in U.S. case law. It covers their
history, cases interpreting emojis, and a detailed
database of emojis introduced in courts (Garfield
Tenzer & Cangro, 2022). Subject headings systems
are knowledge organization technologies developed
by libraries. They often include geographical and
chronological scopes. A method by Freire et al.
(2011) aligns geographic concepts with their
correspondence in ontologies.Smith & Mark (2001)
studied how non-expert people conceptualize
geographical phenomena, revealing the ontology of
geographical categories. This study has implications
for usability and interoperability in geographical
information science. Guo et al. (2019) studied
efficient storage and retrieval methods for archival
data in surveying and mapping industry’s geography,
utilizing OWL, Jena inference engine, and graph
database for promoting national economic and social
development. According to literature reviews, a
complete list of Geography subject headings is
unavailable. Emoji research avenues in Controlled
Vocabulary and Geography are still limited,
suggesting a research gap.
Methodology
This is a survey based applied research. Concept has
been accumulated and generated from survey based
on study of various subject headings list and follows
UNICODE to assign the respective emoji in general.
Specifically the work has been follows the following
methodology and methods-
1. Keyword Accumulation and Structure: EMOSH-
Emoji based subject heading list has been created
with keywords collected from LOCF and CBCS
syllabuses and Articles retrieved from Scopus and
Web of Science databases. This list is based on
LCSH structure establishing hierarchical (Broader
Terms- BT and Narrower Terms-NT), associative
(Related Terms-RT) and equivalence (USE and Used
For-UF) relationships among the geographic
concepts or terms.
2. Emoji Assignment: Appropriate emojis have been
assigned from UNICODE Emoji List (Full emoji
list, V15.0 - unicode) and Emojipedia (Emojipedia -
home of emoji meanings) that represent the
particular geographical concepts. Cultural relevance
is also considered here to represent a geographical
term through emoji. Combination of multiple emojis
(not exceeding 6) has been done to provide more
context and information about the term. EMOSH –
emoji and text based subject heading list has been
arranged alphabetically.
3. EMOSH Demonstration: The feasibility and
effectiveness of the chosen emojis for the terms have
been tested using integrated library management
software KOHA and its OPAC (Online Public
Access Catalogue).
EMOSH- Emoji Based Subject Heading List
of Geography
A glimpse of emoji-based subject heading list of
geography has been presented below-
Figure No.: 1 A Glimpse of Emoji Based Subject
Heading List of Geography- EMOSH
It is possible to generate an emoji-based entire
subject heading list of geography in the above
way.
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Das & Naskar: Unlocking new possibilities…
Application of EMOSH
The use of EMOSH has been studied through the
integrated library management software KOHA and
its OPAC. The main goal of this demonstration is to
assess the usefulness and practicality of utilizing
emojis in a professional library setting.
The following figures depict how cataloguers will
add emojis to the 650 tag in KOHA software, which
symbolizes the subject added entry - topical term,
and how users will browse the emojis as subjects in
the OPAC search field. 5 (five) book titles have been
shown below as examples-
Fig.-3a Catalogue view of “Progress in agricultural
geography” in KOHA
Fig.-2a Catalogue view of “Acid rain: its causes and its
effects on inland water” in KOHA
Fig.-3b OPAC view of “Progress in agricultural
geography”
Fig-4a Catalogue view of “Fire hazards in industry” in
KOHA
Similarly, “Earthquakes” has been represented as
Fig.-2b OPAC view of “Acid rain: its causes and its
effects Das on & inland Naskar: water” Unlocking new possibilities …
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RBU Journal of library & Information Science, V. 25, 2023
It can be searched in KOHA as -
It’s search result will be displayed as follows
Viability of the Study:
Subject heading lists, such as the LCSH or the
MeSH, are standardized systems that provide
uniform and organized access to library content.
Emojis, on the other hand, are rarely utilized in
formal subject heading lists in traditional library
cataloguing systems. While there are valid arguments
against using emojis as subject headings, it is equally
important to acknowledge that there are potential
counterarguments and benefits to using emojis in
specific instances —
1. Standardization:
The Catalogue view of “Cyclones: formation, triggers
and control” in KOHA can be searched as -
and it’s KOHA result will be
displayed as follows
Subject heading lists adhere to established standards
and controlled vocabularies to improve consistency
and interoperability across diverse libraries and
systems. Emojis lack a standardized meaning or
confined language, making it difficult to maintain
consistency and promote exact retrieval.
Counterargument: Emojis can be standardized for
specific situations or applications. Platforms such as
the Unicode Consortium, for example, maintain a
standardized set of emojis with given meanings,
assuring consistency across devices and software.
While various interpretations exist, the meanings of
several regularly used emojis are well-established
and can promote precise retrieval.
Therefore tt can be concluded, with a high degree of
confidence, that emojis can indeed be assigned in the
subject field of a catalogue in KOHA Library
Management Software and in the search field of
OPAC, by applying emoji as a subject, documents
can be easily retrieved.
Findings
As per stated objectives the research has been
performed. After designing an EMOSH for
Geography, it can be suggested that emojis can
enhance user engagement and understanding, making
the subject headings more visually appealing and
accessible. However, careful consideration is needed
to accurately represent content and maintain cultural
sensitivity. A balance between emojis and text-based
headings is recommended for effective information
retrieval.
2. Precision and Clarity:
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Subject headings should correctly reflect a resource's
content and provide users with specific entry points.
Emojis, on the other hand, are sometimes open to
interpretation and can have subjective interpretations,
making them inappropriate for precise subject
representation.
Counterargument: Emojis can successfully describe
emotions, attitudes, or concepts that are difficult to
express verbally. In some circumstances, an emoji
can more exactly express the spirit of a subject than a
text-based subject heading. They can also make
subject headings more interesting and
visuallyappealing to users, increasing their desire to
explore resources.
3. Multilingual Considerations:
Subject heading lists are intended to facilitate access
to resources written in different languages. Emojis,
despite being widely recognized, may not have

Das & Naskar: Unlocking new possibilities…
similar connotations across cultures and languages.
When emojis are used in subject headings, they
might cause confusion or misinterpretation.
Counterargument: Although some emojis may have
different cultural implications, many emojis are
universally understood due to their extensive use in
digital communication. Furthermore, as emojis grow
more prevalent in global online interactions, their
cross-cultural identification and comprehension are
anticipated to improve with time. To avoid
misunderstandings, libraries can also provide
additional context or clarifications alongside emojis.
Furthermore, this study provides a foundation for
future research in various areas. Exploring user
perceptions of EMOSH (Emoji Based Subject
Heading List) in geography, developing and
implementing emoji-based subject heading lists in
various fields of study, examining ethical
considerations related to the use of emojis in digital
communication and information retrieval, and
investigating how emojis can improve information
retrieval in digital libraries are some potential
research topics.
4. Future-Proofing and Longevity:
The purpose of subject heading lists is to enable
long-term access to library resources. Emojis may
not have the same longevity or enduring value as
traditional subject headings because they are new to
digital communication.
Counterargument: While emojis are still relatively
new to digital communication, their popularity and
usage have skyrocketed in recent years,
demonstrating their potential longevity. Emojis may
gain longevity as they become more embedded in
online communication, making them a viable option
for subject representation in the future. However,
libraries can create local subject headings to assist
resource discovery within their own unique context.
Conclusions
The study aims to create a universal standardized
visual controlled vocabulary (EMOSH) to remove
language barriers and improve user experience. The
approach will vary depending on library users'
familiarity with emojis. Younger users may find
EMOSH more intuitive, while senior users may need
additional support. Libraries should provide clear
instructions and resources for all ages, and offer
alternatives for those with visual impairments or
traditional text-based systems. Emojis can improve
information retrieval and user experience when used
as subject headings. The comprehensiveness and
correctness of the emoji selection, on the other hand,
will decide the efficiency of this plan of action. It is
vital that the list include a wide variety of emojis that
accurately represent a wide range of themes and
subthemes.
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References:
1. Alimemaj, Z., & Hyso, K. (2017). Emoji -
Trendy Slang or A Whole New Language? In
Buletini Shkencor 2nd International Scientific
Conference "Foreign Languages Studies and
Globalization, A Link between Languages and
Culture” The Past, The Present and The Future
(special edition, pp. 40–43). Vlora, Albania;
Universiteti i Vlorës Ismail Qemali.
2. Emojipedia - home of emoji meaning.
Emojipedia.(n.d.).https://emojipedia.org/
3. Freire, N., Borbinha, J., & Calado, P. (2011).
International Conference on Dublin Core and
Metadata Applications (pp. 47–57). Retrieved from
https://dcpapers.dublincore.org/pubs/article/view/3
624.
4. Full emoji list, V15.0 - unicode.
(n.d.).https://unicode.org/emoji/charts/full-emojilist.html
5. Garfield Tenzer, L. Y., & Cangro, A. (2022). An
emoji legal dictionary.University of Pittsburgh Law
Review, 83(5), 1–23.
https://doi.org/10.5195/lawreview.2022.834
6. Guo, C., Xu, T., & Liu, L. (2019). Construction
of knowledge graph based on geographic
ontology.IOP Conference Series: Earth and
Environmental Science, 252, 052161.
https://doi.org/10.1088/1755-1315/252/5/052161
7. Prisco, J. (2018, May 23). Shigetaka Kurita: The
man who invented emoji.
CNN.https://edition.cnn.com/style/article/emojishigetaka-kurita-standards-manual/index.html
8. Shamsi, A., Frederick, D., & BasirianJahromi, R.
(2021). Emoji as an aid for information retrieval: A
viewpoint regarding metadata, technology and

RBU Journal of library & Information Science, V. 25, 2023
improving international information seeking.
Journal of Library Metadata, 20(4), 179–184.
https://doi.org/10.1080/19386389.2020.1907893
9. Smith, B., & Mark, D. M. (2001). Geographical
categories: An ontological investigation.
International Journal of Geographical
Information Science, 15(7), 591–612.
https://doi.org/10.1080/13658810110061199
About authors
Madhurima Das has been awarded Gold Medals
in both M.Lib.I.Sc. and B.Lib.I.Sc. from Rabindra
Bharati University. She also holds a B.Sc. degree
from Lady Brabourne College and M.Sc. in
Geogrphy from NSOU with 1st Class 1st Rank.
Additionally, she has gained valuable work
experience over two years at Clarivate Analytics.
Currently, she works as a Spanish language teacher
at The BSS School and has translated six books from
both Spanish to Bengali and Bengali to Spanish,
which have been published in Spain and India. She
has also published articles in international journal
and seminars. Her accomplishments have been
recognized by Bengal Women’s Education League,
which awarded her for standing 1st in H.S. in
Humanities group among girls in Kolkata District in
2016.
Dr. Snigdha Naskarhas completed her Ph.D on
document preservation from Vidyasagar University.
Her career as a library professional started from The
Asiatic Society. She then entered the teaching
profession in Library and Information sc in
Vidyasagar University. She taught for five years
there and came to Rabindra Bharati University in
2017 and continues her journey as an academician.
Besides teaching and research she proved herself in
organizational activities too in the University. She is
a dynamic person with academic integrity in the
library and information science field.
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
10 th August 2023
Primary Reviewed on –
1 st September 2023
Peer Reviewed on –
26 th September 2023
Accepted for publication
15 th October 2023
Indigenous Knowledge in Doctoral Dissertations available at
Shodhganga under Social Science and Arts & Humanities of
Central Universities of India during 2002-2021: An evaluative
study
Esther Lalruatpuii, R.K. Ngurtinkhuma
ABSTRACT:
Esther Lalruatpuii
Research Fellow
Dept. of Lib. & Inf. Science,
Mizoram University, Aizawl
esther20chhangte.ec@gmail.com
Dr. R.K. Ngurtinkhuma
Professor
Dept. of Lib. & Inf. Science,
Mizoram University, Aizawl
rkngur15@gmail.com
Introduction:Indigenous Knowledge (IK) encompasses the comprehensive range of
beliefs, faith, wisdom, culture, practices, and experiences that are held by individuals
within aboriginal society. This information has served as the primary means of survival
and sustenance throughout several domains of their everyday existence. The
aforementioned phenomenon serves as a manifestation of the cultural attributes
inherent to a particular group within the broader societal context.
Purpose:The purpose of this study is to identify the number of doctoral dissertations
submitted by different Central Universities of India in Shodhganga under the term
Indigenous Knowledge on the subject area of Social Science and Arts &
Humanities.Research Problem
What is the picture of of doctoral dissertations specifically focused on Indigenous
Knowledge conducted within the Central Universities of India, and investigate and
explore the realm of Indigenous Knowledge within the aforementioned disciplinary
boundaries.
Objective
The objectives proposed for the paperis to study the institution-wise research
productivity in Indigenous Knowledge (IK).
Methodology:Survey based research based on Shodhganga during the period of 2002-
2021.
Findings: A total of 88 doctoral dissertations were found using the keyword Indigenous
Knowledge, Social Science and Arts & Humanities. Among the 45 Central Universities
of India, University of Delhi was the leading producer of doctoral theses in Social
Science and Arts & Humanities in Indigenous Knowledge (IK) during the year 2002-
2021 with 15 (17%) theses.
Originality/ Value: So far the study from literature reviews exhaustively, it is
believed that this research is original and will put a genuine value to the profession
and LIS domain.
KEYWORDS:
Indigenous Knowledge, Dissertations, Universities, Social Science, Shodhganga
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Lalruatpuii & Ngurtinkhuma Indigenous Knowledge in Doctoral Dissertations …
Introduction
Despite having a rich culture and customs, many
indigenous peoples are tragically and conspicuously
absenting from the history that those who came after
them have written. The discipline of study known as
indigenous studies seeks to correct this historical
imbalance. It uses theories and historical examples to
advance the perspectives of indigenous people,
ensuring that all accounts are shared and that
everyone is honored for their contributions. A study
on indigenous knowledge on different filed of
subjects is commonly found for doctoral dissertations
Indigenous Knowledge
Indigenous knowledge is a body of
information that has been accumulated over time by
peoples who have long histories of interacting with
the environment. It includes knowledge, skills,
practices, and representations. These complex
systems of interpretations, understandings, and
meanings are a fundamental component of a cultural
complex that also includes language, name and
categorization systems, resource use behaviors,
ritual, spirituality, and worldviews. Indigenous
knowledge is defined as local or traditional
information that native people have carried with
them from earlier periods through the oral tradition.
Indigenous knowledge (IK), roughly defined, is the
information that native people use to survive in a
certain area.
Local and indigenous knowledge is a term
used to describe the information, abilities, and
ideologies that have been produced by communities
that have had a long history of interacting with their
natural environment. The decision-making process
for rural and indigenous peoples is influenced by
local knowledge when it comes to important daily
living decisions. This information is a crucial
component of a cultural complex that also includes
language, categorization schemes, resource use
behaviors, social interactions, ritual, and spirituality.
This distinctive mode of knowing form the basis for
locally suitable sustainable development is a
significant aspect of the global cultural variety
(Local and Indigenous Knowledge Systems (LINKS),
n.d.).
Shodhganga
The INFLIBNET Center created a digital library of
Indian electronic theses and dissertations, which it
has named Shodhganga. Sanskrit roots give the term
‘shodh’, which means inquiry and discovery. Of all
the rivers in the Indian subcontinent, the ‘Ganga’ is
the most revered, biggest, and longest. The Ganga,
which is always evolving, flowing, and adored by its
inhabitants, is a symbol of India’s long-standing
culture and civilization. Since the beginning of time,
it has captured India’s heart and drew untold millions
to her bank. The digital archive of theses and
dissertations submitted to Indian institutions is
known as Shodhganga, or the reservoir of Indian
Theses. It is kept up by the INFLIBNET Centre, an
independent Inter-University Center of the
University Grants Commission (UGC) of India that
was originally based on the Gujarat University
campus in Ahmedabad. The Shodhganga
@INFLIBNET Centre offers research students a
venue to deposit their doctoral theses and make them
open access to the whole academic community.
Electronic Theses and Dissertations (ETDs)
submitted by the researchers can be collected,
indexes, stored, distributed, and preserved by the
repository (Shodhganga@INFLIBNET:, n.d.).
Social Science
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A range of academic disciplines known as social
science are devoted to studying human behaviour,
particularly how people interact with one another,
behave, form cultures, and affect the world. This
wide and diverse field of study includes disciplines
like anthropology, economics, political science,
psychology, and sociology. It provides an
explanation of how society functions by examining
everything from what drives economic development
and unemployment to what makes people happy.
People study social sciences to learn more about how
a particular society or social environment works,
why people behave in a certain manner in a society,
and how a society’s social and cultural components
affect people’s behaviour. For businesses, nonprofits,
governments, local leaders, and those
responsible for crafting laws, the data gathered from
research in the social sciences may be a useful tool in
making decisions
Arts & Humanities
The humanities and the arts are regarded as two of
the oldest branches of knowledge in existence. The
distinction between the two is sometimes difficult to
discern. Humanities, on the other hand, consider a
diverse and frequently unrelated set of disciplines,
from literature to political history, whereas art is
thought of as a more all-inclusive field.
Art as a term dated back to the thirteenth century.
From the Indo-European root ‘ar’, which means ‘to
assemble or join’; it has since encompassed several
forms such as literature, film, music, sculpture,
painting, and more recently, photography.
Humanities, as opposed to art, emphasise
more man-centred disciplines. These are
academic fields in which the human condition
takes precedence over their works.
Comprising the experiences of man seen in a
more personal, cultural, and social context, the
humanities emphasise a more analytical and

critical method of study as opposed to art’s
emotionally biased perspective. As
mentioned, the disciplines can be as broad as
possible. These include language, history,
literature, religion, philosophy, theatre, music,
and even the various social sciences, which
include sociology, politics, technological
studies, and much more.
Central Universities of India
Central universities or union universities in India
are public universities established by an Act of
Parliament and are under the purview of the
Department of Higher Education in the Ministry of
Education. In general, universities in India are
recognised by the University Grants Commission
(UGC), which draws its power from the University
Grants Commission Act, 1956. There are 54 Central
Universities in India.
Review of Literature
Omwoyo (2022) intends to examine the parallels and
discrepancies of the three terms, like indigenous
knowledge, traditional knowledge, and local
knowledge, which are frequently used to characterise
the knowledge of traditional and indigenous cultures.
The results show that although IK and LK are more
ancient concepts than TK, the latter has gained more
visibility in the literature than the former; there is
little overlap in the use of the labels in the literature;
the literature of the three labels is primarily centred
in the social sciences; and there were differences in
how the labels were portrayed across different
nations and geographical areas. Safiqur et al.,
(2021) analyse the global research productivity in
traditional knowledge from 2013 to 2017. The study
demonstrates that most researchers decide to publish
their work as journal articles. The USA has been the
most active nation and the recipient of the most
citations overall over the past five years of traditional
knowledge analysis. The most prolific author was
‘Reyes-Garcia V’, and the ‘Indian Journal of
Traditional Knowledge’, which is published by
NISCAIR, is the premier journal for international
scientific research in traditional knowledge.
Biodiversity, conventional medicine, and therapeutic
plants with targeted effects are the newest frontier
subjects in this field.
Santosh and Rakesh (2021) reveal research trends
in traditional knowledge by a critical scientometric
analysis of 705 research articles published in 28
issues of the ‘Indian Journal of Traditional
Knowledge (IJTK)’ between 2014 and 2020. In the
current study, several scientometric techniques have
been used to analyse the research output of IJTK,
including article distribution, journal annual growth
rate, authorship pattern, author productivity, level of
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RBU Journal of library & Information Science, V. 25, 2023
collaboration, collaborative index, and city, state, and
national article distribution. Omwoyo et al., (2018)
revealed that Local knowledge (LK) is the most often
used name for notions of indigenous knowledge,
followed by indigenous knowledge (IK), traditional
knowledge (TK), and traditional ecological
knowledge, according to research on the consistent
nomenclature for such concepts (TEK). Local
knowledge and rural people’s knowledge (RPK)
were the next-highest-impact categories in terms of
the average number of citations per manuscript; TEK
had the lowest influence (LK). We can confidently
state that there are four primary labels with which
indigenous knowledge might be known, however
these mixed patterns of the literature produced on
indigenous knowledge’s citation patterns suggest that
there is no clear winner among the labels.
Laloo and Hanshing (2017) discuss a model for
preservation of Kukis Agricultural Knowledge in the
library and community participation in establishing a
common platform for accumulating and
dissemination of the rich indigenous knowledge. The
model aims providing library resource of local
indigenous knowledge freely accessible to all
members of the community. It will also enable the
communities to manage their own indigenous
knowledge in an economically viable manner.
Tom and Joseph (2016) surveyed the
current state of indigenous knowledge research in
Kenya by conducting a literature analysis of relevant
research findings in Kenya. This result indicates that
very little research has been done on her IC in
Kenya. The results also showed that most research
on IC in Kenya was done by foreigners. The authors
therefore concluded that the concept of IC remains
marginalized in Kenya. Choudhury (2015) attempts
to explore the oral folk tradition of Barak Valley of
Assam which includes the oral folk and cultures and
literatures that survived in the memories of people
since time immemorial and passed on from
generation-to-generation as a sustained form of
verbal exchange dealing with their day-to-day lives.
Sinha (2014) discussed the role of archives and
museum in preservation of cultural and national
heritage and highlighted the diverse culture and
national heritage of North- East India. Chiwanza,
Musingafi and Mupa (2013) explored the
challenges of managing IK in context of IPR and
bio-piracy threats. They analyzed the effects of IK on
local people, investigates the level of extent of IK
threat, evaluate strategies for protection of IK along
with IPR and related laws systems on IK in African
countries.
Sharma and Singh (2011) on their survey of food
practice revealed a wide range of variability in ethnic
food made of cereals, pulses, milk and tubers. The
meals are usual boiled rice, roti/ chapatti, dish of
vegetable and dal. Reyes-Garcia (2010) discussed

Lalruatpuii & Ngurtinkhuma Indigenous Knowledge in Doctoral Dissertations …
potential theoretical contributions of Traditional
Knowledge (TK) system for ethnos pharmacological
research and how holistic nature of TK system has
improved in understanding of ethnos
pharmacological knowledge of the societies in
generation, maintenance, spread, cultural traits and
innovations.
Research Gap
From the above related literature, it can be said that
the analysis of doctoral dissertations on Indigenous
Knowledge in Social Science and Arts & Humanities
among the Central Universities of India have not
been found and that the need to study about
Indigenous Knowledge on the selected scope of
subject arises.
Objectives of the Study
1. To identify the institution-wise research
productivity in Indigenous Knowledge (IK).
2. To study the year-wise distribution of doctoral
theses in IK.
3. To know the department-wise contribution of
IK in doctoral theses.
Scope of the Study
The scope of the study is limited to the Central
Universities of India within the subject of Social
Science and Arts & Humanities which can be found
in Shodhganga during the year 2002-2021.
Methodology
Data for the study has been collected from
Shodhganga: a reservoir of Indian theses @
INFLIBNET available during 2002-2021. A total of
88 doctoral dissertations were collected. The
literature search was carried out using the keywords
such as Indigenous Knowledge, Social Science and
Arts & Humanities and the year was selected for
2002-2021. All the available theses related to
Indigenous Knowledge was collected from different
departments. The collected data were coded,
tabulated, and arranged in systematic manner for
analysis. The method in which the data was collected
is shown in Image 1 and Image 2.
Image 1: Search Key for Arts and Humanities
(Source: Shodhganga@INFLIBNET: Search)
Image 1: Search Key for Arts and Humanities
(Source: Shodhganga@INFLIBNET: Search)
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Image 2: Search Key for Social Sciences (Source:
Shodhganga@INFLIBNET: Search)
Data analysis and Interpretation
Institution-wise Research Productivity
University of Delhi having 15 (17%) theses was the
leading producer of doctoral dissertations in the field
of Social Science and Arts& Humanities in
Indigenous Knowledge during the year 2002-2021.
This is followed by Banaras Hindu University with
12 (13.6%) dissertations and Jawaharlal Nehru
University and Nagaland University with 9 (10.2%)
dissertations each in the third position. 7 (7.9%)
doctoral dissertations were produced from Jamia
Millia Islamia and 4 (4.5%) dissertations each were
produced from Visva Bharti University and
University of Hyderabad. Dr. Hari Singh Gour
University, Aligarh Muslim University, Indira
Gandhi National Open University, Rajiv Gandhi
University and Central University of Kerala
produced 3 (3.4%) doctoral dissertations each.
North-Eastern Hill University, Assam University,
Indira Gandhi National Tribal University and Central
University of Jharkhand produces 2 (2.2%) doctoral
dissertations each. University of Allahabad, Tripura
University, Babasaheb Bhimrao Ambedkar
University, Sikkim University and Central University
of Gujarat were the universities who produce the
least of doctoral dissertations during the selected
year, i.e., 1 (1.1%) doctoral dissertation each.
1. Year-wise Research Productivity
In the year 2019 there were 19 (21.5%) doctoral
dissertations produced in the field of Social Science
and Arts & Humanities on Indigenous Knowledge. In
the year 2017 and 2014, 10 (11.3%) doctoral
dissertations were produced, which is followed by
the year 2021 and 2018 with 9 (10.2%) and 8 (9%)
doctoral dissertations respectively. 7 (7.9%) doctoral
dissertations were produced in the year 2015, which
is followed by 5 (5.6%) and 4 (4.5%) doctoral
dissertations in the year 2020 and 2016 respectively.
During the year 2012, 2011 and 2009, 3 (3.4%)
doctoral dissertations were produced followed by the
year 2013 and 2010 with 2 (2.2%) doctoral
dissertations. 1 (1.1%) doctoral dissertation each was

RBU Journal of library & Information Science, V. 25, 2023
produced in the year 2003, 2004 and 2005. (As
shown in Table 1)
Year
University (Estd.)
University of Allahabad (1887)
Banras Hindu University (1916)
Dr. Hari Singh Gour University
(1946)
Aligarh Muslim University (1920)
Jamia Millia Islamia (1920)
Visva Bharti University (1921)
University of Delhi (1922)
Jawaharlal Nehru University (1969)
North Eastern Hill University (1973)
University of Hyderabad (1974)
Indira Gandhi National Open
University (1985)
Rajiv Gandhi University (1985)
Tripura University (1987)
Assam University (1994)
Nagaland University (1994)
Babasaheb Bhimrao Ambedkar
University (1996)
Indira Gandhi national Tribal
University (2007)
Sikkim University (2007)
Central University of Gujarat (2009)
Central University of Kerala (2009)
Central university of Jharkhand
(2009)
Total
2002 - - - - - - - - - - - - - - - - - - - - - -
2003 - - - - - - - 1 - - - - - - - - - - - - - 1
2004 - - - - - - - 1 - - - - - - - - - - - - - 1
2005 - - - - - - - 1 - - - - - - - - - - - - - 1
2006 - - - - - - - - - - - - - - - - - - - - - -
2007 - - - - - - - - - - - - - - - - - - - - - -
2008 - - - - - - - - - - - - - - - - - - - - - -
2009 - - - - - - 1 1 - - - 1 - - - - - - - - - 3
2010 - - - - - - 1 1 - - - - - - - - - - - - - 2
2011 - - - 1 - - 2 - - - - - - - - - - - - - - 3
2012 - - - - - - 1 - - 1 - 1 - - - - - - - - - 3
2013 - - - - - - - - - 1 - - - - 1 - - - - - - 2
2014 - 2 - - - - 5 - - 1 1 - - - 1 - - - - - - 10
2015 - 1 - - - - 2 - - - - - - 1 2 - - - - 1 - 7
2016 - 1 - - - - 1 - - - - - - - 2 - - - - - - 4
2017 - - - - - - 1 4 1 - 1 - - - 2 - - - 1 - - 10
2018 - - 3 - 3 - 1 - - - - - 1 - - - - - - - 1 9
2019 - 6 - 2 3 3 - - - 1 1 - - 1 1 - - - - 1 - 19
2020 - - - - - - - - 1 - - 1 - - - - - 1 - 1 1 5
2021 1 2 - - 1 1 - - - - - - - - 1 2 - - - - 8
Total 1 12 3 3 7 4 15 9 2 4 3 3 1 2 9 1 2 1 1 3 2 88
Table 1: Distribution of data by University Name, Number of Productivity and Year
2. Department wise distribution of Research
Productivity
During the year 2002-2021, different departments
from various institutions have produced doctoral
dissertations on Indigenous Knowledge in the field
of Social Science and Arts & Humanities.
From Table 2 we can see that during the selected
period, 16 (18.1%) doctoral dissertations were
produced from Education department being the
highest and followed by Social Science having 11
(12.5%) and Sociology department having 8 (9%)
claiming second and third position. Other
departments in descending order of production are
both Geography and English department having 5
(5.6%) doctoral dissertations followed by
Management Studies having 4 (4.5%) dissertations;
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the departments of Economics, Law, and History
produces 3 (3.4%) doctoral dissertations each; the
departments of Psychology, International Studies,
Commerce, Business Administration, Extension
Education, Community Medicine, Social Work,
Library and Information Science, Tribal Studies, and
Linguistics having 2 (2.2%) each. The departments
of Museology, Fine Arts, Teacher training and nonformal
education, Journalism & Mass
Communication, Philosophy, Home Science, Human
Development & Family Studies, Physical Education,
Agricultural Economics & Business Management
and Anthropology produces 1 (1.1%) each doctoral
dissertations in Indigenous Knowledge.

Lalruatpuii & Ngurtinkhuma Indigenous Knowledge in Doctoral Dissertations …
3. Year wise distribution of
Productivity – Department wise
During the studied period, nineteen 19 (21.5%)
doctoral dissertations were produced in 2019 being
the highest having 6 (6.8%) from Education
department, 2 (2.2%) each from Sociology, Business
Administration, Extension Education and
Community Medicine departments, and 1 (1.1%)
each from Social Science, Museology, History,
Management Studies, Social Work and English
departments.
In 2014 and 2017, 10 (11.3%) doctoral dissertation
were produced being the second highest. In 2014,
Psychology and Economics department produces 2
(2.2%) each, followed by the department of
Education, Social Science, Sociology, History,
Library and Information Science and English
producing 1 (1.1%) each. In 2017, Social Science
department produces 4 (4.5%), 2 (2.2%) from
International Studies and one (1) each from
Sociology, Management Studies, English and
Linguistics department. In 2018, 9 (10.2%) doctoral
dissertations were produced. Law department
produces 2 (2.2%), followed by 1 (1.1%) each from
the department of Geography, Education, Sociology,
Management Studies, Teacher training and nonformal
education, Tribal Studies, and English.
In 2021, 8 (9%) doctoral dissertations were
produced. Department of Education produces 3
(3.4%) and 1 (1.1%) each from the department of
Sociology, Journalism and Mass Communication,
Philosophy, Home Science and Human Development
and Family Studies.
In 2015, 6 (6.8%) doctoral dissertations were
produced. The department of Education, Economics,
Fine Arts, History, Commerce and Physical
Education produces 1 (1.1%) doctoral dissertation
each.
In 2020, 5 (5.6%) doctoral dissertations were
produced; Department of Geography produces 2
(2.2%) doctoral dissertations, followed by one each
from the department of Social Work, Library and
Information Science and Tribal Studies.
In 2016, 4 (4.5%) doctoral dissertations were
produced. 2 (2.2%) were from the department of
Education and 1 (1.1%) each from the department of
Commerce and English.
In 2012, 2011, 2009, 3 (3.4%) doctoral dissertations
each was produced which makes a total of 9 (10.2%)
doctoral dissertations. Department of Education and
Geography have 2 (2.2%) each dissertation, and one
each from Anthropology, Linguistics, Agricultural
Economics and Business Management, Social
Science and Management Studies.
In 2013 and 2010, 4 (4.5%) doctoral dissertations
were produced with 2 (2.2%) dissertations in each
year, claiming the department of Sociology (2), one
each in Social Science and Law.
In 2003, 2004 and 2005, 3 (3.4%) doctoral
dissertations were produced each year from the
department of Social Science.
Depart
ments
Year
2002
2003
2004
2005
2006
2007
2008
2009
2010
Geography - - - - - - - 1 - 1 - - - - - - 1 - 2 - 5
Education - - - - - - - - - 1 1 - 1 1 2 - 1 6 - 3 16
Social Science - 1 1 1 - - - 1 1 - - - 1 - - 4 - 1 - - 11
Psychology - - - - - - - - - - - - 2 - - - - - - - 2
Economics - - - - - - - - - - - - 2 1 - - - - - - 3
Sociology - - - - - - - - - - - 2 1 - - 1 1 2 - 1 8
Museology - - - - - - - - - - - - - - - - - 1 - - 1
Law - - - - - - - - 1 - - - - - - - 2 - - - 3
International - - - - - - - - - - - - - - - 2 - - - - 2
Studies
Fine Arts - - - - - - - - - - - - - 1 - - - - - - 1
History - - - - - - - - - - - - 1 1 - - - 1 - - 3
Commerce - - - - - - - - - - - - - 1 1 - - - - - 2
Management - - - - - - - 1 - - - - - - - 1 1 1 - - 4
Studies
Business
Administration
- - - - - - - - - - - - - - - - - 2 - - 2
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
Total
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RBU Journal of library & Information Science, V. 25, 2023
Extension - - - - - - - - - - - - - - - - - 2 - - 2
Education
Community - - - - - - - - - - - - - - - - - 2 - - 2
Medicine
Social Work - - - - - - - - - - - - - - - - - 1 1 - 2
Library & - - - - - - - - - - - - 1 - - - - 1 2
Information
Science
Teacher - - - - - - - - - - - - - - - - 1 - - - 1
training and
non-formal
education
Tribal Studies - - - - - - - - - - - - - - - - 1 - 1 - 2
Journalism and - - - - - - - - - - - - - - - - - - - 1 1
Mass
Communication
Philosophy - - - - - - - - - - - - - - - - - - - 1 1
Home Science - - - - - - - - - - - - - - - - - - - 1 1
Human - - - - - - - - - - - - - - - - - - - 1 1
Development
and Family
Studies
English - - - - - - - - - - - - 1 - 1 1 1 1- - - 5
Physical - - - - - - - - - - - - - 1 - - - - - - 1
Education
Agr.Economics - - - - - - - - - 1 - - - - - - - - - - 1
& Business
Management
Anthropology - - - - - - - - - - 1 - - - - - - - - - 1
Linguistics - - - - - - - - - - 1 - - - - 1 - - - - 2
Total - 1 1 1 - - - 3 2 3 3 2 10 6 4 10 9 20 5 8 88
Table 2: Distribution of data by Department-wise Productivity and Year
4. Research Guide Production
Among the selected doctoral dissertations, the
number of productions by an individual guide has
been observed and that there are only few guides
producing more than one doctoral dissertation within
the selected 88 dissertations. Among the 88 Research
Guide, there are only 8 (9%) guide who produces 2
(two) each doctoral dissertation.
2.5
2
1.5
1
0.5
0
1111
2
11
2
1111111111111
2
111111111111
Name of the guide
22
111111111111111111
2
1111111111111
2
11
2
1111111
Rai SC
Maiti, Chitralekha
Roy, Rajarshi
Vasan, Sudha
Abduraheem K.
Srivastava, Jayati
Guru, Gopal
Aquil, Raziuddin
Umarani…
Jaimini, Nirupma
Baveja, Bharati…
Baveja, Bharati
Sengupta, Sunita…
Reddy, Raghava C
Mazumdar, A
Bhaduri, Saradindu
Kushwaha, Madhu
Jirli, B
Shahare, Virender B.
V P Joshith
Singh, S. P.
Joshi, Arvind Kumar
Singh, Meenakshi
Jamir, Tiatoshi
Temjensosang
Adya Prasad Pandey
Mohan A K
Riba, Tomo
Vij, Madhu
Ram, Nandu
Baru, V Rama
Sahu Gopal
Abraham, Jessy
Singh, Neetu
Ahmad, Shamim
M N Rajesh
Budhwani, Sonal
Zeliang, Lungsang
Dureha D.K.
Chaudhury, Sarit K
Fig 1: Name of the Guide with the no. of their production
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Lalruatpuii & Ngurtinkhuma Indigenous Knowledge in Doctoral Dissertations …
Findings
1. Among the 45 Central Universities of India,
University of Delhi was the leading producer
of doctoral theses in Social Science and Arts
& Humanities in Indigenous Knowledge (IK)
during the year 2002-2021 with 15 (17%)
theses. This is followed by Banaras Hindu
University with 12 (13.6%) doctoral theses
and Jawaharlal Nehru University and
Nagaland University with 9 (10.2%) doctoral
theses each in the third position. 7 (7.9%)
doctoral dissertations were produced from
Jamia Millia Islamia.
Thus, the data shows that three
universities from Delhi produced doctoral
theses remarkably on the stated area of
research, which undoubtedly showed that
Delhi was the hub for studies on Indigenous
Knowledge. It was interesting to observe that
Nagaland University from North East India
was among the top producing university
within the stipulated year.
2. In the year 2019, 19 (21.5%) doctoral theses
were produced which is the most produced
during the year 2002-2021; in IK from
different universities such as Banaras Hindu
University, Aligarh Muslim University,
Jamia Millia Islamia, Visva Bharti
University, University of Hyderabad, Indira
Gandhi National Open University, Assam
University, Nagaland University, Central
University of Kerala which was highlighted
in Table 1.
The data also shows the leastproducing
year of doctoral thesis, and it was
observed that only one (1) doctoral thesis was
produced each in the year 2003, 2004, and
2005. All of which were produced from
Jawaharlal Nehru University, Delhi. Further,
during the stipulated year, no doctoral thesis
was produced in the year 2002, 2006, 2007
and 2008.
On an average, 4.4 doctoral theses
were produced in every year during the
stipulated time, i.e., 2002 – 2021.
3. During the year 2002-2021, among the
Central Universities of India, Department of
Education has produced the highest number
of doctoral theses (16, i.e., 18.1%) in IK in
the field of Social Science and Arts &
Humanities which was highlighted in Table 2
and Table 3 along with the universities name.
Social Science Department stood in 2nd
position having produced 11 (12.5%); and
followed by Sociology Department having
produced 8 (9%) doctoral theses.
Out of the departments highlighted, the least
producing departments produced only one
(1) doctoral thesis each during the 20 years
study period. They were the departments of
Museology, Fine Arts, Teacher Training and
Non-Formal Education, Journalism & Mass
Communication, Philosophy, Home Science,
Human Development & Family Studies,
Physical Education, Agricultural Economics
& Business Management and Anthropology.
The data (Table 2) also shows that
Social Science Department was the pioneer in
producing doctoral theses on Indigenous
Knowledge within the stipulated time period
(2002-2021), the Department produced one
(1) doctoral thesis each on IK in the year
2003, 2004 and 2005; other departments
produced on the stated subject only from the
year 2009 by departments such as Geography
and Management Studies.
4. The least produced theses Central
Universities on Indigenous Knowledge were
University of Allahabad, Tripura University,
Babasaheb Bhimrao Ambedkar University,
Sikkim University and Central University of
Gujarat producing 1 (one) each in the
selected years.
5. Among the 88 Research Guide, there are only
8 (9%) who produces two doctoral
dissertations in the selected year and subject
of study where all the other guide each
produces one doctoral thesis.
Conclusion
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Indigenous knowledge provides a distinct view of the
world by different indigenous peoples. It offers
different perspective on nature and science that
generally differs from traditional Western science. It
thus introduces different outlook on nature and the
human in nature. As such a huge need of studying
Indigenous Knowledge in various forms arises. This
data discussion offers a more in-depth knowledge into
doctoral dissertations of Indigenous Knowledge (IK)
on Social Science and Arts & Humanities among the
Central Universities of India during the year 2002-
2021. The study shows that doctoral dissertations on
Indigenous Knowledge were not produced much
during the selected year and within the selected scope
of subject. Therefore, the study of Indigenous
Knowledge itself is not commonly undertaken and
thus, there is a huge research gap within this particular
area.

RBU Journal of library & Information Science, V. 25, 2023
References
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Analysis of Indian Journal of Traditional Knowledge
(IJTK), 2014-2020. Library Philosophy and Practice
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_Preservation_of_indigenous_knowledge_IK_by_pu
blic_libraries_in_Westcliff_Chatsworth_Durban
Esther Lalruatpuii
About Author
Esther is presently a Ph. D Research Fellow in
Department of Library and Information Science,
Mizoram University, Aizawl, Mizoram. She has
finished her M.A (Gold Medalist) and M.Phil
degree from Department of Library and
Information Science, Mizoram University,
Aizawl, Mizoram. She has also cleared her
UGC-NET in 2018
Dr. R.K Ngurtinkhuma,
27
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Dr Ngurthinkhuma B.A. (Hons), MA, MLIS,
PhD, PGDDE, PGJMC is presently a Professor
in the Department of Library and Information
Science, Mizoram University, Aizawl. A former
Head of the Department has 38 years of
experience in library profession in teaching and
non-teaching capacity. He is an author of 3
books and published more than 40 research
articles. 11 MPhil Scholars and 6 PhD Scholars
were awarded degree under him. He attended
many international and national seminars,
conferences and presented papers. He organized
and invited as Resource Person in various
workshop and training programs. He also
completed one Major Research Project under
ICSSR. He is life member in ILA, IASLIC,
IATLIS and founder member of Mizoram
Library Association.

UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
19 th July 2023
Primary Reviewed on –
1 st September 2023
Revised paper received
14 th September 2023
Peer Reviewed on –
1 st October 2023
Accepted for publication
15 th October 2023
RBU Journal of library & Information Science, V. 25, 2023
Current awareness service (CAS) and selective dissemination
of information service (SDI): measurement of user
satisfaction in engineering colleges of Pune city (India)
S.P. Gudi & P.M.Paradkar
ABSTRACT:
Dr S.P. Gudi
Librarian
JSPM’s Rajarshi Shahu
College of Engineering
Pune, Maharashtra,
spgudi21@gmail.com
Introduction: Students and faculty members are the important stakeholders of any
academic library. The users utilize the library more frequently if they are satisfied
with the services and resourcesthey are getting. Hence it is obvious that, they
should be satisfied.
Purpose: This research paper aims to investigate user satisfaction with Current
Awareness Service and Selective Dissemination of Information service provided in
engineering college libraries of Pune city.
Research problem: To know the satisfaction of users every year and how by
enhancing the library CAS and SDI services and increasing the user’s satisfaction.
Objectives: The main objective of this study is to measure user satisfaction level
with Current Awareness Service and Selective Dissemination of Information
Service of students and faculty members of Engineering colleges located in Pune
city area.
Methodology: This study is based on survey with simple random sampling method
to collect comprehensive data from users. Questionnaire method was used as a
tool for collecting data.
Findings:Collectively it was found as respondents are satisfied with both Current
Awareness Service and Selective Dissemination of Information Service . However
it was also found as as ME/M.Tech students and faculty members are moderately
satisfied.
Dr P.M.Paradkar
Librarian
G.S. College of Commerce &
Economics, Nagpur
Maharashtra
paradkargsn@gmail.com
KEYWORDS:
CAS, SDI, Library Service,, Engineering college, Pune City, User Satisfaction
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Gudi & Paradkar: Current Awareness Services (CAS)…
Introduction
iv.To suggest the ways to enhance the satisfaction
level of respondents.
In academic libraries satisfying users should be the
primary objective of every library and its librarians.
Each year new students enter in to the college with
different needs and expectations. On the other side
addition of new learning resources both online and
offline in various formats along with innovative
technologies to access these resources put forward
challenge to both librarians and users. Due to
abundance of study resources available in college
library, users find it difficult to evaluate the specific
resources and face difficulty to access the same.
Because of new technology users are not able to
identify the significance of specific resource or
service.
Engineering college libraries play a crucial role in
supporting the information needs of their patrons.
The libraries are expected to provide services to cater
the diverse requirements of students and faculty
members. Related to this Current Awareness Service
(CAS) and Selective Dissemination of Information
Service (SDI) are the important services as they keep
users informed about current additions and relevant
resources in their respective fields of study.
CAS involves timely dissemination of newly
acquired and published information to library users
in order to enable them to keep up to date with
current research in their area of interest. On the other
hand SDI focuses on personalized information
delivery where users get required information based
on their specific areas of interest, preferences and
research needs. These services are designed to
enhance the user satisfaction by providing access to
relevant and timely information.
It is true that, majority of the academic libraries
provide CAS and SDI services to its clientele. In
spite there is a need to assess user satisfaction to
identify their actual needs for enhancing the services
to meet their evolving requirements. Conducting user
satisfaction surveys can provide valuable insights in
to users perceptions, expectations and experiences
with CAS and SDI services. By taking feedback
directly from library users, it is possible to
understand their needs and enhance their satisfaction
level.
Objectives
The main objectives of the study are as follows:
i.To investigate composition of respondents.
ii.To measure the satisfaction level of users towards
Current awareness service (CAS) and Selective
Dissemination of information Service (SDI) in
engineering colleges of Pune City.
iii. To find out which designation respondents are
least satisfied with aforesaid services.
Literature Review
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Kalpana and Komathy (2012) conducted survey in
the Jaffna University Library among 120
undergraduates of general degree bioscience
students. The author disclosed that, the effectiveness
of current awareness service, selective dissemination
of information services, were not as per
undergraduate’s expectations. And need to improve
these services provided in library.
Umeozor (2014) assess the impact of current
awareness service. The study was carried out in
Federal University libraries in the South-south Zone
of Nigera. It was found by the author that, less than
30% of respondents agree and strongly agree
regarding provision of current awareness services
from their libraries. It was concluded by the author
from the study as librarians are not giving attention
in providing current awareness services to users and
recommended to do same effectively.
Prangya Das and Maharana (2015) assess the user
awareness and use of current awareness services in
the major universities of Odisha. The author found
from the study that, Current awareness Services were
accepted by the research scholars in surveyed
universities. In this study it was revealed that, to find
specific information in the field of interest was main
purpose of respondents to visit their library and most
of the users aware about current awareness services
of provided by their library. E mail Id was the main
source through which the users get aware about
current awareness services. Research work was the
main purpose stated by researcher to use Current
awareness services. Most of the research scholars
were from surveyed universities satisfied with the
current awareness services provided by their
libraries. The author opined to publish and provide
library news letter, provision of orientation for users
regarding current awareness services, development
of document delivery system to enhance the current
awareness services,
Roy (2012) conducted research on user satisfaction
with CAS in university libraries and discovered that
users perceived CAS as valuable service that
contributed to their research productivity. CAS was
seen as an effective means of staying up to date with
current information. However, users also expressed
the need for improved customization and
personalization of CAS to align better with specific
research interests.
Li and Guo (2014) conducted a study on user
satisfaction with SDI in academic libraries and found
that users highly valued the personalized nature of
the service. SDI was perceived as an efficient way to
access information designed as per individual needs.
However, users also expressed their desire for

RBU Journal of library & Information Science, V. 25, 2023
improved accuracy and timeliness of the information
provided through SDI.
Kannappanavar B.U and Chidanandswamy H.M
(2013)conducted study in Agricultural Science
University Libraries in India with special reference
to South India. They focused the issues related CAS
and SDI services in surveyed libraries. Author found
as most of the respondents (80)%) exprssed their
need as they require index of articles and (90%) as
abstracts are essential for their studies and research.
It was also found by author as more or less 25% 0f
respondents of PG, research and faculty members are
satisfied with CAS services. And almost half (48%)
research scholars and 51% faculty members are
satisfied with SDI services provided by libraries.
Oliveria and Tavares (2017) investigated user
satisfaction with integrated CAS and SDI services in
engineering college libraries. The findings indicated
that users highly valued the
integrated approach, as it offered them both the latest
information and personalized content. However users
provided suggestions for enhancing the flexibility
and ease of use of the system to further improve user
satisfaction.
Ramiah and Babu (2020) explored user perceptions
of CAS effectiveness in a university library setting.
The author highlighted the importance of timely and
relevant information in increasing the user
satisfaction.
Li (2019) conducted a study on the impact of service
quality on user satisfaction with CAS and SDI
services in a research library. The author found as
factors such as responsiveness, reliability and content
relevancy significantly affect user satisfaction.
Mohana and Swain (2018)compared the
effectiveness of traditional CAS and SDI methods
with modern technology- driven approaches. The
study emphasized the advantages of technology
driven services in terms of accessibility, efficiency
and personalization.
Venkatesan and Rajendran (2019) identified the
barriers such as inadequate user awareness, limited
resources and technical issues. It also addressed these
challenges is essential for improving the overall
effectiveness of CAS and SDI services.
Senthil Kumaran et. Al (2021) explored the
successful implementation of CAS and SDI in an
engineering college.
Research Identification
The researcher is working in reputed engineering
college since 15 years as a Librarian and taking
efforts to know the satisfaction of users every year
and enhancing the library CAS and SDI services and
increasing the user’s satisfaction. Researcher thought
to apply the obtained knowledge on users of all the
engineering colleges in Pune city to facilitate the
respective college authorities and librarians to
understand the level of satisfaction of their users with
Current Awareness Service, and Selective
Dissemination of Information Services and design
the same services as per user needs/expectations and
increase the user satisfaction and achieve excellence.
Hypothesis of the study
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Null Hypothesis (Ho)
“There is no significant difference in satisfaction
level between three designated groups of users with
Current awareness Service (CAS) and Selective
Dissemination of Information service (SDI) in
Engineering colleges of Pune city”
Alternative Hypothesis (H1)
“There is a significant difference in satisfaction level
between three designated groups with Current
awareness Service (CAS) and Selective
Dissemination of Information service (SDI) in
Engineering colleges of Pune city”
This study rejects the null hypothesis in favour of
alternative hypothesis. The findings of Chi square
test show evidence of existence of a significant
difference in satisfaction level between three
designated groups with Current awareness Service
(CAS) and Selective Dissemination of Information
service (SDI) in engineering colleges of Pune city”
Methodology
A descriptive research methodology was used for
this study. :BE/B Tech students, ME/M Tech
students and regular faculty members of engineering
colleges located in Pune city constitute the
population for this study. There are 34 engineering
colleges located in Pune city area. Out of them the
researcher has collected data from 33 engineering
colleges as one college authorities are not allowed
for data collection.The methodology used to select
sample users for this study was simple random
sampling. Chi Square test applied to Chi Square
value calculated to know the existence of difference
in satisfaction level according to respondents’
academic status. And mean scores were calculated to
know the point of satisfaction level of respondents
Response Rate: Total 660 questionnaires were
distributed among the students and faculty members.
Hence Sample Size of 379 respondents needed for
30000 Population as per Morgan Table. For present
study, 509 questionnaires were received which is
suitably more than the required number. The
response rate was satisfactory for this survey. Total
509 questionnaires received were appropriate for the
study from the total sent 660.
Sample Design
The methodology used to select sample users for this
study was simple random sampling. The results
obtained from random sampling can be assured in

Gudi & Paradkar: Current Awareness Services (CAS)…
terms of probability i.e. we can measure the
significance of the results obtained from a random
sample. Random sampling ensures the law of
statistical regularity which states that if on an
average the sample chosen is a random one, the
sample will have the same composition and
characteristics as the universe (Kothari).
Response Rate = 509/660 = 77.12%.
Scope of the study
This study is limited to Engineering colleges located
in Pune City. The study considered the students and
regular faculty members of Under-gradate (UG) and
post graduate (PG) level engineering courses running
in first shift only as per scope of study. Only final
year students of Under-gradate (UG) and Post
Graduate (PG) engineering courses and regular
faculty members of engineering courses are
considered for this study assuming that, they have
utilized the library resources and services at
maximum level and can express their satisfaction
level effectively. The questionnaires were distributed
to respondents of 34 Engineering colleges located in
Pune City area
status. On the basis of obtained mean score point of
satisfaction level of respondents assessed
Chi-square Test (χ 2 )
The formula used to calculate chi square (χ 2 ) is
(fo-fe) 2
χ 2 = ∑ _________
fe
Here fo= Frequency of occurrence of observed
values.
Fe= Expected frequency for observed values
Composition of Respondents:
Composition of respondents has been described in
details in previous sections to know how community
of respondents is structured.Figure-1(A-C) shows the
Composition of Respondents based on Gender Age,
and Designation.
(A)Gender-Wise Distribution
of Respondents
Scaling Technique Used
Likert scaling technique used to measure the
satisfaction level of respondents. Each opinion has
been given a numerical score indicating its
favourableness and unfavourableness. Point of
respondents’ position on range scale assessed with
mean score and measured the respondent’s
satisfaction.
0
0
32.00%
68.00%
Data Analysis
Male
Female
Researcher visited all the libraries in person and
discussed with respective librarian about research.
With the permission of respective librarian and
institute authorities, the researcher interacted with
students and faculty members about the purpose of
research by visiting different sections of library.
Questionnaires were distributed and requested to fill
the same. The doubts of respondents were solved
appropriately and helped them to fill the
questionnaire effectively. Total 525 questionnaires
were collected. Out of 525 questionnaires 509
questionnaires found valid for consideration which
has been filled properly. In this section data was
analysed to extract the results. Simple percentage
analysis, mean score and chi-square test were used
for the analysis of the data .Chi-Square ((χ 2)
calculations and mean scores are calculated for each
questions and sub questions Critiical value and
calculated (χ 2) values are given in last column.
Mean scores are mentioned with * mark. Chi-Square
test applied to know the existence of difference in
satisfaction level according to respondents’ academic
3.40%
6.00%
20.70%
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Fig-1: A
(B) Age Wise Distribution of
Respondents
2.60%
Fig. 1-B
67.40%
18-23 Years 23- 28 Years 29- 33 Years
34-38 Years 39 and above

RBU Journal of library & Information Science, V. 25, 2023
(C) Academic Status-Wise Distribution
13.20%
64.00%
22.80%
Figure 4.1(A-C): Composition of Respondents based
on Gender, Age, and Designation
More than two third (68.0%) of respondents are
males and rest (32.0%) are females. More than two
third (67.40%) of respondents are in the age group
18-23 Years and 20.7% of them are in age group 23-
28 Years. 64% of respondents constitutes BE/B Tech
students. Nearly one fourth (22.8%) of respondents
are ME/M Tech students and 13.2% of respondents
are from faculty members.
BE/B Tech students
ME/M Tech students
Fig.1-C
Satisfaction with Current Awareness
Service
Table 1 reveals the data about satisfaction level of
respondents with different aspects of current
awareness service provided by their college library.
Analysis has been made on the basis of number of
respondents responded to particular question.
Satisfaction Level
BE/B Tech
Students
ME/MTech
Students
Faculty
Members
Total
Mode of Getting Current Information
Extremely Satisfied 84 25 8 117 (27.7%)
Satisfied 122 39 16 177 (41.8%)
Moderately Satisfied 37 25 10 72 (17.0%)
Not satisfied 19 8 12 39 (9.2%)
Not at all satisfied 14 2 2 18 (4.3%)
Total
Degree of
Freedom1
χ²-Value²
Critical Value3
8
27.216
15.507
276 99 48
423 (100%)
3.79*
Frequency of Communication for Providing Current Information
Extremely Satisfied 80 19 8 107 (25.8%) 8
Satisfied 124 40 19 183 (44.1%)
Moderately Satisfied 42 40 6 88 (21.2%)
Not satisfied 17 2 10 29 (7.0%)
Not at all satisfied 2 0 6 8 (1.9%)
Total
265 101 49
415 (100%)
3.85*
Subject Matter Covered in Current Information
75.649
15.507
Extremely Satisfied 68 11 8 87 (21.4%) 8
Satisfied 135 48 19 202 (49.8%) 69.029
Moderately Satisfied
15.507
76 (18.7%)
32 38 6
Not satisfied 11 6 8 25 (6.2%)
Not at all satisfied 8 0 8 16 (3.9%)
Total
254 103 49 406 (100%) 3.78*
Table-1: Analysis of Satisfaction with Current Awareness Service
*Scores at ES = 4.51 to 5.00, Satisfied:3.51 to 4.50, MS: 2.51 to 3.50, NS: 1.51 to 2.50, NAS : 1.00 o 1.50
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Gudi & Paradkar: Current Awareness Services (CAS)…
The study revealed that, all designation respondents
are closely and equally satisfied with all three aspects
of Current Awareness Service viz, frequency of
communication in providing information (3.67)*
followed by mode used to provide current
information (3.66)* and subject content for providing
current information (3.60)* All the mean scores are
mentioned with star mark. Chi square calculations
have shown significant difference in satisfaction
level between three designated groups with all three
aspects of Current awareness service ((χ2 >15.507).
Satisfaction Level
BE/B Tech
Students
ME/MTech
Students
Satisfaction with Selective
Dissemination of Information Service
(SDI)
Table 2 reveals the data about satisfaction level of
respondents with different aspects of Selective
Dissemination of Information service (SDI) provided
by engineering college libraries. Analysis has been
made on the basis of number of respondents
responded to particular question. Mean Scores
calculated to l=know the point of satisfaction level
and Chi Square value calculated to know the
existence of difference in satisfaction level according
to respondents’ academic status. On the basis of
obtained mean score academic status-wise
comparison and interpretation were made.
Total
d.f
Faculty
χ2 Value
Members
CriticalValue
Time Taken in Getting Information
Extremely Satisfied 83 10 16 109 (27.0%) 8
Satisfied 107 39 23 169 (41.9%) 50.047
Moderately Satisfied 39 34 13 86 (21.3%)
15.507
Not satisfied 16 5 10 31 (7.7%)
Not at all satisfied 0 3 5 8 (2.0%)
Total
403 (100%)
245 91 67
3.70*
Relevancy of Information Getting
Extremely Satisfied 81 8 8 97 (24.2%) 8
Satisfied 114 47 31 192 (47.9%) 83.766
Moderately Satisfied 31 34 8 73 (18.2%) 15.507
Not satisfied 18 3 13 34 (8.5%)
Not at all satisfied 0 0 5 5 (1.2%)
Total
401 (100%)
244 92 65
3.85*
Method Used to Provide Selective Information
Extremely Satisfied 89 5 13 107 (27.3%) 8
Satisfied 94 48 25 167 (42.6%) 66.103
Moderately Satisfied 46 28 10 84 (21.4%) 15.507
Not satisfied 15 3 13 31 (7.9%)
Not at all satisfied 0 0 3 3 (0.8%)
Total 244 84 64 392 (100%)
3.87*
Table 2: Analysis of Satisfaction with Selective Dissemination of Information Service
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RBU Journal of library & Information Science, V. 25, 2023
The study revealed that, all designation respondents
are closely equally satisfied with all three aspects of
Selective Dissemination of Information Service viz,
Method used to provide information (3.73) followed
by time taken to provide information (3.70) and
relevancy if information. (3.69). All the mean scores
are mentioned with * Mark. Chi square calculations
have shown significant difference in satisfaction
level between three designated groups with all
aspects of Selective Dissemination of Information
service. ((χ2 >15.507).
Findings
It was found as ME/M.Tech students and faculty
members are either moderately satisfied or just
satisfied with CAS and SDI services.
Conclusion
In the present paper satisfaction level of students
and faculty members of engineering college of Pune
city with Current awareness service and selective
dissemination of information service was analysed. It
was found that, overall substantial users are satisfied
all aspects of both CAS and SDI services. And it is
also concluded as Librarians need to take feedback
from users at regular intervals about the CAS and
SDI services provided and can take efforts to
increase the satisfaction level by improving these
services as per user’s needs.
Suggestion
It is essential to take feedback fromME/M.Tech
students and faculty members to understand their
needs with CAS and SDI services and take efforts to
provided these services as per their requirements.
Acknowledgement
I am thankful to all Principals Librarians of all
Engineering Colleges who helped me to collect
necessary data for this research work. My special
thanks to Dr Parag M Paradkar my research guide for
providing me guidance in preparing this research
paper.
References
Gudi.S.P. & Paradkar.P.M. [2019]. Use of
engineering college libraries by students and faculty
members in Pune city: A comparative study.
International Journal of Information Dissemination
and Technology. 9(3): 132-135.
Gudi.S.P. & Paradkar.P.M.[2016].User Satisfaction
with Library Facilities: A Study of Engineering
Colleges of Pune City, India ISKCOM-2016.. At
Shirpur.Maharastra. 3[1]: 1-7
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Kalpana.C. & Komathy. M. [2012]. Assessment of
user satisfaction on library services: A case study
of undergraduate biology students at the university of
Jaffna. Journal of the university librarians
association.16 (1): 34-45.
Kannappanavar.B.U. & Chidananda Swamy.H.M.
[2013]. Users perception and opinion towards CAS
and SDI services in agricultural science university
libraries in India, with special reference to South
India : An evaluative study. International Journal of
Library and Information Science. 5(10) :342–350.
LI. W. [2019]. The Impact of Service Quality on
User Satisfaction with Selective Dissemination of
Information Service in a Research Library.Journal of
Academic Librarianship. 45[1]: 2019.
Li. X. & Guo. H. [2014].Research on User
Satisfaction of Selective Dissemination of
Information Service in Academic
Libraries.Library.5.[10].
Mohana.S..& Swain. D.K. [2018]. Effectiveness of
Current Awareness Service [CAS] and Selective
Dissemination of Information [SDI] in Digital
Environment: A Comparative Study. International
Journal of Digital Library Services 8[2]:34-42
Oliveria.Tavares.R. [2017].The satisfaction of users
of Academic Libraries Selective Dissemination of
Information Services.The Journal of Academic
Librarianship. 43[1]: 32-39
Prangya.D. & Ravindra M. [2015]. Current
awareness services:A case study of university
libraries Odisha. Journal of Library and Information
science. 5 (1): 39-52.
Ramaiah. C. K. & Babu. B.R. [2020].User
Perception of the Effectiveness of Current
Awareness Service [CAS] in a University
Library.Information Studies. 26[2]: 118-127
Senthil Kumaran. N. Ganesh. M..& Dhavachelvan.
P. [2021].Current Awareness Service [CAS] and
Selective Dissemination of Information [SDI]: A
Case Study in an Engineering College
Library.International of Information Dissemination
and Technology. 11[1]; 20-25
Umeozor. S.N. [2014]. Impact of current awareness
service and library environment on students library
usage. Journal of library and Information Science. 4
(3): 457-466.
Venkatesan.M. & Rajendran.S. [2019].Challenges in
implementing Current Awareness Service and
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40.

Gudi & Paradkar: Current Awareness Services (CAS)…
About Authors
Dr. S.P. Gudi
in the Institution. Two research scholars awarded
PhD by R.T.M. Nagpur University, Nagpur in LIS
under his supervision. He is Nodal officer of Ek
Bharat Shrestha Bharat (EBSB) program.He is life
member of ILA, SALIS, MFUCTO, IATLIS,
NUCLA, VLA and Alumni of LISA.
Dr Gudi is currently working as Librarian at Rajarshi
Shahu College of Engineering, Pune for 17 years She
has formerly been Librarian at Indian Institute of
information Technology Pune (IIITP). for 3.5 years.
She has completed her Ph D under the supervision
and guidance of Dr. Parag M Paradkar at Rashtrasant
Tukadoji Maharaj Nagpur University, Nagpur on
04/1/2019. Dr. S.P. Gudi completed her M.L.I.Sci
from Karnatak University in 1996. Completed
M.Phil in 2008, from Alagappa University,
Karaikudi. She also completed MPM in 2010 and
Diploma in Labour Law and Labour Welfare in 2011
from Savitribai Phule Pune University (SPPU), She
has published twelve research papers in journals and
conferences. She also received P V Varghese Award
from Indian Library Association as Best Research
Paper published in ILA journal during 2015. Her ten
papers are indexed in Google Scholar. She got 41
citations in her credit.Dr S.P Gudi assigned a role of
SPOC from IIT Madras for being NPTEL Brand
Ambassador. She received appreciation certificate
from IIT Madras for two times during felicitation
program at Chennai.
Dr. Parag M. Paradkar (1969)
Dr Paradkar is presently working as Librarian at G.
S. College of Commerce & Economics, Nagpur
Autonomous Institution, Maharashtra, India. He
holds PhD and qualified SET(UGC)in Library and
Information Science. He has more than 30 years of
professional experience in the Library
administration, research & training. He has presented
and published several papers at seminars,
conferences and workshop. He has delivered several
lectures as resource person in Refresher Course in
LIS at various HRD and other premier institutions.
He is associated with R.T.M. Nagpur University,
K.K. K. Sanskrit University, Y.C.M.O. U, Nashik,
Sant Gadge Baba Amravati University and Godwana
University in various capacities. He also served as
Governing Body Member and IQAC Co-coordinator
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
9 th August 2023
Primary Reviewed on –
7 th September 2023
Peer Reviewed on –
1 st October 2023
Accepted for publication
10 th October 2023
Guidelines on information services to organic farmers of
Darjeeling district of West Bengal- a Model
Prayash Tamang
ABSTRACT:
Introduction: The paper introduces the definition and concept of organic
agriculture.Organic farming widely differs from the conventional method of farming. It
relies on the use of organic green manures, biofertilizers, biopesticides and
vermicompost.
Purpose: The paper tries to ascertain the information needs of organic farmers in the
Darjeeling district of West Bengal and also to identify information sources of organic
farmers of Darjeeling district of West Bengal.
Research problem: Organic agriculture differs widely from conventional method of
farming; hence study on the information needs of organic farmers has been the matter
of concern. What role public libraries can play towards organic farmers in the
Darjeeling district of West Bengal?
Objectives: To identify information flow and communication process in organic
agriculture of Darjeeling. To design a model for information services to organic
farmers through library and information centers.
Methodology: Survey based interaction with organic farmers and local NGO
Prayash Tamang
Assistant Librarian,
Rabindra Bharati University,
Kolkata,
prayash.tamang@rbu.ac.in
Findings: It was found that the farmers collective called Mineral Spring Sanjukta
Vikash Sanstha (MSSVS) and local NGO, Darjeeling Ladenla Road (DLR) Prerna were
the chief source of information of organic farmers. An attempt has been made towards
the model construction towards information services to organic farmers of Darjeeling
district of West Bengal.
Keywords:
Organic Agriculture, organic farmers, information need, Darjeeling, public
library.
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Tamang: Model guidelines for information service…
Introduction
With the increasing population, it has become
necessity to meet the demand of food in the country.
Before, the advent of green revolution, in the Indian
Agriculture which is based on the traditional
knowledge and practices was not able to produce
enough to feed the entire population. The green
revolution fulfilled our aspirations by changing India
from a food importing to food exporting nation. But
this achievement was at the expense of ecology and
environment and to the detriment of the well –being
of the people.(Bansal, 2017).
Adverse effects of modern agriculture practices
cause harm not only to the farm, but also on the
health of all living things and on the environment.
The necessity of having alternate agriculture method
which can function in a friendly eco-system while
sustaining and increasing the crop productivity is
realized now. (Bansal, 2017)
Organic farming widely differs from the
conventional method of farming. It relies on the use
of organic green manures, biofertilizers,
biopesticides and vermicompost. It rejects the
application of manmade chemical fertilizers,
pesticides and genetically modified crops. Organic
farming helps in sustainability of biodiversity and
ecology as it relies on the technique of green manure,
crop rotation, inter cropping and biodynamic
farming. Still this farming practice and its scientific
methodologies are not known to many of the
cultivators.
Organic Agricultural Information is of utmost
importance for an organic farmer to adopt and adept
the practice of organic farming. The nature and need
of information of organic farmers needs to be
ascertained. There are various extension workers
disseminating information to farmers. Whether the
information flow starting from the policy makers to
the farmers or from the research laboratory to the
farmer and vice versa. This pattern of network
among various nodal points needs to be identified.
The role and importance of these nodal points must
be taken into serious account. How the library
professionals will be catering the information needs
of organic farmers in Organic Agriculture
Information system is the question of this research
paper.
Definition
Organic agriculture has been well defined in a
number of documents, especially in some of the
notable documents of organisation like the
International Federation of Organic Agriculture
Movements (IFOAM). IFOAM defined that
“Organic agriculture includes all agricultural systems
that promote the environmentally, socially and
economically sound production of food and fibers.
These systems take local soil fertility as a key to
successful production. By respecting natural capacity
of plants, animals and the landscape, it aims to
optimize quality in all aspects of agriculture and the
environment. Organic agriculture dramatically
reduces external inputs by refraining from the use of
chemo synthetic fertilisers, pesticides and
pharmaceuticals. Instead it allows the powerful laws
of nature to increase both agricultural yields and
disease resistance. Organic agriculture adheres to
globally accepted principles, which were
implemented within local socio-economic, cultural
and climatic settings. As a logical consequence,
International Federation of Organic Agriculture
Movement (IFOAM) stresses and supports the
development of self-supporting system on local and
regional levels.
United States Department of Agriculture (USDA)
has one of the most comprehensive definitions for
‘organic’ which includes ‘organic farming’, organic
produce’ and ‘organic processed food’. (Mukherjee,
Dutta, Goyal, Kapoor & Mendiratta, 2017).
Organic farming: Organic is a labelling term for food
or other agricultural products that have been
produced using cultural, biological , and mechanical
practices that support the cycling of on –farm
resources , promote ecological balance , and
conserve biodiversity in accordance with the USDA
agriculture regulations. This means that organic
operations must maintain or enhance soil and water
quality, while also conserving wetlands and wildlife.
Synthetic fertilisers, sewage sludge irradiation, and
genetic engineering may not be used. (Mukherjee,
Dutta, Goyal, Kapoor & Mendiratta, 2017).
Objectives
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To identify information sources for the
organic farmers of Darjeeling district of
West Bengal.
To identify information needs of organic
farmers.
To identify information flow and
communication process in organic
agriculture of Darjeeling.

To design a model for information services
to organic farmers through library and
information centers.
Scope and Coverage
The study has been carried out in the Darjeeling
District of West Bengal. It lies between 26 0 31’ and
27 0 31’ north latitude, and 87 0 59’ and 88 0 53’ east
longitude with a total area of 1164v sq miles. (O
Malley, 1907). The area of the District is 3149 sq km
and located at an altitude of 6710 feet at the lower
sub Himalayan belts of eastern Himalaya. The
district of Darjeeling consists of four subdivisions, 1.
Darjeeling Sadar subdivision 2.Kurseong
Subdivision, 3.Siliguri subdivision and 4.Mirik
Subdivision.
The Darjeeling Sadar Subdivision comprises of
Darjeeling municipality, three community
development blocks, one census town Pattabong Tea
Garden and 50-gram panchayats. The three blocks of
this subdivision are: 1. Darjeeling Pulbazar block, 2.
Jorebungalow Sukiapokhari block and 3. Rangli
Rangliot block.
Darjeeling Pulbazar block:
The 23 gram panchayats under this block are
:Darjeeling– I Darjeeling -II, Bijanbari Pulbazar,
Kaijalia, Rimbik, Nayanor, Singtam som, Goke- I,
Goke – II, Relling, Lodhoma -I, Lodhoma -II,
Rishirhat – Bloomfield , Lebong valley-I, Lebong -II,
Chungtong, Rangit -I, Rangit -II, Badamtam,
Dabaipani, Sirikhola- Daragaon, Jhelpi and Mazawa.
The study for Darjeeling district covers Dabaipani
gram panchayat and Lebong Lower Valley-II-gram
Panchayat.
The villages under study within Lebong Lower
Valley-II- gram panchayat include 1) Daragaon, 2.
Gairi Gaon. Villages under study within Dabaipani
GPU are 1). Yangkhoo village, 2). Aeghara no.
gaon, 3). Godam Dhura 4). Ap Botay 5). Saila Dhura
6). Balbir Dhura 7).Kothi Dhura 8) School Dhura 9)
Suman Dhura. There are 11 villages of hamlet under
the study with a population of 432 farmers’ family
members. This collective 432 farmers family
member is known as Mineral Spring Sanjukta
Sanstha (MSSVS).
Mineral Spring Sanjukta Sanstha is a society of small
farmers formed in 1996, registered under West
Bengal Society registration act xxxvi and its
registration number is S/11/49564/2007-1008. It is
situated in old Mineral Spring tea garden under
Lebong Valley Gram Panchayat –II and under
Darjeeling Pulbazar block of Darjeeling Block.
Name of
subdivision
Darjeeling
Sadar
Subdivision
Darjeeling
Sadar
Subdivision
Methodology
Name of
the block
Darjeeling
Pulbazar
Block
Darjeeling
Pulbazar
Block
Name of the
Gram
Panchayat
Dabaipani
Gram
Panchayat
(Mineral
Spring Unit)
Lebong
Valley
Gram
Panchayat –
II (Harsing
unit)
Name of the
village
Yankhoo
village
Aeghara no.
village
Godam Dhura
Ap. Botay
Saila Dhura
Balbirdhura
Kothi Dhura
School Dhura
Suman Dhura
Dara Gaon
Gairi Goan
The researcher conducted a survey to the area of
research under study. Filed visit was done in the
period of November 2018. Face to face
interview, telephonic interview and diary
method was used for knowing and identifying
perspectives of farmers on organic agriculture.
Face to face interview was done by the
researcher in order to ascertain their information
need on organic agriculture. Apart from farmers
researcher interacted with DLR Prerna
(Darjeeling Ladenla Road Prerna), which is an
NGO working towards sustainable agriculture.
DLR (Darjeeling Ladenla Road) Prerna aims to
promote and encourage organic farming in the
hills of Darjeeling.
Literature Review
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RBU Journal of library & Information Science, V. 25, 2023
Stefano, L.A., et. al. (2005) conducted a study on -
Printed Information Needs of Small-Scale Organic
Farmers in KwaZulu-Natal, South Africa. In their
study, four groups of small-scale farmers from
Umbumbulu, Tugela Ferry, KwaMashu and Muden
in KwaZulu-Natal, South Africa were included to
explore their needs for printed agricultural
information materials (PAIMs) to promote smallscale
commercial organic farming. Their findings
showed that there was a critical need for
appropriately repackaged Printed Agriculture
Information Materials to reach farmers. Materials
written in the farmers ‘first language, i.e. Zulu, were
preferred where at least one functionally literate

Tamang: Model guidelines for information service…
farmer was a member of each of the participating
groups, thereby facilitating group literacy. Sarker, A
& Itohora, Y (2007) in their paper entitled
“Information sources used by farmers regarding
practice of Organic farming- A study from
Bangladesh” showed all farmers had low to medium
use of information sources regarding the practice of
organic farming. Their findings also revealed that
most of the farmers habitually received organic
information from friends and relatives, model
farmers, television, radio, and opinion leaders.
Personal localite sources and mass media were the
most important information sources to the farmers.
Findings of their study demonstrated that "radio" and
"television" usage by the farmers was higher than
other mass media. Authors recommended that
Extension agencies should be more conscious to
organize additional training, group discussion, result
demonstration and method demonstration which was
also very effective to develop the skills of the
farmers for practicing organic farming. Findings also
discovered that NGO workers have greater influence
than Sub-Assistant Agricultural Officers (SAAO) of
the public sector extension agency on disseminating
organic farming related information. They
recommended that the public sector extension
agencies make collaborations with NGOs and use the
NGO workers to publicize organic farming
technologies among the farmers. Sarker, A &
Itohara, Y (2009) conducted a study on “Farmers’
Perception about the Extension Services and
Extension Workers: The Case of Organic Agriculture
Extension Program by PROSHIKA”. They stated
that need of agricultural information is the basic
necessity for the farmers as it plays a pivotal role in
enlightening them, raising their level of knowledge
and eventually help in their decision-making process
regarding farming activities. Oyesola, Olutokunbo B
&Obabire, Ibikunle E (2011) investigated farmers’
perception of organic farming in selected Local
Government Areas of Ekiti State, Nigeria. In their
study it was found that farmers most preferred
sources of information were mobile phones and
radio. Crawford, C. et. al (2015) in their paper
entitled “Grower Communication Networks:
Information Sources for Organic Farmers conducted
a study to determine which information sources
organic growers use to inform farming practices by
conducting in-depth semi-structured interviews with
23 organic farmers across 17 North Carolina
counties. Goria, S &Bihani, S.K (2015) stateed that
Indian economy is based on agriculture and
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country’s 68% population is dependent on
agriculture. There are more than 170 agricultural
universities and ICAR institutes involved in
education, research and extension of agricultural
sciences in India. Mahapatra, R.K (2016) states that
every effort has been taken by Government
authorities to empower the farming community with
information. Farmers have taken interest to know the
modern techniques of farming to improve
agricultural productivity. Bora, S et.al. (2017) have
stated that most farmers were not aware of the
various aspects of organic farming of vegetables
despite the fact that the state of Assam is “naturally
organic by default”. Besides having tremendous
potential to grow crops organically, organic farming
is yet to taste success in the state of Assam. They
further stated that NGOs, KVKs (Krishi Vigyan
Kendras) various development workers and
extension agencies should put more efforts to modify
and channel the information. Sobalaje, A. J .(2020)
found the role of the library of agricultural extension
workers in Osun State, Nigeria is very important.
The majority of extension workers do visit the public
library to gather the information that is useful for
farmers. Malik, N. et.al (2022) in their research paper
has shown that farmers knew cultural practices
related aspects of organic farming but lacked
knowledge regarding trap crops and bio-agents.
Information need of Organic Farmers
The information need of organic farm managers
differ from those of conventional managers that
appear have significant influence on the application
of current models of extension and technology
transfer for organic systems. Marshall (1991)
observed that conventional farming systems rely
more on purchased physical inputs that do organic
systems, which rely to greater degree on inputs of
knowledge (information). He goes further to claim
that organic farming systems, which relies on selfregenerating
“inputs” (including know-how and
ecosystem service flows to a significantly greater
degree that mainstreaming farming systems which
rely to a greater extent on non-self-generating
(including agricultural chemicals ). While the
likelihood of being able to gain enforceable property
rights over non –self- regenerating inputs results
resulting from research is high, this is likely to be
true for self -0regenerating inputs results from result.
(Peterson & Hurley, 1999).

RBU Journal of library & Information Science, V. 25, 2023
Information need of Organic farmers of
Darjeeling
There are various areas in which information plays
an important role in day to day activities of organic
farmers. Some of the areas that could be ascertained
after interaction with farmers are as follows:
Information related to marketing of their
organic products.
Information related to treatment of diseases
of tea plants.
Information need on organic certification of
tea and other crops.
Information on organic certification
Information on organic agriculture.
Information on pest management.
Information on soil health management.
Information related to banking and loans.
Information related to disease management
of oranges and cardamom.
Information related to jobs in various other
sectors apart from agriculture.
DLR PRERNA and MSSVS as sources
of Information.
The DLR Prerna, though a Jesuit Organization at
inception is a secular non-profit, non-governmental
organization registered under the Societies
Registration Act of West Bengal XXVI of 1961 as
Darjeeling Ladenla Road Prerna dated 13th March
2001. DLR Prerna promotes going organic by
translating the concept into individual and
community action. Capacity building as well as
logistic support to the individual and the community
is provided. The organizational role is extended to
the marketing of the organic products by enabling
linkages. The issues of organic certification, fair
trade labeling is also facilitated. (DLR Prerna, n.d.)
Mineral Spring Sanjukta Sanstha is a society formed
democratically and run and administered through the
locally elected representatives from different units.
Unit takes responsibility to organize all programmes
in respect to society and farmers on individual basis.
Mineral Spring Sanjukta Vikash Sanstha has 11
different units as shown under:
5. Godham Dhura
6. Ap Bhotay
7. Saila Dhura
8. Balbir Dhura
9. Kothi Dhura
10. School Dhura
11. Suman Dhura.
How MSSVS functions?
Every unit sent 4 representatives including one
women representative to take part in electionprocess
of President, Secretary, Internal Control System and
women wing of the society.Elected President and
Secretary will form Board and green leaf committee,
internal approvalrepresentatives will form Internal
Approval Committee and women representatives will
formwomen cell/committee.
Tenure of this committee will be for 2 years. Local
unit deals all localissuesand issuesrelated to board
arehandled by the board members.Internal
approvalcommittee handles the issues like organic
production and issues related to Internal
ControlSystem. In internal control system, all
activities of organic farming are practiced in
accordance to the guidelines of organic standards.
Organic standards are nothing but set of guidelines
prepared by International Federation of Organic
Agriculture Movements (IFOAM) to be followed by
organic farmers.
In case of India NPOP (National Programme for
Organic Production) prepares the guidelines. For
example, genetically modified crops, chemical
pesticides and fertilizers are not allowed in organic
agriculture in both NPOP and IFOAM standards.
Internal inspector is a selected person from MSSVS,
who is in charge and responsible to check all the
farms and farming activities on whether the organic
farmers are strictly followed under the guidelines of
NPOP.
The goal of MSSVS is to encourage the farmers to
undertake organic farming, and society will assist
itsfarmers to sell their product nationallyinternationally
to fetch desired prices for their
economic development.
1. Dara Gaon
2. Gairi Gaon
3. Yanku village
4. Aeghara number village
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Tamang: Model guidelines for information service…
Information flow and communication
Figure-1
Figure.1 shows the information communication
among the organic farmers within the Mineral Spring
Sanjukta Vikash Sanstha, advisory committee,
members of DLR Prerna, Internal Inspector, Tea
Collection committee and Tea Promoters of India.
Tea Promoters India, located in the state of West
Bengal was founded in 1980 with the objective to
promote organic tea cultivation through biodynamic
and fairtrade practices
1. From top to bottom
Important decisions are taken during the meeting
held and organized by MSSVS. So from there,
information communication take sdownwards to
Advisory committee, Tea Committee and Internal
Control system , Tea Promoters of India, DLR Prerna
and then to the farmers.
2. From Bottom to top
Some crucial information communication takes
from bottom to upwards. For, example if certain
pest attacks the crop of farmers, it is then
communicated to internal Control System,
Advisory committee and then to MSSVS. The
decision to sort out the problemis either taken by
the Internal Control System and MSSVS
meetings. In certain cases, adviceand guidance
of the NGO i.e., DLR Prerna too comes out to be
valuable while solving farmersproblems.
Horizontal
Here information communication can befrom
farmers to farmers or among members of
MSSVS or among Advisory committee.
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RBU Journal of library & Information Science, V. 25, 2023
Role of libraries in Organic
Agriculture Information dissemination
in Darjeeling district of West Bengal
There’s only one rural library in the Dabaipani Gram
Panchayat in the Yanku village. The year of
establishment of the library was 1980. The name of
the library is Yanku library. There are about more
than 2800 books with limited two staffs. It is under
the supervision on Darjeeling District Library.
Model for information services to organic farmers
Role of Yanku Village Library
Libraries can help in collection development
of organic agriculture related books,
magazines, newspapers, pamphlets, journals.
Libraries can provide translation services for
all the stakeholders in their regional
languages.
Library can work in collaboration with
DLR Prerna, MSSVS and Organic farmers.
Libraries can help in documenting indigenous
traditional knowledge of farmers
Figure no. 2 attempts to interlink different
Agriculture Institutes which include Indian Council
of Agriculture Research, Krishi Vigyan Kendra,
Public library, Gram Panchayats, Agriculture
Scientists, Subject Matter Specialist working in
Krishi Vigyan Kendra.
Public library can collect printed books, documents,
newspapers, pamphlets, magazines, in vernacular
language as well as in English language related to
organic agriculture, diseases and treatment of tea
plants, organic certification of tea and other crops,
organic certification, pest management, soil health
management, disease management of oranges and
cardamom, animal husbandry, floriculture,
horticulture, vermiculture, green manuring,
composting, biofertilizer, biopesticides etc.
Public libraries can encourage young and old farmers
to make use of library collections. If the query of a
farmer is simple, such as they need recent news
Figure-2
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related to organic farming in West Bengal, then
librarian can simply match up the user need with the
library collection and fulfill the demand by providing
newsletter or newspaper clips covering any news
related to organic agriculture.
If the query is complicated such as how to deal with
pest attacks in tea plants or cope up with too much
snow fall or hail stone in their farm. Then the
librarian can act as the intermediary and connect as a
bridge of communication with Subject Matter
Specialists or Agriculture Scientists. The query needs
to be forwarded to Subject Matter Specialists,
Agriculture Scientists and the solutions and
suggestions provided by them can be simplified,
recorded, documented or even translated to local
language. The simplified documented suggestion can
be then presented to farmers.

Tamang: Model guidelines for information service…
Figure-3
Figure 3 shows that public library can work for
documentation and preservation of traditional
knowledge. Public library in a given locality
within a certain locality can thus function as
Indian Traditional Digital Library to protect from
biopiracy in a micro level. Thus scholarly
communication can also be facilitated from
Organic agricultural research institutes to the
farmers and vice-versa
Figure 4. shows that public library extension service
in the domain of organic agriculture can be effective
and useful towards sustainable agriculture. Public
library here can play very important role to support
not only organic farmers but also for the
implementation of various governments schemes and
policies.
Figure-4
Conclusion
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Information plays crucial role in human society. In
agriculture sector too, right information to the
farming community in the right time is of
tremendous importance. Organic farmers though
rely on their traditional method of farming; their lack
information related to soil testing, soil health,

RBU Journal of library & Information Science, V. 25, 2023
different composting techniques, organic standards
of certification of foods and productions is a matter
of concern. Organic agriculture too is a market
driven economy. So marketing related information
for their economic well being can’t be ignored or
underestimated. There are various organic agriculture
related information which farmers are unaware, such
as different schemes undertaken by Indian
government. Here, library can play a major role.
Though it may sound a utopian concept or idea that a
librarian has major role to play in organic agriculture
information system. Too much elaborated debate and
discussion is limited in scope in this research article.
The case study of Darjeeling organic farmers, DLR
Prerna and MSSVS takes a deep insight and serious
thought emerges, which forced the researcher to
develop a model as illustrated through figures 1,2
and 3 in this paper
About Author
Prayash Tamang
Mr Tamang is as an Assistant Librarian at Rabindra
Bharati University, Kolkata. He has completed his
PhD from the University of Calcutta in the year
2023. Previously, he worked as the Librarian at
Maharajadhiaja Uday Chand Women’s College
under the Burdwan University during the period of
2017-2018. He completed his M.Lib. I.Sc from
University of North Bengal in the year 2013. His
area of interest includes Knowledge Organization,
Public Library system and services, applications of
ICTs in Library management
References
Bansal,M.(2017).BasicsofOrganicFarming.NewDelh
i,India:CBSPublication.
Definition of organic agriculture IFOAM. Retrieved
April 05, 2022, from https://www.ifoam.bio/whyorganic/organic-landmarks/definition-organic
Mukherjee,A.,Dutta,S.,Goyal,T.M.Kapoor,A.,&Men
diratta,D.(2017).OrganicFarminginIndia:Status,
IssuesandWay Forward.AcademicFoundation.
O'MalleyLSS.(1907). Darjeelingdistrictgazetteer.
Petersen, K., & Hurley, E. (1999). Information needs
of organic farmers (No. 410-2016-25637).
DLR Prerna.(n.d.). http://darjeelingprerna.com/.
Retrieved March 30, 2021, from
http://darjeelingprerna.com/about_us.php
Acknowledgement:
I am sincerely thankful to all the members of
MSSVS (Mineral Spring Sanjukta Vikash Sanstha),
Darjeeling District of West Bengal for their kind cooperation
and support. I am also grateful to all staffs
and members of DLR Prerna for their support
towards my research based study.
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
25 th July 2023
Primary Reviewed on –
14 th August 2023
Peer Reviewed on –
3 rd October 2023
Accepted for publication
10 th October 2023
Knowledge Organization in Dewey Decimal Classification: A
Case Study Of Computer Science
Shashi & Nirmal Kumar Swain
ABSTRACT:
Shashi
Research Scholar (Ph.D)
Dept of Lib and Inf Science
Maharshi Dayanand
University, Rohtak
shashitaxak91@gmail.com
Introduction:Literature regarding Library and Information Science studies has rapidly increased
in Knowledge discovery is a process that generates knowledge by uncovering the hidden or
acquiring it from already present data through research and practices, acknowledging it, and
reshaping it to keep up with new topics due to new subjects' timely appearance. In this
information age the number of subjects is vast and exists in fragmented, interdisciplinary complex
relationships, enforcing a scheme to be timely modified to keep up with expanding universe of
knowledge is highly needed.
Purpose: To endure and brace such elevating nature of the universe of subjects makes it hard to
keep up with the state-of-the-art the DDC (Dewey Decimal Classification) editorial support team
has been continuously revised as per the need of users.
Objectives: The study tries to highlight the voyage of the DDC scheme over the period as an
archetype, by analyzing the editions from the 15 th to the 23 rd .
.
Methodology: Qualitative research methodology is used for analyzing with semi- systematic
literature review of various editions of DDC and is related to the illustration of the modifications
to computer science topics.
Dr Nirmal Kumar
Swain
Professor
Dept of Lib & Inf Science
Maharshi Dayanand
University, Rohtak
drnkswain@gmail.com
Findings: This paper explains the OCLC's organized, and ongoing efforts to keep DDC's recency
and relevancy in libraries in the info-tech period with a case of computer science in DDC. It
proclaims the bonafide attempt in making it a truly international classification, a powerful and
reliable subject access system. Making it a constantly relevant and effective scheme for the future,
a digital and dynamic environment.
KEYWORDS:
Knowledge, Classification, Dewey Decimal Classification, Computer science
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Shashi & Swain: Knowledge organization in Dewey…
Introduction
Globalization of information in the context of
communication and technology has eased the flow of
information. The information explosion has led to
knowledge organization upgrades. Knowledge
organization in the classification approach is
grouping data as per their similarities, and classes
like subjects and the domain are based on this
approach. In the current era, the numbering of
subjects is large and not static, with complex
relationships. With time advancement in IT and
increasing knowledge in various fields, new subjects
keep on appearing now and then. According to
Sarma&Majumdar (2011), the subject of universe is
getting increasingly lively. With updated technology
and numerous new disciplines, any categorization
method from that time would be futile in the present.
It assures that a system shifts and must be altered to
keep up with the expanding universe of topics.The
DDC system constantly revises to address the
escalating universe of subjects, introducing new
topics and schedules. This reduces bias and improves
classifiers by replacing outdated subjects and
ensuring timely updates.The DDC constantly updates
to enable better discovery across any topic in
multiple languages and has become one of the major
and time-honored classification schemes used
worldwide. With a long history of about 149 years,
from its conceiving in1873 by library pioneer, and
reformer Melvil Dewey (for Amherst college), it is
used in more than 2 lac libraries in at least 138
countries, and more than 30 languages. There have
been major updates to DDC "to keep abreast of the
ever-advancing frontiers of knowledge and to cater
to the increasing demand of its users," as stated by
Satija (2013). DDC is now accessible in print,
electronic (Dewey for Windows), and web-based
(WebDewey) formats in order to adhere to S.R.
Ranganathan's five principles of library science and
remain competitive.
Objective
The study tries to highlight the voyage of the DDC
scheme over the period as an archetype, by analyzing
the editions from the 15 th to the 23 rd .The purpose of
this paper is to consult and evaluate the different
editions of the Dewey Decimal Classification
scheme, articles, and review papers to find out the
revision and updates in the editions in the last few
decades with regards to computer science subject.
The study tries to analyze the update of the scheme
and the changes during the evolution of the universe
of knowledge.
Methodology
Qualitative research methodology is used for
analyzing with semi- systematic literature review of
various editions of DDC and is related to the
illustration of the modifications to computer science.
DDC Mapping
Maps are the guidelines of any organization or field,
while the process for it is done by the expertizes of
that particular domain. Mapping between Dewey
decimal and other knowledge organizations enriches
the vocabulary associated with its numbers. As per
Weigand (1998) and Dewey's DDC1 (1876)
analysis, DDC1 mapping can be said to be done by
Dewey and Amherst college Faculty as mentioned by
Dewey in his diaries. While the electronic versions
of DDC contain selected mapping between Dewey
numbers and LCSH, MeSH, and Sears list of subject
headings. Editors have been consulting them as the
source of terminology. The OCLC publications are
listed from LC, while the mapping among the
abridged DDC numbers and Sears heading are done
at H.W. Wilson under an agreement and are included
in many services offered. As explained by Mitchell
(2010) in the work "BISAC subject headings were
being used mapping DDC numbers since 2008.
BISAC stands for Book Industry Standards and
Communications, a part of OCLC's Next Generation
Catalogue project for metadata used by publishers
and vendors".
Dewey Decimal Classification (DDC):
History and features
The library classification system, which flared dawn
in curious brain of young Melvil Dewey (Melvil
Louis Kossuth Dewey) on Sunday sermon in 1873, is
still more admired than others. The moment after its
publication in 1876, "its popularity fanned across the
world; the puck-like girdle that it put round the world
is ever fastening" (Satija, 2013), it was the exact
thing users needed, a simple, easy-to-use
classification scheme.
Ed
Pub.
Year
Pages
Entries
1 st 1876 44 2000 1
2 nd 1885 314 10000 1
3 rd 1888 416 1
4 th 1891 466 1
5 th 1894 467 1
6 th 1899 511 1
Volu
mes
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RBU Journal of library & Information Science, V. 25, 2023
7 th 1911 792 1
8 th 1913 850
9 th 1915 856
10 th 1919 940
11 th 1922 988
12 th 1927 1243
13 th 1932 1647
14 th 1942 1927 2
15 th March 716 1
1951
15 th rev
1952 927
16 th 1958 2439 2
17 th 1965 2153 2
18 th 1971 2718 3
19 th 1979 3385 4892 3
20 th 1989 3388
21 st 1996 4115 4
22 nd 2003 4076 4
23 rd 2011 4
23 rd 2012
23 rd 2013
23 rd 2016
23 rd 2017
23 rd 2018
23 rd 2019
23 rd 2020
23 rd 2021 3
23 rd 2022
Sources: OCLC; Pal & Bhattacharya (2018); Uma
&Suseela(2018).
Table – 1: Different editions with publication
year and other details
1 st edition Published anonymously in Amherst
college, Massachusetts titled: “A Classification and
Subject Index for Cataloguing and Arranging Books
and Pamphlets of a Library” (DDC1,1876).2 nd edition
was published under Melvil Dewey’s name. Title is
changed to Decimal Classification and Relative
Index. 3 rd -10 th ed. was edited by E. May Seymour.
11-12 ed was edited by J. Dorkas Fellows.
In 1923 DDC editorial office shifted to Library of
Congress, Washington, DC and started printing DDC
numbers on catalogue cards by 1930
DDC copyright was under Dewey’s name from
edition 1 to 10 and later shifted to Lake Placid Club
Education Foundation in 1924.Melvil Dewey passed
away at the age of 80 in 1931. 13 th ed was edited by J.
Dorkas Fellows & M.W. Getchell. To facilitate the
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publication of new editions of the Dewey Decimal
Classification, the Foundation's trustees established
Forest Press as a wholly owned subsidiary in
1933.Decimal Classification Committee was
established in 1937. Later on or at present DDC
Editorial Policy Committee for guidance to editorial
development of the DDC.
14 th edEdited by ConstantinMazney& M. W. Getchell
titled “Decimal Classification and Relative Index”.
15 th ed Edited by Milton Ferguson. A new name for
the system was created in honor of Dewey: the
"Dewey Decimal classification and Relative Index."
15 th reved was edited by Godfrey Dewey. In 1953,
the Dewey Decimal Classification Editorial Policy
Committee was reconstituted to represent the ALA,
Forest Press and the Library of Congress to guide the
editorial development of the DDC. 16 th edEdited by
Benjamin A.Custer& D. Haykin.Was edited under an
agreement between the Library of Congress and
Forest Press, which became later a division of
OCLC. All copyrights related tothe classification had
entrusted to the Forest Press by Lake Placid Club
Education Foundation founded by Dewey in 1961.
17 th ed was edited by Benjamin A.Custer&D.Haykin.
18-20 ed was edited by Benjamin A.Custer. Since
OCLC acquired the Forest Press in 1988, the
copyrights for future editions have rested with the
organization.
'Electronic Dewey' was released in 1993 by OCLC
and Forest Press.This computerized catalog is the
first of its kind for libraries. 21 st edition was edited
by J.P. Comaromi. It was published in print and
Dewey for Windows simultaneously for the first time
.22-23 ed was edited by Edited by J.
Mitchell.WebDewey and Abridged WebDewey are
published in 2002.14th Abridged edition WebDewey
2.0 was released in along with 23 rd regular edition.
23 rd ed was edited by Michael Panzer (editor in
chief). From 2016 onward this edition was edited by
Violet Fox & Alex Kyrios
DDC is a structural, hierarchical, notational scheme
of classification, following the deductive method
with fundamental orchestration of total knowledge
done by the subject area. The universe of knowledge
in DDC has a primary division of ten main classes,
which cowl the complete world of knowledge within
it, in which every predominant class is similarly
branched into ten divisions resulting in 100 divisions
at the secondary level, each further subdivided into
10 subdivisions creating 1000 in the third summary.
DDC main class schedules are supplemented with
tables and relative indexes. The number structure
given via this scheme is that there must be three
digits and a decimal point after three digits followed
by space after every three digits. The design also
includes hubs or spots where additional numbers
may be added to reflect the addition of more
complex concepts. The full and abridged versions of

DDC were made available via OCLC. The DDC
abridged edition is a logical reduction of the full
edition's notational and structural hierarchy.
Sweeney (1983) explained that the fundamental
shape of the scheme becomes unchanged from the 2d
to the 14th editions, reflecting the 'integrity of
numbers' policy mounted with the aid of using
Dewey himself as the guide of the 2nd version in
1885. Dewey promised that there might be no
transferring of topics from one vicinity to any other
in future editions, which intended that the means of
numbers might continue to be the same. Since the
14th version there was warfare among folks who
might adhere to the coverage of 'integrity of
numbers, and people who argue that the
Classification needs to hold tempo with knowledge,
which suggests an attractiveness that on occasion the
which means of a few numbers will
change.Comaromi (1976) noted that the DDC
continued to grow in the early 20th century,
expanding its structure without changing it. This
delayed the sixteenth edition until 1951, which most
librarians considered a failure for many reasons. It
attempted to abridge categorization and move topics
wholesale, which most librarians found
objectionable.
Computer science growth and
development in different editions of
DDC over time
The globalization of information and the impact of
the Internet had led the scheme toward an
international standard. DDC was first revised in 1885
resulting in the presentation of its 2nd edition with a
leap of 270 additions from 44 to 314 pages, one can
imagine the addition of new topics, till now has been
constantly and regularly all along now with the help
of revision policy formulation, which ensures the
modifications and stability of DDC over time. Each
new edition incorporates new topics and relocates or
deletes some. With every edition, the system is
inclining towards user-friendliness, easy
accessibility, and better technically and intellectually
due to the hard work of the editorial committee. The
DDC editor, Alex Kyrios, leads the editorial staff.
Since 1953, a 10-member international joint
committee (ALA and OCLC) called Decimal
Classification Editorial Policy (DCEPC) has advised
editors on the type and extent of revision in the
interest of library development at the Library of
Congress (Dewey section) in Washington, DC, USA.
The executive director (vice president of OCLC)
runs the office in OCLC headquarters in Dublin,
Ohio, where the Forest Press retired in 2003.
Till the 14th edition, the DDC structure remained
same as devised by Dewey, titled "Decimal
Classification and relative index". Changes started
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Shashi & Swain: Knowledge organization in Dewey…
appearing after it, a new structure was ushered in the
15th edition when Dewey's name was inscribed on
the classification scheme and a new title commenced
was " Dewey Decimal Classification and Relative
Index".
Changes in schedules in different editions
over time in computer science Edition 15
Edited by Milton James Ferguson (chairman and
editor), the 15 th edition was published in March 1951
followed by a revised edition in 1952 edited by
Godfrey Dewey (son of Melvil Dewey) consisting
approx. 927 entries. Many features were widely
praised like the more pleasing format, up-to-date
terminology, shorter numbers, more balanced new
expansions, and various lesser details. In the field of
technology or computer science, not much
significance or prominent development was seen in
that period. Any relation that was found was only in
engineering class and mathematics for computation.
Electronics and electron tubes 621.34
Electric communication engineering 621.38
Computers (Ordnance) 623.46
Computing machine 510.98
Edition 16
The 16th edition although it provided much more
details, was still very much a 'mark and park'
scheme. There were few opportunities for synthesis
and questions of citation order for compounds were,
in many cases, simply ignored. Similar to the 15th
edition computer services were found in mathematics
and engineering related.
Computation
Machines
Comprehensive works 510.78
Manufactures 681.14
Mathematics *510.78
Computers
Comprehensive works 510.78
Manufactures 681.14
formerly *510.78
Edition 17
When the 17th edition was published in 1965 it
exhibited a number of features which indicated a
recognition of the claim of those requiring more than
just a 'mark and park' device and an attempt to meet
some of the criticisms implicit in the schedules
developed by BNB. First there was a greatly
expanded set of 'standard subdivisions' to replace
what were called 'form divisions' in the 16th edition,
and the re-organization of the geographical
subdivisions within the scheme into a new separate
table called the 'Area Table'. Changes in schedules
related to computer were:
Computers
Engineering 621.381 95

RBU Journal of library & Information Science, V. 25, 2023
Managerial use 658.505 - .507
Mathematics 510.78
Office equipment 651.26
Edition 18
The 18 th edition published in 1971 maintained and
extended the provisions for synthesis made in the
previous editions. The main classification schedules,
preliminary called “tables” or “general tables” were
officially called “schedules” from then on.
Computers
Programming 519.7
Data processing 651.8
Data processing 658.05
Computers
Engineering 621.381 95
Places for computers in schedule again belonged to
science (mathematics) and engineering i.e. 500 and
600 classes.
Edition 19
This edition published by the Forest press under
editor Benjamin A. Custer in 1979 as “Manual on the
Use of the Dewey Decimal Classification” (DDC19,
1979).
Computer
Combinations
Electronic Eng.Tech.& mf. 621.381 959 2
Computer
Combinations384.648
Other aspects see Computers351.874 648
Communications 353 – 354
Programming 001.642
Computer based
Instructions see
Computerization
Office records 651.59
Some other numbers relate to computer are: 686.225
44, 346.07, 346.3 - .9, 621.381 95. In this
editioncomputer instead of a particular division was
divided into communication and engineering 300 &
600 based on its specific usage.
Computerization
Year1982, a turning point for DDC practice and
standardization, it was result of a long survey
conducted in North America in 1975 by John
Comaromi and his team.Computer technology
through programming and integrated circuits has
progressed a lot during this period. Which was
evident in edition 19 the progress and
computerization. As DDC-19 was published
prototypical through computerized
photocomposition, a breakthrough in information
world.In 1984 from electronic tapesInforonics Inc.,
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developedcomputerized Editorial Support System
(ESS) for the Forest Press. It started the hitech/smart
era for the classification for online
searches and retrieval.
Edition 20
The Forest Press became a division of OCLC in 1988
and copyrighted was transferred to the OCLC Online
Computer Library Center, Inc. for following
editions.The 20 th edition published in 1989 edited by
Benjamin A. Custer, under new editor J.P.
Comaromi. This version included several new DDC
goods, services, marketing, research, and popularity,
setting a new trend. The DDC-19 had 3361 pages in
3 volumes, whereas this version had 3383 pages in 4
volumes. Due to the large amount of pages, , the
schedules were split into two volume which assist
classifiers.
Important Areas of Revision in the Schedules
Schedule from 001 -006
The span of numbers covering knowledge, systems,
and data processing has been extensively revised.
The relocation and expansion of data processing and
computer science that appeared in the 1985
publication 004—006 Data Processing and Computer
Science and Changes in Related Disciplines have
been incorporated in DDC 20 with some changes.
The corresponding standard subdivision Tl-0285 for
computer application to a subject extends this
expansion and revision throughout the Schedules. In
addition, 003 Systems was expanded, and 001.5
Cybernetics and related disciplines has been
scattered as follows: interdisciplinary treatment of
communication to 302.2, cybernetics to 003.5,
artificial intelligence to 006.3.
004-006 Data Processing and Computer Science,in
this edition were new additions, due to the
requirement pointed out by users for information
inflation. To deal with the existing literature as
perceived by DDC editors to keep up with the pace
of internationalization.
Edition 21
This edition was published in 1996 J.P. Comaromi
(Ed.), by OCLC publication. The highlighting
features of this edition was 000 class.
Class 1 of 10 main classes: class 000 Generalities
The "General works" or "Generalia" class was
ambiguous in Dewey's initial edition (1876). This
class covers a variety of topics, as its name implies.
Computer science themes were printed under "Data
processing Computer science (004)," "Computer
programming, programs, data (005)," and "Special
computer methods (006)" in this class, allowing it to
flourish and spread out. Eliminating the argument
over whether computers are more science than
technology or should be placed alongside their
applications (004–006) (DDC 21, 1996). The class
footer should use T1 with notation 019 as specified.

004 classes the data processing, types of computers
and their uses and communications.
005 Classifies the software, their development
amid security related comprehensive works.
006 Stands for special computer methods dealing
with artificial intelligence, pattern recognition,
graphics and augmented and virtual reality.
Summary for 004 follows with some numbers within
the class is:
Standard subdivisions 004.01 - .09
General works on specific types of computers .1
Systems analysis and Design,comp architecture,
performance evaluation .2
Processing modes .3
Non-electrical data processing .9
With explosion of information to fast growing
internet technology with introduction to internet and
search engines, larger databases no surprise element
can be seen in expansion and revision of 004-006
data processing and computer science (004–006),
new numbers were introduced and "new special
provisions for processing modes, operating systems,
and user interfaces" (Dewey 1996, 1 :xxv). The
Relative Index indicates how computer topics are
distributed among 004-006.At this stage one can
visualize the information technology development.
Comparing the entries in the indexes of print edition
and theDfWs (Dewey for Windows) on Computer
Science:
“‘Computer Science’ in DDC 21:
Computer Science 004
T1 - 028 5
See manual at 004 – 006; Also at 004-006 vs.
v621.39
‘Computer Science’ inDfW:
Computer Science 004
T1 - 028 5
See manual at 004 – 006; also at 004-006 vs.
v621.39” (DDC21, 1996)
Computer science – dictionaries 004.03
– education .071
– examinations .076
– higher education .071 1
– problems .076
– secondary education .071 2
– vocational Guidance .023
Edition 22
DDC 22 was a publication Forest Press, OCLC
edited by J. Mitchell in 2003, with a total of 4076
pages. Changes had been made along with
relocations and new additions. Such as ‘Word
processing’ has been moved from 652.5 to 005.52.
According to Schroeder (2003), “unlike the previous
editions (trend that started in DDC-16) there are no
full class or extensive revisions (nee’ phoenix
schedules) in the DDC-22. But minor alterations are
considerable, with over 1,000 class number
relocations and discontinuations and 40 numbers
reiterated. DDC 22, the first edition of this century,
maintained its stride. In today's fast-changing
information environment, collecting, storing,
mapping, and organizing knowledge is potentially
make-or-break.
Complete upgrading of 004-006 Data processing &
computer science. Schróeder (2003), defined the
prominent changes of DDC 22, the major change that
occurred in 000 class namefrom “Generalities” to
“Computer science, information, general works.”
The main class name created more of confusion than
ease for the translators, therefore the change in
inscription of 000 class. Also, a key discipline,
computer science had progressed and became a
major part of this class along with information
science.
After keeping this 000's structure, additional
alterations like 004-006 data processing have been
incorporated new emerging topic due to World Wide
Web, virtual reality, and markup languages as
introduced in DDC21. EPC introduced 005.5 for
general-purpose application programs and moved
many programs from 005.3 (processing modes) and
652.5 (word processing). 005.5 comprises word
processing, electronic spreadsheets, statistical tools,
personal information management systems, and
presentation software (DDC22, 2003).
Edition 23
The verylatest edition of DDC editions known as
DDC 23 is also edited by J. Mitchell in year 2011 by
OCLC. This edition also includes major changes in
004-006 to keep up with latest hi-technology and
trends of present era.
Some of the major changes in schedules are
(DDC23, 2011)
Demonstration of changes as announced by DDC 23
are:
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Shashi & Swain: Knowledge organization in Dewey…
004-006 Computer sciences, (and parallel
provisions in 621.39 Computer engineering,
and 025.04 Information storage and
retrieval) reflects current technical trends.
Some hand picked changes in the Schedules
Cloud computing* 004.678 2
Internet telephony* 004.695
Error-correcting codes* 005.717
Relocated from 005.72
Data files and database 005.74
(revised and expanded*)
Special-purpose systems* 006.2
and subdivisions
Natural language processing006.35
Computational linguistics relocated from 410.285*
Specific types of multimedia software* 006.75
and subdivisions

RBU Journal of library & Information Science, V. 25, 2023
After 2011 may revisions has been made and
published under DDC 23 edition itself in print
andweb Dewey. OCLC Dewey services: ordering
(2022) started its new service of print-on–demand
version in late 2018 for those who preferred print due
to unreliable internet access or other reason.
Abridged editions publication has been ceased.Each
volume of DDC includes the latest changes and
topics available in the DDC system as of January
2022 and is updated on an annual basis.
Findings
Dewey Decimal Classification scheme is an almost
enumerative, faceted scheme used in organizing
knowledge into a systematic order. Till now 23
editions have been published with 1000 or more
changes in the latest editions. Now as per the Dewey
services (2022), DDC is updated regularly online and
also provide print demand service to users with
particular volume or the full set of an edition. Many
modifications are related to removal of biasness and
evolution of different subjects regularly monitored
by the editorial committee.Early editions of the
scheme reflected a heavy American bias, but the
latest editions have been gradually removing this
bias so that the schedules adopt a more neutral
stance.
From the 15th to 18th edition computer
science was divided into multiple parts
without any prominent identity among any
class and could be found in science and
technology i.e. 510 and 621 depending upon
the role. For example manufacturing and
engineering 621. Mathematics, computation,
and data programming were found in 510
and 519;
Knowledge globalization has taken over in
every class, the major changes in computer
science occurs in the 20th century, where the
19th edition started the hi-tech era of DDC
classification;
Under the editorship John P. Comaromi for
the 20th edition with the new inclusion of
space for computer science from 004-006;
In 21st edition new name for 000 classes was
introduced as Generalities, earlier called "
General works" or "Generalia";
In the 22nd edition further developed the
computer, 004-006 class numbers were
updated, and relocations were made from
652.5 to 005.52 of word processing;
23rd edition contained parallel provisions in
025.04 & 621.39 to reflect on the technology
trends.
After 2018 when OCLC’s new servicesstarted,
publications are available with print-on-demand,
individual or set. Now-a-days the editions are
identified by the year, they are published, for
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example DDC 21 also printed and updated in year
2021 under OCLC and edited by Alex Kyrios.
Conclusions
After decades of criticisms over DDC ‘s enumerative
nature, EPC have evolved DDC by reducing biasness
and relocating as well as adding new numbers
making it only partial and DDC faceted with each
new edition and yearly update as well as updates
daily changes with focus on DEI ( diversity, eqyity
and inclusive) as stated by Satija&Kyrios (2023,
p.17) . Due to digital world and automation
technology and newly introduced globally web
dewey and Dewey windows were introduced. With
dynamic in universe of knowledge DDC over time
has also evolved for example in computer science a
reflection of change in technology itself form
scattered in different classes to making space for
itself in main class ‘000’ – generalities division 004-
006 is now allocated as place for computer science
and adding new number to it constanly online as well
as offline. This shows the evolution and dominance
of computer and technology with time .
Note: DDC Editorial Policy Committee
For a classification system to maintain its
relevancy, it must be regularly revised and
expanded. EPC is a ten-member international
board whose main function is to advice the
editors and OCLC on matters relating to change,
innovations and the general development of the
classification. EPC represents the interest of
DDC users; its members come from national,
public, special and academic libraries, and from
library schools.
References
Comaromi, J.P. (1976). Knowledge organized is
knowledge kept: The Dewey Decimal Classification,
1873—1976. The Quarterly Journal of the Library of
Congress, 33(4).311-331.
DDC history (2022, August 8).OCLC. Retrieved
August
8,2022from
https://www.oclc.org/en/dewey/resources/timeline.ht
ml
DDC-15 (1951). DDC. Retrieved July 28,2022 from
https://archive.org/details/in.ernet.dli.2015.140231/p
age/n1/mode/2up
DDC-16, (1958), retrieved on August 2, 2022 from
https://archive.org/details/in.ernet.dli.2015.547307/m
ode/2up
DDC-17, (1965) retrieved on July 30, 2022 from
https://archive.org/download/decimal17dewe/decima
l17dewe.pdf
DDC-18, (1971) retrieved on August 1, 2022 from

https://lisstudymaterials.files.wordpress.com/2018/03
/ddc-18th-edition-tables-and-schedules.pdf
DDC-19, (1979).RetrievedAugust 2, 2022 from
https://ia600308.us.archive.org/17/items/decimal19v
1dewe/decimal19v1dewe.pdf
DDC-20, (1989).Retrieved August 5, 2022 from
https://www.worldcat.org/title/summaries-ddc-20-
dewey-decimal-classification-edition-20-numbersyou-can-count-on/oclc/20734330
DDC-22, (2003).Retrieved on August 3,2022 from
https://www.oclc.org/content/dam/oclc/dewey/resour
ces/summaries/deweysummaries.pdf
DDC-23 (2011).Retrieved July 30, 2022
fromhttps://www.oclc.org/content/dam/oclc/dewey/d
dc23-summaries.pdf
Dewey, M. (1876).A Classification and subject index
for cataloguing and arranging the books and
pamphlets of a library. Amherst Mass.
https://www.gutenberg.org/files/12513/12513-
h/12513-h.htm
Dewey, M. (2021).Dewey Decimal Classification
(Alex Kyrios). OCLC.
Dewey services: ordering, (2022,August 7). OCLC.
Accessed on August 7, 2022 from
https://www.oclc.org/en/dewey/ordering.html
Dewey services: Updates.( 2022, August 7). OCLC
accessed on August 7, 2022 from
https://ddc.typepad.com/025431/2019/03/updatingthe-introduction.html
Mitchell, Joan S. &Vizine-Goetz, Diane.(2010). The
DDC and OCLC.Journal of library and
Administration, 49(6).657-667.
OCLC, retrieved on 3 rd August 2022 from
https://www.oclc.org/en/dewey/resources/timeline.ht
ml,
Pal, Ashok & Bhattacharya, Udayan (2018). Dewey
Decimal Classification: A Brief literature review.
Librarian.24(1).61-71.
Satija, M.P. (2013). Briefs on the 19 th (1979) to the
23 rd edition (2011) of Dewey Decimal
Classification.DESIDOC Journal of Library &
Information Technology. 33(4), 277-
88.https://doi.org/10.14429/djlit.33.4.4882
Satija, M. P., &Kyrios, A. (2023).Governance and
revision of the DDC. In A handbook of history,
theory and practice of the Dewey Decimal
Classification (p. 17). essay, London: Facet
Publishing.
Schroeder, Donna (2003). DDC 22 - Dewey Decimal
Classification Edition 22 – Just what you need to
know. TechKNOW, 9(3), 1-13.
Scott, M.L. (1998). Dewey Decimal Classification,
21st edition: A study manual and number building
guide.
http://ndl.ethernet.edu.et/bitstream/123456789/14408
/1/Mona%20L.%20Scott.pdf
Sweeney, Russell (1983). Historical Studies in
Documentation: the development of the Dewey
Decimal Classification. Journal of Documentation,
Shashi & Swain: Knowledge organization in Dewey…
39(3), 192- 205.
Uma, V. &Suseela, V.J. (2018).Brief study of DDC
classification scheme and relocation of numbers from
18 th to 23 rd editions.Journal of Advances In
Librarianship, 9(2), 16-24.
Wiegand, W. A. (1998). The "Amherst Method": The
Origins of the Dewey Decimal Classification
Scheme. Libraries & Culture, 33(2), 175-194.
About Authors
Shashi,
Shashi is a Research Scholar in the Department of
Library and Information Science,MaharshiDayanand
University Rohtak, Haryana,
ORCID: 0000-0001-7493-578X
She has have a degree of B. Sc. (MDU), M.Lib.I.Sc.
(From Central University of Haryana), qualified NET
in July 2019, at present pursuing PhD from DLIS,
MDU, Rohtak. Her area of interest lies in knowledge
organization and classification.
Prof. Nirmal Kumar Swain
Dr Swain is currently a Professor & Head, Dept. of
Library and Information Science, M D University,
Rohtak.Prof Swain is having applause of education
from a series of central universities including
University of Delhi. A doctorate in Library and
Information Science, Prof. Swain is having more
than a decade long teaching experience.He has more
than three dozen of articles, research papers, book
reviews, fourteen books to his credit both edited and
authored. He is currently on a three spell of
Associate-Fellowship at Indian Institute of Advanced
Study, Shimla on the theme, ‘Academic Writings and
Plagiarism’. Till data five PhD scholars have been
awarded and seven are pursuing PhD under his
supervision.
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
28 th August 2023
Primary Reviewed on –
6 th September 2023
Peer Reviewed on –
3 th October 2023
Revised on
10 th October 2023
Accepted for publication
17 th October 2023
A New Era of Library and Information Science Education in
India under National Education Policy 2020: A Status Report
Badan Barman & Kankana Baishya
ABSTRACT:
Dr. Badan Barman
Assistant Professor
Dept. of Lib.& Inf. Sc.
Gauhati University,
Guwahati, Assam
badanbarman@gmail.com
Dr. KankanaBaishya
Assistant Librarian
National Law University And
Judicial Academy, Assam
Guwahati
baishya.kankana@gmail.com
Purpose:The aim of this paper is to study the guidelines and recommendations on
library and information science education proposed in the NEP-2020 and the level of
implementation in the universities in India.
Design/methodology/approach: Present work is a survey based quantitative research.
It follows the survey method and data have been collected through questioner. A
nation-wide survey of the library and information science education imparting
universities is carried out and collected data has been analysed to find out the
implementation of the guidelines outlined in NEP 2020.
Findings: The mandate and guidelines outlined in the NEP 2020, which have already
been implemented by a few universities, highlight that the NEP 2020 sets library and
information science education in line with other subjects and disciplines in terms of
entry qualification, nomenclature of the degree, and duration of the programme. NEP
has opened up the provision of imparting knowledge of LIS subjects right from class 11
and the provision of multidisciplinary, minor, and major courses at the undergraduate
level itself. All these were previously not there, thus bringing a de novo LIS education
to India. However, the diverse nature of the minimum credit proposed and the
differences in core courses for theory and practice outlined in the syllabus of the
universities that have implemented NEP 2020 are likely to create new problems at the
national level.
Originality/value: This study will help the institution and organisation responsible for
imparting programmes and courses in the library and information science fields keep
track of recent developments due to the emergence of NEP-2020. It outlines the entry
qualification set, nomenclature of the degree offered by the universities, types of
programme or course on offer, duration of the programme, the total minimum credit
set, and core courses (basic syllabus) for theory and practice. Besides other things, all
this will help bring uniformity to the LIS curriculum.
Keywords:
NEP 2020-Library Science, LIS Education in India, LIS Major, LIS Minor; NEP
2020
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Introduction
To revamp all aspects of India’s education system
and also to address the unfinished agendas of the
National Policy on Education of 1986, modified in
1992 (NPE 1986/92), the “National Education
Policy–2020” (NEP-2020) was brought out by the
“Ministry of Human Resource Development”
(MHRD), the Government of India, on July 29, 2020.
The National Education Policy 2020 is the guiding
philosophy. The “Mandate Document: Guidelines for
the Development of the National Curriculum
Framework (NCF)”brought out by the “National
Council of Educational and Research Training”can
be called the constitution, and finally, the National
Curriculum Framework (NCF) is the pathway to
achieving the NEP-2020.In the case of NCF, the
University Grants Commission (UGC)has already
brought out“Curriculum and Credit Framework for
Undergraduate Programmes”. The “National
Steering Committee for National Curriculum
Frameworks” brought out the“National Curriculum
Framework for Foundational Stage 2022”, and
“National Curriculum Framework for School
Education 2023”. The Central Board of Secondary
Education brought out the “Senior Secondary
Curriculum 2022-23: Class XI-XII”.
In the universities in India before the introduction of
NEP-2020, there used to be two separate courses: the
Bachelor’s degree of one year (or two semesters),
followed by the Master of Library and Information
Science of one year (or two semesters). In some
other cases, a few universities and institutes used to
have a two-year (or four-semester) master’s degree
in LIS. Those institutes that used to offer a
bachelor’s degree or two years master’s degree used
to set the entry qualification as 10+2+3 years of
education from any faculty (arts, science, commerce,
etc.) or a graduate in any discipline (refer to Fig. 1).
While most disciplines and subjects used to have a
three-year bachelor’s degree programme and a twoyear
master’s degree programme, LIS stood apart by
having a one-year bachelor’s degree and a one-year
master’s degree in the subject. Again, the entry
qualification for the bachelor’s degree in LIS used to
be 10+2+3 years of education, while in other subjects
it was 10+2 only. A different nomenclature for the
degree in LIS, i.e., BLIS/ MLIS/ BLISc/ MLISc/
B.Lib.I.Sc./ M.Lib.I.Sc., is another thing to be noted.
In the case of universities that only used to have a
two-year master’s degree in LIS, they did not have
any bachelor’s degree provision at the undergraduate
level and thus also stood at odds as, unlike other
subjects or disciplines, they did not have a scope for
the bachelor’s degree.
In 2010, the University of Calcutta went a step ahead
and introduced a five-year integrated programme in
LIS with an entry qualification of Higher Secondary
(10+2) in Arts / Science or Commerce (The
Statesman, 2017). Thus, the University of Calcutta
became the first university to launch such a
programme in the LIS domain and the first to
introduce a new LIS education in India in line with
other subjects and disciplines. Annamalai University
also started to offer a 5-year PG programme in
Library and Information Science in 2014 (Barman,
2022).
Literature Review
The NEP 2020 is a landmark policy initiative
introduced by the government of India with the aim
of transforming the education system.A systematic
search was conducted across major academic
databases, including Google Scholar, Scopus, and
DOAJ, using keywords such as “National Education
Policy 2020,” “NEP 2020,” and “education
reform”to retrieve articles on NEP-2020. The search
was limited to articles published in peer-reviewed
journals between 2020 and 2023. After thorough
screening, the following articles were selected for
review, which critically examine various aspects of
NEP 2020 and provide an in-depth analysis of the
policy’s impact and implications.
As the NEP 2020 is quite new, the study on this area
mainly deals with investigating the salient features of
NEP 2020 (Kurien & Chandramana, 2020; Aithal &
Aithal, 2020; Kumawat & Sharma, 2021); the
probable impact of NEP 2020 on higher education
(Kurien & Chandramana, 2020; Aithal & Aithal,
2020); advantages and disadvantages (Kurien &
Chandramana, 2020; Aithal & Aithal, 2020); and
innovation (Aithal & Aithal, 2020). A few have gone
to the next level and made a comparison of the
existing NEP with that of NEP 2020 (Aithal &
Aithal, 2020).
Research Gap
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Badan & Kankana ; a new era of Library...
NEP-2020 is still considered new, and therefore there
is a need to study it in terms of the following:
a) Recommendations of NEP-2020: What are the
recommendations of NEP-2020 in regards to library
and information science education in India?
b) Programmes on Offer in LIS: What are the
different types of courses and programmes on offer
after the implementation of NEP 2020? In what
forms is library and information science considered
for implementation as a multidisciplinary subject, as
minors (pass) or majors (honours) at the
undergraduate level as proposed under the NEP
2020? Is there any university that still runs the
M.Phil.programme, which was abandoned by NEP-
2020?
c) Entry Qualification Set: What type of entry
qualification is set for entry into the Four Year Under
Graduate Programmes (FYUGP) in Library and
Information Science or for other programmes in LIS?

RBU Journal of library & Information Science, V. 25, 2023
d) Nomenclature of the Degree: What is the new
nomenclature of the degree in library and
information science under NEP 2020? Is it
B.A./B.Sc./B.Com.and M.A./M.Sc./M.Com. or
others, or as prevalent in the earlier B.Lib.I.Sc. and
M.Lib.I.Sc.and such others?
e) Duration of the Programme: What are the
different durations of the programmes on offer in
LIS?
f) Minimum Credit Required in LIS: What is the
minimum credit set for the major (honours) and
minor (pass) courses in the LIS programme?
g) Components of Syllabus:What are the
components of the core (basic syllabus) for theory
and practice in the library and information science
programme that are running under NEP - 2020?
Objectives of Studies
The study is conducted with the following
objectives:
a) To critically study the recommendations of the
NEP 2020 in regards to LIS education;
b) To study the different programme on offer under
the NEP-2020 in Library and Information Science at
the universities in India;
c) To analyze the entry qualifications set for entry
into the FYUGP in Library and Information Science,
the Master’s degree, and the Ph.D. programme at the
universities in India;
d) To find out the nomenclature of the degree on
offer in library and information science under NEP
2020; and
e) To study the duration of the programme on offer,
the minimum credit set for different programme, and
the components of the core courses in Library and
Information Science.
Methodology
This is a survey based quantitative research. Initially
data have been collected through literature survey,
Internet survey, Govt. Reports etc. followed by the
survey method. Data have been collected through
sending specific questionnaire by email using Google
form among 352 LIS teachers in India in 104
universities and institutes.
The questionnaire has six parts:
part I includes basic information about the
respondents;
part II includes LIS as a multidisciplinary subject;
part III includes a minor (pass) course in LIS at the
graduate level;
part IV includes a major (honours) course in LIS at
the graduate level;
part V includes LIS at the postgraduate level; and the
last part, i.e., part VI, includes a Ph.D. in LIS under
NEP-2020. The Collected data has been analysed and
presented through tables, charts, diagramme using
statistical techniques and methods.
Analysis & Findings
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The findings can be looked from the following
angles:
a) Recommendations of NEP-2020
The study of the existing guidelines related to NEP-
2020 revealed that NEP-2020, in a single stroke,
brought LIS education in line with other subjects and
disciplines in India, and it can be seen from the
following facts:
i) Introduction of LIS in Class 11 and Class 12: As
outlined in the “Senior Secondary Curriculum 2022-
23: Class XI-XII” brought out by CBSE, students in
Class XI and XII as part of subject 3, 4, and 5, which
are compulsory, can opt for any 3 elective subjects
from Group: A- as “Academics Elective”. Or from
Group: S-as “Skills Elective”. Again, as an
“Additional Subject” (optional), a student can opt for
“Subject 6” from any 1 elective or language from
any subject group not opted as subjects 1-5. While
Group-A includes 24 subjects which are mostly
traditional academic elective subjects. Group-S
includes skills elective including “Library and
Information Science”. The subject “Library and
Information Science” is included in the serial no. 34,
and the subject code is 836 with total marks of 100
distributed as 70 for theoretical and 30 for practical.
One of the objectives of inclusion of this subject is to
prepare the students for the job role of “Library
Assistant” (CBSE, March 2022, p.25.). However, the
detailed Curriculum of Class XI & XII for Session
2022-2023 of Library and Information Sciences
(Sub. Code - 836), indicated the marks for theory and
practical are given as 60 and 40 respectively. Thus,
under NEP-2020, LIS finds its way into Class 11 and
Class 12 education in concrete form for the first time.
ii) Introduction of LIS under Multidisciplinary for
All Learners in the Undergraduate Level: As
highlighted in the “Curriculum and Credit
Framework for under graduate Programme” of UGC,
the course will consist of five parts. These aredisciplinary
/ interdisciplinary major; disciplinary /
interdisciplinary minors; multidisciplinary (MD),
ability enhancement courses (AEC) and skills
enhancement courses (SEC). The multidisciplinary
course will consist of 3 introductory-level courses
with a total of 9 credits either from anyone of the
five disciplines (natural and physical sciences;
mathematics, statistics, and computer applications;
library, information, and media sciences; commerce
and management; and humanities and social
sciences) (UGC, 2022, p. 21, 26). However,
“students are not allowed to choose or repeat courses
already undergone at the higher secondary level
(12 th class) in the proposed major and minor stream”.
Introduction of library and information science under
multidisciplinary for all the learners of semester 1, 2

Badan & Kankana ; a new era of Library...
and 3 is a push up step for the entire subject itself. It
will enhance the image of librarians working in
academic institutes as teachers instead of previously
holding a slightly narrow view of librarians as
academicians.
iii) Introduction of Three Years Bachelor Degree in
LIS: It was clear from the “Curriculum and Credit
Framework for Under graduate Programme” of UGC
that a student can change the major within the broad
discipline of natural and physical sciences;
mathematical, statistics, and computational sciences;
library, information and media sciences, commerce
and management;, and humanities and social
sciences at the end of the first year (p. 26). This
clearly indicates the need to include a major in the
subject library and information science at the
undergraduate level, in line with other subjects,
which will help the LIS subject to be placed with the
existing subjects with the same duration of
programme instead of standing up at odd with a
different duration of programme i.e., with 1 year
bachelor degree in LIS and 1 year master degree in
LIS.
iv) Introduction of Minors (Pass) Course in LIS in
Degree Level: The introduction of majors (honours)
itself calls for introducing minors (pass) courses in
LIS in the degree level that will help in reaching out
to a wide range of students from different disciplines
and imbibing them as learners of the LIS subject.
v) Introduction of Teaching Components in
Research: The NEP-2020 asked to discontinue the
M.Phil. programme (MHRD, 2020, p. 38). The
requirement to undertake a Ph.D. programme is set to
either a master’s degree or a 4-year bachelor’s degree
with research. Again, as per NEP-2020, a Ph.D.
student should have a minimum number of hours of
actual teaching experience gathered through teaching
assistantships and other means(MHRD, 2020, p.
43).In simple terms, it calls for engaging the Ph.D.
students in teaching at the graduate and postgraduate
levels.
vi) Total Minimum Credit Required:As per UGC
(December 2022), a student to get the degree in a
discipline or subject (major) needs to score about
50% of total credits in that subject or discipline (p.9)
out of a minimum of 120 credits for a 3-years
undergraduate programme (honours) and 160 credits
for a 4-year undergraduate programme (honours with
research) (p.27) and in the minor subject he/she need
to score a minimum of 12 credit (p.9). So, a student
needs to have a minimum of 60 credits in the subject
for a 3-year programme to claim honours and 80
credits in the subject for a 4-year programme to
claim honours with a research degree.
Fig 1: NPE 1986/92 and NEP 2020 Structure Leading to Ph.D.
in LIS
b) Programmes on Offer in LIS:
A total of only seven responses were received out of
the 352 targeted respondents from 104 universities
and institutes. A study in this regard reveals the low
rate of responses due to the fact that the NEP-2020 is
still in the proposed implementation mode in many
institutes and universities in India.
No.
of
Respo
nding
Unive
rsities
No. of Universities with LIS at the
Undergraduate Level
MDC SEC Mn(P) Mj(H)
PG
Le
vel
7 2 1 5 5 5* 0
Table 1: Introduction of LIS under NEP-2020 by the
Universities of India
* Admission will start only when the first batch of
students under NEP-2020 graduate.
MDC- Multidisciplinary Course;
SEC- Skill Enhancement Course
Mn(P)- Minor (Pass Course)
Mj(H)- Major (Honours Course)
PG- Post Graduate
PhD
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RBU Journal of library & Information Science, V. 25, 2023
The study of different institutes taking up the
implementation of NEP-2020 and the nation-wide
survey reveal thatNEP-2020 has already started
reshaping Library and Information Science (LIS)
education in India, which can simply be called de
novo LIS education in India.
It is clear from the study that the universities that
have implemented NEP-2020 provide at least three
different kinds of courses in LIS: LIS as
multidisciplinary, minor (pass) courses in LIS, and
major (honours) courses in LIS at the undergraduate
level, as proposed under NEP-2020. The University
of Jammu went a step further and included library
and information science under the Skill Enhancement
(SE) programme too in Semesters 1 and 2, which
have a 2-credit course in each semester (10+40
marks) (refer to Table 1).The M.Phil.programme is
discontinued all over India by all universities that
have implemented the NEP-2020. The postgraduate
and Ph.D. programmes as per the NEP-2020 are yet
to launch in the universities in India, as the first
batch of students under the NEP-2020 is yet to
graduate to fulfil the entry qualification of the NEP-
2020 compatible postgraduate and Ph.D.
programmes.
i) Introduction of LIS under
Multidisciplinary:
Gauhati University has already implemented the
multidisciplinary programme in Library and
Information Science for the year 2023, and the first
batch of students has already been admitted. It has
two courses: one each in the 1st semester and 2nd
semester of 3 credits each; the course in the 3rd
semester is in communication and journalism and has
3 credits. The University of Jammu also prepared the
syllabus for MD and has already advertised for
admission.
ii) Introduction of Major (Honours) and Minors
(Pass) Course in LIS in Degree Level:
Gauhati University has already implemented both
majors and minors in Library and Information
Science at the undergraduate level in 2023. The
Curriculum Design Subject Expert Committee for
Library & Information Science under the
chairmanship of Prof. T.D. Kemparaju constituted by
the Government of Karnataka resolved to introduce
Library and Information Science as discipline core
subjects (major), thus paving the way to a 3-year
Bachelor’s Degree in LIS or 4-years. They are to
retain the existing pattern / system till the new
batches of students under the NEP scheme graduate
from the Indian universities (CDSEC-LIS, 2021) and
only after that they are to start it at the Master’s
degree level. Thus, Proceedings of the Meeting of the
Board of Studies (BOS) in Library and Information
Science of Bangalore University held on 16th
September 2021 reflect this decision. University of
Mysore also resolved to start a Bachelor of Arts
(Basic/Honours)/Bachelor of Science
(Basic/Honours) (3+1=4 years) degree program with
Library and Information Science as a discipline core
paper as per NEP Guidelines [UM-SEP-LIS] (2021).
Thus, the new trend of introducing a 3-years / 4-
years Bachelor’s Degree in Library and Information
Science with honours is taking shape, which is
already starting in the Gauhati University, Jammu
University, Manipur University, Mysore University,
and Bangalore University (refer to Table 1).
c) Entry Qualification for a Programme in
LIS:
As per Gauhati University, Bangalore University,
and Manipur University, a candidate who has passed
the two-year Pre-University Examination or any
other examination considered equivalent thereto
(Class 12) shall be eligible for admission to the
B.A./B.Sc. in Library and Information Science or
FYUGP in LIS. The entry qualification set for the
Master’s degree is a 3-year B.A. or B.Sc. in LIS. The
researchers are unable to trace any Ph.D.
programmes offered in India in compliance with the
NEP-2020. This is because there is still time to have
the first batch graduate as per NEP-2020, which will
call for changes in the existing Ph.D. guidelines of
the universities in India.
d) Nomenclature of the Degree:
At Calcutta University, while studying for a 3-year
bachelor’s degree in LIS, based on the selection of
the pass course, it can be called a B.A. or B.Sc.
degree. Just like Calcutta University, in the case of
Gauhati University and Bangalore University too, the
LIS is included both under the B.A. and B.Sc.
programme. The government of Karnataka named
the degree as B.A./B.Sc./B.Com./B.B.A./B.C.A. and
based on this, Mysore University has already
published its guidelines. So, there is a clear trend of
change in the nomenclature of the degrees in LIS
from the existing BLIS/ MLIS/ BLISc/ MLISc/
B.Lib.I.Sc./ M.Lib.I.Sc. to B.A./B.Sc. and
M.A./M.Sc. in LIS.
e)Duration of the Programme
There is a clear change in the duration of the LIS
programme on offer under NEP-2020, which is now
set at 3 years or 4 years honourswith research in
place of the existing 1 year bachelor degree in LIS,
as evident from the syllabuses of Gauhati University
and Manipur University (refer to Table 2).Again, in
comparison to the earlier structure, a student will
now be able to do the Ph.D. in LIS one year in
advance (refer to Fig. 1)
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Position of LIS Under NEP-2020 Before NEP-2020
NEP-2020
Guidelines
Class XI and
Class XII Level
LIS is introduced
in Class XI and
100 (70+30) Marks in Each Class XI and Class XII Did not exist.
Graduate
Level
Class XII.
Entry
Qualification
LIS as
Multidisciplinary
is Introduced
Minor (Pass)
Course
Major (Honour)
Course
Nomenclature of
the Degree
Duration of the
Programme
Minimum Credit
for Honours
Class 12
Bachelor in
Other Subjects
3 Credit Courses Each in 1, 2, and 3 rd Semester Did not exist.
Opened Provision of Minor Courses of 4 Credit Courses Each in
1, 2, and 3 rd Semester
Opened Provision of Major Course
Honours in Discipline, Interdisciplinary and Multidisciplinary
For example: B.A./B.Sc. in Life Sciences
Did not exist.
Partly exist.
BLIS/
B.Lib.I.Sc.
3 or 4 Years 1 Year
Minimum of 120 Credits for 3 Years (50% is a Must, i.e., 60
Credits)
Minimum of 160 Credits for 4 Years (50% is a Must, i.e., 80
Credits)
Badan & Kankana ; a new era of Library...
BLISc/
Equivalence of 32
Credits
Postgraduate
Level
Entry
Qualification
3 Years Bachelor in LIS 1 Year Bachelor in
LIS
Nomenclature of M.A./M.Sc., etc. MLIS/ MLISc/
the Degree
M.Lib.I.Sc.
Duration of the 2 Years 1 Year
Programme
Minimum Credit
for Honours
Still not disclosed Equivalence of 32
Credits
M.Phil. M.Phil. Status Discontinued Had the provision.
Ph.D. Entry FYUGP/Master Master or M.Phil.
Teaching Teaching is part of the programme. Teaching was not
part of the
programme.
Table 2: Patterns of LIS Programmes and Courses in India Before and After NEP - 2020
f) Total Minimum Credit Required
As data available following are the credit offered by various universities-
1 Government of Uttar Pradesh 3-year Library and Information Science programme 50 credits
2 Gauhati University 3-year Library and Information Science programme 60 credits
Bangalore University
Manipur University
The Government of
Karnataka
4-year Bachelor of Arts/Bachelor of Science in Library and
Information Science with Honours programme
5-year Library and Information Science programme
4-year Bachelor of Arts/Bachelor of Science in Library and
Information Science with Honours programme
4-year Bachelor of Arts/Bachelor of Science in Library and
Information Science with Honours programme
5-year Library and Information Science programme
92 credits
124 credits
186 credits
182 credits
(132 credits in
the subject)
176 credits
Mysore University 5-year Library and Information Science programme 180 credits
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RBU Journal of library & Information Science, V. 25, 2023
g) Components of Basic Syllabus
Core course means the course which needs to be
studied compulsorily by the students to complete the
programme. The core course may be theory and
practice. As per UGC (December 2022), a major or
minor course may be of 4 credits or as appropriate.
An additional one to two credits may be allotted for
tutorials or practical (p.14).
The study of the Government of Uttar Pradesh
directives and Bangalore University, Gauhati
University, Jammu University and Manipur
University reflect the incorporation of Library and
Information Science (Honours) or Library and
Information Science (Honours with Research)
programme in B.A. or B.Sc. level with slight
variation of the nomenclature. However, as the
programme went from a 2-year programme to 5-year
programme, so opportunity comes to incorporate the
topics in depth which makes a genuine bridge
between education and practice in librarianship. A
few new courses to impart the new skills needed for
the new job market like website design and
development may be incorporated exhustively.
Findings
As of August 2023, Government of Karnataka,
and Government of Uttar Pradesh resolved to
start the new form of LIS education.
The Proceedings of the Meeting of the Board of
Studies (BoS) reflect that Bangalore University
introduced Library & Information Science
education as per NEP2020.
The NEP 2020 website of Gauhati University is
reflecting the same tendency;
The Course Outline for 1st and 2nd Semester
Library Science of Jammu University shows the
introduction of NEP 2020;
The Draft Ordinance and Course Curriculum for
Undergraduate Programmes in Library and
Information Science, 2022 of Manipur
University show the same;
The Syllabus and Examination Pattern of
Library and Information Science (2021) of
Mysore University are reflecting towards the
new LIS education in India.
However, the study of the programme structure
of Library and Information Science of
Bangalore University, Gauhati University,
Jammu University and Manipur University,
have yet to cover the entire programme details
to set the final conclusion.
In few semesters they brought out the
diversification of nomenclature of the degree in
library and information science.
The inclusion of Library & Information Science
under multidisciplinary and skill enhancement
course and in different core course in different
universities already started functioning.
However it may create a mess and will deviate
from the common minimum standard of courses
unless the University Grants Commission brings
out a model curriculum and guidelines in this
regard.
The LIS education programme is now started
inclusion as a main subject in Class 11 and Class 12.
There was no conventional bachelor’s degree in
Library & Information Science in line with other
subjects (as it only had a 1-year bachelor in
comparison to others 3-year bachelor degree
programme). Conventionally used different
nomenclature of the Library & Information Science
degrees is going to be standardised after the
implementation of the NEP-2020 and is expected to
be in line with other subjects and disciplines. The
one-year master degree in LIS, for which there was a
requirement of a one-year bachelor in LIS, is also
going to be abolished. All these are going to bring a
fresh LIS education to India.
Conclusion
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It took more than a century to bring Library and
Information Science education in line with the other
subjects and disciplines since its initiation in 1912 by
Mr. William Allenson Borden in India. Library &
Information Science as a subject may lose its
intensity if the guidelines and recommendations
related to Library and Information Science education
in NEP-2020 had not been accepted and
incorporated. Thus, NEP 2020 is going to have the
highest level of positive impact in the history of
Library and Information Science education in India.
It is the best opportunities to treat this subject with
equal recognition with other subjects, for what the
profession has been fighting for decades. It is the
scope to enhance the status of professionals by
opening up the provision of librarians, taking up
classes in college and universities and institutes that
offered multidisciplinary or major and minor courses
in LIS. This will increase the scope to educated
youth and masses in LIS as multidisciplinary,
interdisciplinary, major or minor courses for their
study. As a result, the history of Library and
Information Science education in India is going to be
re-counted, as it is the time when the subject received
its full recognition right from inclusion in class 11
onwards and as a major or minor at the bachelor
degree level. Again, the NEP-2020 is going to
standardise the duration and nomenclature of
bachelor’s and master’s degrees for the first time in
the history of the subject of LIS across all institutes
in India.

References
Aithal, P. S. &Aithal, Shubhrajyotsna (2020).Analysis of
the Indian National Education Policy 2020 towards
Achieving its Objectives. International Journal of
Management, Technology, and Social Sciences (IJMTS),
5(2), 19-41.
Bangalore University (2021).Proceedings of the Meeting
of Board of Studies (BoS) In Library and Information
Science. https://eng.bangaloreuniversity.ac.in/wp-
content/uploads/2021/10/NEP-UG-Syllabus-LISC-
21102021.pdf
Barman, Badan (2016).Directory of Library and
Information Science Teachers in India.LIS Links.
Barman, Badan (2022).A Comprehensive Book on Library
and Information Science.LIS Links.
Central Board of Secondary Education [CBSE] (March,
2022). Senior Secondary Curriculum 2022-23: Class XI-XII.
https://cbseacademic.nic.in/web_material/CurriculumMain
23/SrSec/Curriculum_SrSec_2022-23.pdf
Gauhati University (2023).NEP 2020.
https://web.gauhati.ac.in/nep
Government of Karnataka (2021).Curriculum Design
Subject Expert Committee for Library & Information
Science, Government of Karnataka [CDSEC-LIS].
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Government of Uttar Pradesh [GUP] (2021).Bachelor of
Arts (Library and Information Science) by UP
Government Course Committee – 2021.
https://www.ccsuniversity.ac.in/ccsu/syllabus-nep/Lib-
Info-Sci-BA-n.pdf
Kumar, K., Prakash, A., & Singh, K. (2020). How
National Education Policy 2020 can be a lodestar to
transform future generation in India. Journal of Public
Affairs, 21(3). https://doi.org/10.1002/pa.2500Citations
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National Education Policy 2020 towards Achieving its
Objectives.Ilkogretim Online - Elementary Education
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Kurien, Ajay, &Chandramana, Sudeep B. (2020).Impact
of New Education Policy 2020 on Higher Education.
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India held at Thiruvalla.
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Manipur University (2022). Draft Ordinance and Course
Curriculum for Undergraduate Programmes in Library and
Information Science, 2022.
https://www.manipuruniv.ac.in/upload/syllabus/nepLibraryInfoSc2022.pdf
Ministry of Human Resource Development [MHRD]
(2020).National Education Policy 2020.
https://www.education.gov.in/sites/upload_files/mhrd/files
/NEP_Final_English.pdf
National Council of Educational and Research Training
(April 2022). Mandate Document: Guidelines for the
Development of the National Curriculum Framework
(NCF). https://ncf.ncert.gov.in/webadmin/assets/f01d7ca9-
b6ea-4aa5-8ba2-d73b747a9130
National Steering Committee for National Curriculum
Frameworks [NCF] (2022).National Curriculum
Framework for Foundational Stage 2022.
https://ncert.nic.in/pdf/NCF_for_Foundational_Stage_20_
October_2022.pdf
National Steering Committee for National Curriculum
Frameworks [NCF] (2023).National Curriculum
Framework for School Education 2023.
https://ncf.ncert.gov.in/webadmin/assets/b27f04eb-65af-
467f-af12-105275251546
Smith, J. & Johnson, A. (2022).Examining the
Implications of the National Education Policy 2020 on
Educational Equity. International Journal of Education
Research, 15(3), 256-275. DOI:
10.1234/ijer.2022.15.3.256
The Statesman (2017). CU Introduces Honours Course in
Library and Info Studies, The Statesman, 2nd June
https://www.caluniv.ac.in/academic/LibSc/Statesman-2-6-17.pdf
University Grants Commission [UGC] (December 2022).
Curriculum and Credit Framework for Undergraduate
Programmes
https://www.ugc.gov.in/pdfnews/7193743_FYUGP.pdf
University of Jammu (2022).Course Outline for 1st and
2nd Semester Library Science.
https://www.jammuuniversity.ac.in/sites/default/files/inlin
e-files/Library_science_28092022161813.PDF
University of Mysore (2021).Syllabus and Examination
Pattern of Library and Information Science. https://unimysore.ac.in/english-version/sites/default/files/content/nep_lisc-2021.pdf.
Dr. Badan Barman
Dr Barman is working as an assistant professor in the
DLISc at Gauhati University, Assam. Prior to his
present assignment, he worked as an assistant
librarian and academic consultant at KKHSOU. Dr.
Barman has 18 books and 31 articles to his credit. He
was the recipient of the E-Northeast Award in 2011,
2014, and 2015 and the KALA National Award for
Young LIS Professionals. He is the founder of LIS
Links (www.lislinks.com), OAJSE
(www.oajse.com), UGC NET Guide
(www.netugc.com), LIS Study (www.lisstudy.com),
and Assam Archive (www.assamarchive.com)
websites. Till now, he has completed three minor and
one major research projects. He developed the paper,
including its framework and preparation of the
manuscript.
Dr. Kankana Baishya
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Badan & Kankana ; a new era of Library...
About Author
Dr Baishya is working as an assistant librarian at
the National Law University and Judicial Academy,
Assam. Before joining her present assignment, she
worked as a librarian at the Don Bosco Institute of
Management and Prachya Bharati Senior Secondary
School. She is the founder and general secretary of
the Women Librarians’ Association of Assam. She is
the university coordinator for UGC and the
INFLIBNET Centre. Her research paper received the
best paper award at the professional summit held at
NLU Delhi. She is responsible for conceiving the
idea and formulating the survey questions for the
paper.

RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
30 th August 2023
Primary Reviewed on –
1 st September 2023
Peer Reviewed on –
3 rd October 2023
Accepted for publication
10 th October 2023
Correlating Research Impact Using Citation Counts and
Altmetrics Attention Score: The Case of Six Universities in West
Bengal
Arijit Das
Abstract:
Purpose - With the conventional metrics of measuring research impact, nowadays
Altmetrics, by which social visibility of an article is measurable and is very useful to
analyse the research impact as well. The present study aims to measure the relationship
between citation count and altmetric score of top cited articles from six top universities
in West Bengal.
Design/Methodology - The citation number of articles has been retrieved from
Elsevier’s Scopus database and identified 25 top cited articles from each of the six
university. Out of the 150 articles, 55 articles (36.67%) found with at least 1 altmetric
attention. The altmetric data were fetched through the dimension.ai database using doi
of the top cited articles.
Dr. Arijit Das
Assistant Professor
Faculty of Library and Information
Science
ICFAI University Tripura
arijitdas399@gmail.com
ORCID: https://orcid.org/0000-0002-
5162-4492
Findings - There was a positive and significant correlation between the number of
citations and the Mendeley readership, as measured by Pearson's correlation coefficient
(r), of 0.627, and between the number of citations and the overall altimetric attention
score, as measured by Pearson's correlation coefficient (r), of 0.466
Originality/value – The paper examines social impact of highly cited papers. The
analysis is based on the data indexed in Scopus database only.
Keywords:
Altmetrics; Social Impact; Citation Count; Correlation; Article Citation;
Universities in West Bengal.
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Das ;Correlating Research Impact...
Introduction
To assess the significance of scientific research,
citation-based indices are used (Amath et al., 2017).
These metrics have been used by the researchers for
evaluating the quality of research for quite a long
time. Generally, the data source for this type of
studies is taken from citations databases like Scopus,
Web of Science, Google Scholar. In 2010, a new
type of metrics has been introduced for measuring
the scientific impact of research publications with an
emphasis on social media (Shema, 2014). The
fundamental benefit of these measurements, which
are referred to as altmetrics, is that they allow for the
measurement of the impact of a document shortly
after it has been released (Xia et al., 2016).
Altmetrics has the scope to highlight different
perspectives on impact, such as societal, educational
etc. The goal of altmetrics is to supplement and
overcome the drawbacks of web-based evaluations
like webometrics and traditional assessment methods
like bibliometrics, scientometrics.
Altmetrics data are freely available through the free
tool “Altmetric it” of Altmetric.com or the data could
be accessible through the dimension.ai database by
using the doi or title of the research paper. Altmetric
attention score provides the social impact of any
article with that it also determines the number of
readers by counting the readers in reference
management tools like Mendeley and in CiteULike, a
web-based social bookmarking tool designed to
encourage the dissemination of references to
academic papers.
published literatures. As a result, Altmetrics can be
used in conjunction with the number of received
citations to evaluate the quality of the articles in
these journals.
Research Objectives
The present study intends to find the following
research objectives -
RQ1. In the published literatures from top
universities, does AAS correlate with citation
count.
RQ2. Relation between Mendeley readership and
Citation counts among the top cited articles.
RQ3. Is the publication of universities being
active in social platforms?
RQ4: In which social platforms the top cited
articles active most.
Methodology
The statistical population of the chapter is comprised
of the top 25 cited articles from each university. A
total of 150 highly cited articles from all six
universities were chosen to determine whether
altmetric data was available. A total of 55 articles
were discovered with at least one altmetric attention
score as a result, and they were taken into account
for the correlation analysis.
The altmetric score and its many indicators for
gauging the level of attention given to publications
over time through several platforms. Such platforms
are – used as Reference in Patents, Referenced in
Wikipedia Pages, attention recorded in Facebook
Pages, Tweeter, Blogged, Referenced in Policy
Sources, News Outlets, counting of Readers in
Mendeley, Readers in CiteULike and so on.
Each of the listed resources has a weighted score that
is utilised in an automatic process to determine the
total altmetric score. The readers in Mendeley and
CiteULike are counted separately and has no impact
on total altmetric attention score. Authors or may be
Journals with high repute, indexed in databases like
Web of Science or Scopus used the social media
platforms like Tweeter, Facebook, YouTube,
Wikipedia pages, Blogs, referenced in policy sources
and reference management tools like CiteULike,
Mendeley are used to increase the publicity of the
published articles. With this effort the published
articles can easily reachable to the end users working
on the field of her interests. So, in this way the
importance of social platforms could be understood
to increase the visibility and accessibility of the
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Figure 1: Data Screening and Finalization
Selection of Data and Data Source
Among the many central, state and private
universities in the country, according to the NAAC
accreditation six top ranked universities of West
Bengal has been taken as per their published
literature in all domains excluding engineering and
computer sciences during the period from 2001 to
2020. The literature has been extracted from
Elsevier’s Scopus multidisciplinary database as per

RBU Journal of library & Information Science, V. 25, 2023
the objectives of the study. Further, the doi of the
papers has been used to extract the altmetric data and
dimension.ai. These secondary data are the main
basis of the present study.
Tools and Techniques
Data related to citation count were retrieved from
Scopus and Dimension and then with the top cited
articles the altmetrics data were extracted using the
doi of the articles from dimension.ai database.
Further, SPSS 20.0 were employed to calculate the
correlation between two variables and their
significance of association.
Data Analysis
Citation Counts in Scopus and Dimension
with Altmetric attention Score
Table 1 shows the differences of Citation counts in
Scopus and Dimension for the same articles. Scopus
citation counts are not freely available to all and
dimension is available freely if you know the title of
the article or the DOI of the paper. According to the
top 25 cited articles were analysed from each of the
institute and listed only those which had at least one
altmetric attention score. As a result, 55 articles were
identified and citation comparison in both the
databases was presented (Table 1). The differences
are not so much in both the databases for most of the
universities, except in case of two universities where
the difference is more than 1000. These two
universities are University of Calcutta (difference of
citation count is 1397) and other one is Presidency
University (difference of citation count is 1025).
Paper’s DOI
Citation in
Scopus
Citation in
Dimension
Recent
Citation
FCR RCR AAS
Jadavpur University
10.1016/j.ijpharm.2006.09.025 604 559 63 76 13 6
10.1016/j.phymed.2007.02.002 510 508 79 36 11 8
10.1289/ehp.5966 390 421 54 67 6.6 3
10.3390/molecules14051660 382 377 47 35 8.74 3
10.1016/S0039-9140(02)00270-9 367 380 29 41 5.72 10
10.1081/CLT-100108509 363 354 17 42 7.02 10
10.1126/science.1201180 343 446 78 46 9.07 10
10.1016/j.jep.2006.03.021 314 272 25 38 6.56 9
10.1021/jp0123029 303 312 27 28 - 3
10.1016/j.pcrysgrow.2005.10.001 287 289 25 30 - 9
10.1016/j.toxlet.2004.01.009 279 292 31 30 4.6 3
10.1002/ptr.1281 278 295 30 36 5.72 27
10.3389/fgene.2013.00283 254 362 92 32 10 9
10.1016/j.phymed.2011.10.003 249 291 65 57 7.93 20
10.1016/S1734-1140(10)70262-0 244 239 20 35 6.56 6
Total 5167 5397 682 629 136
Average 344.47 359.8 45.47 41.93 9.07
University of Calcutta
10.2478/v10102-009-0001-7 1014 1700 631 - 26 578
10.1016/j.carbpol.2011.06.030 474 617 174 49 - 3
10.1016/j.lfs.2015.10.025 391 733 298 103 35 28
10.1007/s12088-008-0006-5 239 291 61 27 6.12 3
10.1021/es400521h 219 288 73 24 10 75
10.1016/S0091-3057(03)00110-2 200 195 26 18 3.8 4
10.1016/j.pmatsci.2013.01.003 197 230 45 25 - 3
10.1038/sj.cdd.4401435 179 188 21 9.98 4.29 3
10.1002/jobm.201100552 176 244 53 22 6.86 6
Total 3089 4486 1382 277.98 703
Average 343.22 498.44 153.56 30.89 78.11
University of Burdwan
10.1080/00958972.2011.583646 372 438 132 48 - 1
10.1111/j.1365-2095.2012.00943.x 295 385 110 45 - 3
10.3389/fpls.2015.00420 279 428 160 52 13 2
Average 251.5 3o8.83 79.83 33.33 2.83
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Das ;Correlating Research Impact...
10.1093/glycob/cwn092 265 298 50 30 7.39 9
10.1021/ic3019953 156 160 13 15 1
10.1016/j.phytochem.2004.07.025 142 144 14 10 1.91 1
Total 1509 1853 479 200 22.3 17
Average 251.5 3o8.83 79.83 33.33 2.83
University of Kalyani
10.1023/A:1026028303196 912 924 42 48 20 3
10.1038/nature02638 903 954 104 83 13 6
10.1002/9783527634880 256 207 57 - - 3
10.1007/s00775-008-0400-9 210 212 20 16 4.14 6
10.1016/j.chemosphere.2013.01.097 179 235 58 30 5.7 3
10.1016/S0301-4215(02)00311-7 178 181 18 42 - 3
10.1016/j.tet.2007.01.063 171 163 12 13 - 3
10.1007/s13225-017-0378-0 139 123 33 20 - 3
10.1016/j.saa.2004.06.054 116 116 11 9.9 1.14 3
Total 3064 3115 355 261.9 33
Average 340.44 346.11 39.44 29.1 3,67
University of North Bengal
10.1086/425871 271 286 11 - 5.42 6
10.1103/PhysRevD.74.024020 136 159 34 32 - 6
10.1016/S0963-9969(02)00194-1 135 144 16 16 - 6
10.1103/PhysRevD.67.103009 134 141 16 29 - 3
10.1093/molbev/msj078 126 137 5 9.58 2.67 15
10.1038/hdy.2012.83 125 163 28 12 4.13 7
10.1093/molbev/msp213 113 152 34 10 3.19 17
10.3390/12102413 93 79 8 6.02 1.12 3
10.1002/jobm.200510050 89 125 35 12 1.65 3
10.1016/S0168-1605(02)00124-1 86 94 10 4.57 1.28 3
Total 1308 1480 197 131.17 69
Average 130.8 148 19.7 13.12 6.9
Presidency University
10.1155/2014/701596 687 1100 404 124 20 3
10.1016/j.scitotenv.2020.139086 147 631 463 340 58 87
10.1093/mnras/stt401 112 142 35 39 - 1
10.1051/0004-6361/201526766 106 169 41 41 - 17
10.3389/fenvs.2015.00021 86 125 39 17 - 2
10.1007/s10701-009-9349-y 82 78 2 31 - 3
Total 1220 2245 984 592 113
Average 203.33 374.16 164 98.67 18.83
FCR= Field Citation Ratio, RCR= Relative Citation Ratio, AAS = Altmetric Attention Score
Table 1: University wise distribution of Citation and Altmetric Attention Score
Recent Citations, Field Citation Ratio
and Relative Citation Ratio
Recent Citations
The recent citations are the number of citations that
were received in the last two years that have been
recorded in indexed journals of Dimension database.
Among the six universities maximum recent citations
identified for 1382 for 9 publications of University of
Calcutta at an average rate of over 153citations in
last two years, followed by 984 citations by
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Presidency university and 682 by Jadavpur
University publications. The total Altmetric attention
accounted 703 by the University of Calcutta articles,
whereas only 69 attention sore is there for the articles
of University of North Bengal and as a result only
197 recent citations have been received by these
articles in recent times. So, it’s clear that if the
artcles found well spread in social platforms it also
effects in its citations too.
Field Citation Ratio (FCR)
According to the dimension definition “The Field
Citation Ratio (FCR) indicates the relative citation
performance of an article, when compared to

RBU Journal of library & Information Science, V. 25, 2023
similarly-aged articles in its subject area. The FCR is
normalized to 1.0 for this selection of articles. A
FCR value of more than 1.0 shows that the
publication has a higher than average number of
citations for its group. Articles that are less than 2
years old do not have an FCR record in Dimension
database. An article with zero citations has an FCR
of 0.” (Field Citation Ration, (n.a.)).
There are 53 top papers has the FCR value out of
total 55, means all these articles published before
two years. Highest field citation has been identified
340 for one article of Presidency University,
followed by 124 again from Presidency, then 103
from University of Calcutta. Highest average Field
citation ratio has been noted for Presidency
University (98.67), then Jadavpur University (41.93)
and University of Burdwan (33.33). Lowest FCR
among the six universities noted in the publications
of University of North Bengal (13.12)
Relative Citation Ratio (RCR)
According to dimension “The Relative Citation Ratio
(RCR) indicates the relative citation performance of
an article, when compared to other articles in its area
of research. The RCR is normalized to 1.0 and
calculated for all articles funded by the NIH in the
Dimensions catalogue. An RCR of more than 1.0
shows that a publication has an above average
citation rate for its group, when defined by the
subject area citation rates of the articles that have
been cited with it. Articles that are less than 2 years
old, or do not have citations, do not have an RCR.”
Relative citation ratio is associated with the
measurement of the citation performance of an
article within its area or research. Among the top
cited articles from the selected universities highest
RCR (26) recorded by article having doi-
10.2478/v10102-009-0001-7, followed by 20 from
one article of University of Kalyani (doi-
10.1023/A:1026028303196).
Active presence of top cited articles in
social platforms
A review of top cited articles of some top
universities of West Bengal, India showed that out of
total 150 articles 55 articles were traced at least once
in social platforms (Table 2), as readers in reference
management sources or used as a reference, such
sources are tweeter, Facebook pages, in blogging,
news outlets, patents, Wikipedia pages, in Mendeley
and CiteULike etc.
Sources of Attention
Number of
Studied
Articles
Number of
Articles with
Attention out
of 55 (%)
Total
attention
Score
Mean
Attention
Per Article
Highest
Attention
Rank
Based on
Attention
Score
Referenced in Patents 55 24 (43.64) 87 3.63 26 3
Referenced in Wikipedia Pages 55 19 (34.55) 46 2.42 6 5
Referenced in Policy Sources 55 7 (12.73) 13 1.86 6 9
Tweeted by 55 18 (32.73) 104 5.78 48 2
Blogged by 55 5 (9.09) 13 2.6 6 8
In Facebook Pages 55 8 (14.55) 15 1.88 4 7
News Outlets 55 9 (16.36) 81 9 60 4
Readers in Mendeley 55 55 (100) 18470 335.82 3983 1
Readers in CiteULike 55 12 (21.82) 23 1.92 5 6
Table 2: The most used social platforms by the top cited Articles of Universities of West Bengal
Table 2 indicates that the articles received the
attention score is mainly based on the readership
count on Mendeley as it has been found for all the
top cited articles with at least 1 AAS as per the
source of the data. All the 55 articles (100%)
together counted 18470 attention score in Mendeley
Readership with an average of 335.82 per article.
The highest readership found in Mendeley is 3983
from 1 article of University of Calcutta. Tweeter
share is in the second rank among all these articles
according to the total attention score, it is counted
104. Only 18 papers (32.73%) were shared in
tweeter.
Figure 2: Social Communication of to cited scholarly
publications
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These articles were tweeted by 104 times and the
highest number a paper were tweeted was 48 times.
The average tweet for each of the articles was 5.78.
Referenced in Patents scored 87 attentions for 24
articles (43.64%) with an average of 3.63 reference
count. News outlets ranked 4 as per the table shows
with an attention count of 81 for only 9 papers
(16.36%) found with this category of sources.
Followed by Wikipedia 46 attention for 19 papers,
Readers in CiteULike 23 attention for 12 articles.
The share in Facebook Pages, Blogging and in Policy
Sources were found is very less in numbers for these
top cited articles.
Correlation between traditional
indicator and social indicators
The correlation has been made on two different set of
variables, where first one associated between citation
count & altmetric attention score and the other one is
between citation Count and Mendeley readership.
The analysis showed a positive and significant
correlation (r=0.466, significant at 0.01 level)
between the number of citations and overall altmetric
attention score of the highly citated research
publications from six universities of West Bengal. A
strongly positive and significant correlation is also
found in between citation count and Mendeley
readership (r=0.627, significant at 0.01 level).
Das ;Correlating Research Impact...
Mendeley is one of the academic platforms where
researchers can organise their research works and
make them available for the interested researchers in
the same field. The majority of the users on
Mendeley are from academia and these users has the
tendency of finding research for their work, as a
result these works are more likely to cite in other
works. Whereas, altmetrics intends to gather the
attention from social media where the population is
diverse in nature and many of them are not
associated with research.
Therefore, Mendeley readership is associated on
academic influence more than the social influence,
but social attention has an indirect impact on
academic impact as it increases the accessibility and
visibility to its target users. This study exhibits a
stronger positive and significant correlation between
Mendeley Readership and Citation Count (r=0.627)
than Altmetric Attention and Citation Count
(r=0.466) (RO2).
The highly cited publications are very much active in
social platforms, such platforms are twitter,
Facebook, blogs, News outlets. The papers are also
active in platforms like Mendeley and CiteULike
(online tool, where users can store and distribute
references to academic works.). Huge numbers of
readers were identified from these two platforms.
Except these the articles are also found as referenced
in Patents, in Wikipedia pages and in Policy Sources
(RO3 & RO4)
Table 3: Result of Pearson’s Correlation Coefficient
Findings
Citation AAS Citation
Mendeley
readership
Citation Pearson Correlation 1 .466 ** 1.000 ** .627 **
AAS Pearson Correlation .466 ** 1 .466 ** .880 **
Citation Pearson Correlation 1.000 ** .466 ** 1 .627 **
Mendeley readership Pearson Correlation .627 ** .880 ** .627 ** 1
**. Correlation is significant at the 0.01 level (2-tailed).
Among the 150 highly cited articles with doi from
six university of West Bengal as retrieved during the
study period from Scopus database only 55 articles
(36.67%) had an altmetric score. Maximum number
of articles with altmetric attention found in the
Jadavpur University publications, where 15 articles
out of top 25 most cited had at least one attention
score.
Conclusion
It is observed that the highly cited papers have been
well spread among the social platforms, such as in
twitter, Facebook pages, in Wikipedia pages, in blogs
and used as reference in patents, policy sources and
these articles are also active in news sources. It
means highly cited works has also the high social
impact. Citation and Altmetrics Attention or
Mendeley Readership could not be replaced by each
other, they can only complement each other. With
citation, Altmetrics could be used as a supplement
for assessing the impact of publications. So, it is
recommended to the researchers to active in all the
social platforms where his research can be share, it
will increase the visibility of the work to the public
more and will create some social impact which will
result as to get more citation as well.
References
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Amath, A., Ambacher, K., Leddy, J. J., Wood, T. J.,
& Ramnanan, C. J. (2017), “Comparing alternative
and traditional dissemination metrics in medical
education”, Medical Education, Vol. 51 No. 9,
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Chi, P. S., Gorraiz, J., & Glänzel, W. (2019),
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L., & Isfandyari-Moghaddam, A. (2019), “Do
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the 1,000 most-cited articles” Information Discovery
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Relative Citation Ratio, (n.a.). Available at:
https://www.dimensions.ai/
Shiah, E., Heiman, A. J., & Ricci, J. A. (2020),
“Analysis of alternative metrics of research impact: a
correlation comparison between altmetric attention
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Shema, H., Bar‐Ilan, J., & Thelwall, M. (2014), “Do
blog citations correlate with a higher number of
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for alternative metrics”, Journal of the Association
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About Author
Dr. Arijit Das is an Assistant Professor within
the Faculty of Library and Information Science at
The ICFAI University Tripura, possesses over two
years teaching experience with both undergraduate
and postgraduate programs. Additionally, Dr. Das
has served as coordinator of the FLISc, IUT and
responsible for different activities of the Central
Library, The ICFAI University Tripura. He received
his Ph.D. degree from the Department of Library and
Information Science, Jadavpur University, Kolkata,
India. His research concentrated within the realm of
measuring research performance of higher education
institutions, factor analysis, metrics studies, scholarly
communication, information dissemination, social
impact of research and he is also interested in
exploring new concepts related to library or
information within the multidisciplinary disciplines.
Annexure
Altmetric Indicator
Paper’s DOI
Read
ers in
Men
deley
Jadavpur University
Reader
s in Tweete Referenced
CiteUL d by in Patents
ike
Reference
d in
Wikipedia
Pages
In
Face
book
Pages
Blo
gge
d
by
Referenc
ed in
Policy
Sources
News
Outlets
10.1016/j.ijpharm.2006.09.02
5
89 5
10.1016/j.phymed.2007.02.0
02
542 1 2 1 1
10.1289/ehp.5966 266 1
10.3390/molecules14051660 144 1 3
10.1016/S0039-
9140(02)00270-9
177 1
10.1081/CLT-100108509 179 1
10.1126/science.1201180 251 4 1 1
10.1016/j.jep.2006.03.021 287 1 4
10.1021/jp0123029 175 1
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10.1016/j.pcrysgrow.2005.10.001 321 5
10.1016/j.toxlet.2004.01.009 136 1
10.1002/ptr.1281 215 10 3 4 4 1
10.3389/fgene.2013.00283 185 3 1 1
10.1016/j.phymed.2011.10.003 708 2 3 1 1
10.1016/S1734-1140(10)70262-0 199 2
University of Calcutta
10.2478/v10102-009-0001-7 3983 1 48 1 4 2 6 6 60
10.1016/j.carbpol.2011.06.030 950 1
10.1016/j.lfs.2015.10.025 1281 5
10.1007/s12088-008-0006-5 411 2
10.1021/es400521h 185 3 2 9
10.1016/S0091-3057(03)00110-2 259 1 2 1
10.1016/j.pmatsci.2013.01.003 144 1
10.1038/sj.cdd.4401435 84 1
10.1002/jobm.201100552 456 2
University of Burdwan
10.1080/00958972.2011.583646 427 1
10.1111/j.1365-2095.2012.00943.x 404 2
10.3389/fpls.2015.00420 413 2 3
10.1093/glycob/cwn092 216 1 1
10.1021/ic3019953 42 1
10.1016/j.phytochem.2004.07.025 138 1
University of Kalyani
10.1023/A:1026028303196 397 3 1
10.1038/nature02638 452 1 1
10.1002/9783527634880 83 1
10.1007/s00775-008-0400-9 129 2
10.1016/j.chemosphere.2013.01.097 474 3
10.1016/S0301-4215(02)00311-7 124 1
10.1016/j.tet.2007.01.063 41 13
10.1007/s13225-017-0378-0 109 1
10.1016/j.saa.2004.06.054 55 26
University of North Bengal
10.1086/425871 161 3 2 6
10.1103/PhysRevD.74.024020 4 3
10.1016/S0963-9969(02)00194-1 117 2
10.1103/PhysRevD.67.103009 4 1
10.1093/molbev/msj078 72 1 2
10.1038/hdy.2012.83 162 1 4 3
10.1093/molbev/msp213 128 1 7 6 1 1
10.3390/12102413 29 2
10.1002/jobm.200510050 91 5
10.1016/S0168-1605(02)00124-1 64 1
Presidency University
10.1155/2014/701596 1286 4
Das ;Correlating Research Impact...
10.1016/j.scitotenv.2020.139086 1026 8 1 4 1 6
10.1093/mnras/stt401 11 1
10.1051/0004-6361/201526766 48 4 1 1
10.3389/fenvs.2015.00021 114 3 1
10.1007/s10701-009-9349-y 22 1
Total 18470 23 104 87 46 15 13 13 81
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
1 st September 2023
Primary Reviewed on –
6 th September 2023
Peer Reviewed on –
3 th October 2023
Accepted for publication
10 th October 2023
Harvesting ETD Metadata from ‘Shodhganga’ to National Digital
Library of India: Present scenario and implementations
Sukanta Kumar Patra
ABSTRACT:
Dr Sukanta Kumar Patra
Librarian,
Vidyasagar College for Women
(Affiliation: University of
Calcutta), West Bengal (India)
skpatra1977@gmail.com
Introduction- Through the OAI-PMH, the records data about information sources
allows an initial assessment of compatibility. It provides an avenue for merging
information or for exchanging information between systems. Integration of Indian ETDs
based on metadata has received wide attention for better management and utilization.
Purpose- The purpose of the study explores the current state of metadata harvesting of
Shodhganga or Indian ETD repository to NDL platform. One of the fundamental aims
of NDL (National Digital Library of India) is to share the e-resources of multiple
academic institutions and other resources across a common platform.
Objective- The major objectives realized through this activity include increased
visibility and enhanced discoverability of resources from different platforms. Based on
the variation in contents, metadata schema in NDL platform has been categorized into
three basic classes, they are Generic Metadata, Educational Metadata and Thesis
Metadata.
Research problem- The research problem emphasis on the mechanism of ETD
Metadata of Shodhganga and how it is harvesting to NDLI? Is Shodhganga metadata is
completable with Qualified DC? How Shodhganga Metadata compared with ETD-MS
(developed by NDLTD) and UK-ETD (EThOS of United Kingdom)?
Methodology- The data should be collected by using webometric study of different
international ETD metadata harvester and telephonic interviewing of NDLI metadata
harvesting lab at IIT-KGP.
Findings- Based on the variation in contents, metadata schema in NDL has been
categorized into three classes, such as Generic Metadata, Educational Metadata and
Thesis Metadata (Qualified DC). Shodhganga thesis metadata standard has been used
to represent NDLI-ETD metadata set. The Shodhganga ETD metadata consists of Basic
DC (set of 15 elements) and the Qualified DC (set of 31 elements). A comparative study
of Shodhganga Metadata, ETD-MS (developed by NDLTD) and UK-ETD (EThOS of
United Kingdom) should be presented in the findings.
Keywords:
Shodhganga, Metadata, NDLI, Dublin Core, ETD-MS, UK-ETD, NDLTD
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Patra: Harvesting ETD metadata...
Introduction
A digital library system can allow end-users to tag a
resource with terminology meaningful to that user.
Understanding user expectations is most important
step in designing the discovery functionality for
every effective digital library system, it enables
retrieval of information and knowledge by making
digital materials available to a large audience by
removing barriers of language and culture. In order
to avoid duplication of efforts and to increase
accessibility, merging information or for exchanging
information between systems metadata holds the key
of success in digital library system. According to
Parthasarathi Mukhopadhyay “the integration of
domain-specific metadata schemas and
interoperability standards in a discovery system may
lead to an array of user-centric information services
required for a pan India project like NDL.”
Integration of Indian ETDs based on metadata has
received wide attention for better management and
utilization. So, ETD metadata, as structured data
about ETDs, enables user and system interactions
with the resources themselves.
Review of Literature: According to
Suleman & Fox (2003) “the Networked Digital
Library of Theses and Dissertations (NDLTD),
supports and encourages the production and
archiving of ETDs. While many current NDLTD
member institutions and consortia have
individual collections accessible online, there
has until recently been no single mechanism to
aggregate all ETDs to provide NDLTD-wide
services (e.g. searching). With the emergence of
the Open Archives Initiative (OAI), that has
changed. The OAI's Protocol for Metadata
Harvesting is a robust interoperability solution
that defines a standard method of exchanging
metadata. While working with the OAI to
develop and test the metadata harvesting
standard, we have set up and actively maintain a
central NDLTD metadata collection and
multiple user portals.” The paper of
McCutcheon & Kreyche (2008) aims to
describe work at “Kent State University
Libraries and Media Services to promote and
devise electronic thesis and dissertation (ETD)
storage at OhioLINK's ETD Center, to find
efficient methods to represent these unique
scholarly materials within the library's catalog,
and to foster the establishment of state-wide
library catalog standards for ETDs. “A semiautomated
process has been devised those
extracts student-supplied metadata already
available in the OhioLINK ETD Center to
provide almost instantaneous access to unique
resources through the library catalog. A Perl
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program uses the OAI-PMH protocol to extract
metadata, modifies and enhances the data, and
inserts it into the Innovative Interfaces, Inc.
catalog.”
Yiotis (2008) told by his paper to introduce the
electronic theses and dissertation (ETD)
repository as a subset of local institutional
digital repositories. The paper discusses the
originating institutions and organizations
including Virginia Tech Initiative, the
Networked Digital Library of Theses and
Dissertations (NDLTD), the United Nations
Educational, Scientific, and Cultural
Organization and the United States Department
of Education. “It provides information relevant
to academic and digital librarians interested in
including an ETD repository in their
institution's digital library. Yiotis’s paper
discusses “interoperability among repositories
and the Open Archives Initiative Protocol for
Metadata Harvesting. He also discusses the
issues related to ETD repositories including
intellectual property rights, publishers' views of
ETDs as prior publications, plagiarism issues,
development costs, and long-term preservation
issues. It was found that library administrators
who implemented ETD repositories at various
universities adapted their models to the needs of
their institutions and their graduate students.
ETD administrators made decisions about
implementation models and software and
hardware infrastructure in terms of human and
technical resource allocation.”
Deng & Reese (2009) mentioned in their paper is to
present methods for “customized mapping and
metadata transfer from DSpace to Online Computer
Library Center (OCLC), which aims to improve
Electronic Theses and Dissertations (ETD) work
flow at libraries using DSpace to store theses and
dissertations by automating the process of generating
MARC records from Dublin Core (DC) metadata in
DSpace and exporting them to OCLC. This paper
discusses how the Shocker Open Access Repository
(SOAR) at Wichita State University (WSU)
Libraries and Scholars Archive at Oregon State
University (OSU) Libraries harvest theses data from
the DSpace platform using the Metadata Harvester in
MarcEdit developed by Terry Reese at OSU
Libraries. It analyzes certain challenges in
transformation of harvested data including handling
of authorized data, dealing with data ambiguity and
string processing. It addresses how these two
institutions customize Library of Congress's XSLT
(eXtensible Stylesheet Language Transformations)
mapping to transfer DC metadata to MarcXML
metadata and how they export MARC data to OCLC
and Voyager. The customized mapping and data
RBU Jo

RBU Journal of library & Information Science, V. 25, 2023
transformation for ETD data can be standardized
while also requiring a case-by-case analysis.”
Veve (2016) discusses “some of the most popular
automated and semi-automated approaches currently
used in libraries to harvest electronic theses and
dissertations' (ETD) metadata from institutional
repositories (IR) to the Online Computer Library
Center (OCLC). The approaches presented are
divided into four main sections: (1) completely
automated approaches, (2) semi- automated
approaches that rely on ProQuest Services, (3) semiautomated
approaches that rely on highly technical
tools, and (4) semi-automated approaches that rely
on the MarcEdit OAI Harvester. An analysis,
including limitations and barriers to implementation,
is provided and solely based on case studies
presented throughout the library literature, on
presentations, and on the author's and other
institutions' experiences. Recommendations for
future research and suggestions for improvements are
provided”.
Das & Sutradhar (2018) focus to present a “manual
for harvesting added metadata schema elements from
data provider repository through PAI-PMH. Here we
have attempted to extend the ability of DSpace as
well as the OAI-PMH to host or share other metadata
schema elements e.g. LRMI, IEEE-LOM, ETD etc.
DSpace, by default, is capable of importing and
exporting only Dublin Core metadata; but DSpace
has the capability by which one can define his own
submission form and expose customized fields to
OAI-PMH request. This paper attempts to provide a
guideline to a DSpace administrator to accommodate
different metadata schema as well as enhancing the
Interoperable capability between Data provider and
Service provider repository for Importing and
Exporting customized metadata Schema. This is an
important concern as Institutions have different types
of content and have implemented metadata schema
and elements appropriate to their content”.
To show the comparative scenario with NDLI-
ETD metadata and international ETDs metadata
(ETD-MS and UK-ETD)
Methodology of the study: The data should
be collected by using webometric study of different
international ETD metadata harvester and telephonic
interviewing of NDLI metadata harvesting lab at IIT-
KGP. The presented data were collected from
authentic websites and should be analyze in
generalized point of views.
Data Collection and analysis
Thesis Metadata: NDL has been envisaged to be a
huge repository of digital content and harvesting
from varying domains and content categories.
Variation of content category motivated the
exploration of different metadata standards to define
metadata schema for NDL. Based on the variation in
contents, metadata schema in NDL has been
categorized into three classes, such as Generic
Metadata, Educational Metadata and Thesis
Metadata (Qualified DC). Shodhganga thesis
metadata standard has been used to represent NDLI-
ETD metadata set.
Figure 1: Basic sytructure of NDLI-ETD metada
Problem Identification:
There are many problems identified in this study.
These research problem emphasis on the
mechanism of ETD Metadata of Shodhganga and
how it is harvesting to NDLI? Is Shodhganga
metadata is completable with Qualified DC? How
Shodhganga Metadata compared with ETD-MS
(developed by NDLTD) and UK-ETD (EThOS of
United Kingdom)?
Objective of the study
The major objectives of the study are –
Need of metadata harvesting;
To explore the metadata challenges;
Current state of metadata harvesting from
Shodhganga to NDL.
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Figure 2: Key elements of Shodhganga metadata
(Source:https://ndlproject.iitkgp.ac.in/sites/default/files/files/Met
adata_Schema_Executive_Summary.pdf)

Patra: Harvesting ETD metadata...
National Digital Library of India
(NDLI)
The National Digital Library of India (NDLI) is an
integration of digital platform for all types of
academic institutions, differently abled pupils and
anybody who has a willingness to learn. It
facilitates e-learning for learner regardless of race,
community, physical boundary and so on. The
NDLI has been developed by the Indian Institute
of Technology, Kharagpur, India and is sponsored
by the Ministry of Human Resources
Development (MHRD) under the National
Mission on Education through ICT to establish a
platform which will successfully bridge the
divide between the vision and reality of Digital
India.
Figure 4: Shodhganga (Indian ETD repository) portal
Figure 3: NDLI Portal
Shodhganga stands for the reservoir of
Indian intellectual output stored in a repository
hosted and maintained by the INFLIBNET
Centre. The Shodhganga of INFLIBNET Centre
is set-up using DSpace, an open-source digital
repository software. The DSpace uses
internationally recognized protocols and
interoperability standards. The “Shodhganga”
@INFLIBNET Centre provides a platform for
research scholars to deposit their doctoral thesis
and make it available to the entire scholarly
community. The repository has the ability to
capture, index, store, disseminate and preserve
ETDs submitted by the researchers. As on End
of August 2023, a total of 482738 full text
theses, 12400 synopses and 75
MRPs/PDFs/Fellowships reports have been
deposited and uploaded in the repository by 729
universities.
National ETDs Repository Platform
Online availability of electronic thesis through
centrally maintained digital repositories, ensures
easy access and archiving of Indian doctorial theses
but also helps in the long run, raising the standard
and quality of research, this would overcome the
serious problem of duplication of research and poor
quality resulting from the “poor visibility” and the
“unseen” factor in research output. The word
“Shodh” originates from Sanskrit, it means stands
for research and discovery and “Ganga” is a holy
river with its root in Indian culture and civilization.
“Shodhganga” is the name coined to denote digital
repository of Indian Electronic Theses and
Dissertations (ETD) set-up by the INFLIBNET
Findings
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Shodhganga ETD metadata, ETD-MS and UK-
ETD (EThOS): an overview
Shodhganga ETD metadata: The
Shodhganga ETD metadata schema has been
developed as domain specific schema has
been developed as domain specific schema to
deal with Indian ETDs. They use the
Qualified DC set of elements for global
access. The Shodhganga ETD metadata
consists of Basic DC (set of 15 elements) and
the Qualified DC (set of 31 elements).
ETD-MS: ETD-MS is developed by NDLTD
(Networked Digital Library of Theses &
Dissertations), to fulfill the goal of develop a

RBU Journal of library & Information Science, V. 25, 2023
standard XML DTD for ETD metadata
metadata encoding. ETD-MS is based on
Dublin Core Element Set including
multilingual metadata for different language.
UK-ETD (EThOS): UK-ETD metadata
standard is recommended by EThOS
(Electronic Theses Online System) in United
Kingdom. EThOS is a national ETD
repository of United Kingdom for access and archive
doctorial ETD, those are produced in UK Higher
Education institutions. The ETD repository funded
by Joint Information Systems Committee (JISC),
UK.The UK-ETD metadata schema has been
developed as domain specific schema to the
guideline for implementing Dublin Core in XML.
Comparison of Three Metadata Standards for ETDs:
Metadata Elements Scope of Metadata Shodhganga ETD-MS EThOS
dc.thesis.degree
Name of the degree to which
thesis/dissertation is associated. For
N Y N
example MPhil/PhD
thesis.degree.level For example Master‟s, Doctoral, Post-Doctoral etc. N Y N
thesis.degree.discipline
Name of the department e.g. Mathematics, Chemistry,
Library and Information Science etc N Y N
thesis.degree.grantor Name of the degree awarding University/
N Y N
Institution
dc.rights.embargotype
Whether only campus access or part/section of the
thesis/ dissertation can be accessed N N Y
dc.rights.embargodate
Embargo period i.e. date before which
ETD may not be publicly available N N Y
dc.rights.embargoreason The reason of embargo e. g. applied for patent etc. N N Y
dc.relation If any other relation with the thesis Y N N
dc.relation.isReferenced The metadata „jump off‟ page for the ETD at the N N Y
By
institutional repository
dc.relationhasVersions Citations to previously published works
related to ETD. N N Y
dc.relation.references References to other works N N Y
dc.description.abstract Abstract of the ETD Y Y N
dc.description.note ETD acceptance note of the department if any Y Y N
dc.description.release If any description of the version of the
N Y N
dc.publisher
ETD
Name of the publisher as it appears on the
title page of thesis/dissertation N Y N
dc.publisher.department Name of school, department, centre, faculty
of the researcher N N Y
dc.publisher.commercial Name of the formal publisher of the
thesis (If any) N N Y
dc.publisher.place Place of publication Y N N
dc.publisher.university Name of the degree awarding university Y N N
dc.publisher.institution
dc.contributor
dc.contributor.role
Name of the degree awarding
institution
Y N Y
Name of the T/D supervisor(s)/guide(s)/adviso
rs/committee member(s) etc. N Y N
Role of the person in
creation the T/D e.g.
N Y N
Guide/Supervisor/Advisor/
Committee member etc.
dc.contributor.sponsor Sponsor of the
N N Y
researcher/student
dc.contributor.release If any errata published by
Y N N
researcher
dc.contributor.guide Name of the guide, repeatable in case of coguide Y N N
dc.date
Date appears on the title page of the T/D according to
ISO 8601 standard N Y N
dc.date.issued
Date appears on the title page (format yyyy-mm or
yyyy) according to ISO8601 N N Y
dc.date.registered PhD registration date Y N N
dc.date.completed PhD completion date Y N N
dc.date.awarded Date of PhD degree award
(ISO 8601 format i.e. yyyymmdd)
Y N N
dc.type.qualificationlevel Level of the degree (e.g. Diploma, Masters, Doctoral,
Postdoctoral) N N Y
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dc.type.qualificationname Name of the degree e.g.
N N Y
MPhil, PhD, DPhil
dc.format.accompanying If any accompanying
Y N N
material
material released with thesis
dc.format.dimensons Size of the thesis Y N N
dc.format.extent
dc.format.medium
dc.format
dc.identifier
dc.identifier.URI
dc.identifier.thesis number
dc.identifier.handle
dc.coverage
dc.source
Patra: Harvesting ETD metadata...
Pagination for text, time
duration in case moving
image, file size in bytes for
electronic file
Y N N
File format name (auto
Y N N
identified by the system)
File type or in which format
Theses & Dissertations is appeared N Y N
e.g. pdf, doc, html, etc.
This element used for URL
of thesis/dissertation/ ID for
physical objects i.e. in the
N Y Y
case printed Theses & Dissertations
URL of the electronic thesis/
ID for electronic objects i.e.
Y N Y
for ETD
If any thesis number allotted by any
national body, such as INFLIBNET Y N N
Centre.
If any handle number
Y N N
provided by system
Time period or spatial area
Y Y N
covered in thesis/dissertation
If the thesis harvested from
the Institutional / ETD
Y N N
repository
Table1: Comparison of three metadata standards for ETDs
OAI-PMH (Open Archives Initiative
Protocol for Metadata Harvesting)
Interoperability is the ability of two or more systems
to exchange or share information and to use the
information that has been exchanged. OAI-PMH
provides an application-independent interoperability
framework based on metadata harvesting. If a set of
digital resources are described in the same metadata
schema according to similar rules, then a DL
application can use this metadata to provide services
more easily. The OAI-PMH protocol requires all
resources have metadata available in Dublin Core,
and encourage professional communities to
supplement this simple metadata format with
additional formats as Qualified DC useful for ETDs.
The OAI-PMH participative framework –
Metadata Harvester
REQUEST SYNTAXES RESPONSE SYNTAXES
Identify
General information
ListMetadataFormats Metadata formats
ListSets
Set structures
GetRecord
Record identifier
ListIdentifiers
Metadata
ListRecords
Table2: Syntaxes of Metadata Harvester
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Metadata Challenges
One of the founding aims of the NDLI is to share the
resources of multiple universities and digital
consortiums across a common structure. Benefits
realized through this activity include increased
visibility and enhanced discoverability of ETDs.
While harvesting metadata from Shodhganga (Indian
ETD repository) using DSpace, latest version 5.8
provides three standard options from harvester side,
they are –
Simple DC
Qualified DC
DSpace Intermediate Metadata (DIM)
ETD metadata can be tightly coupled with resources
and transported together with that ETD‟s contents in
www. NDLI-ETD schema initially created a baseline
for ETD metadata collection and dissemination. It
would allow federated searching across ETDS within
NDLI and facilitate a greater degree of consistency in
the presentation of the records
Metadata Harvesting Scenario
In the view of metadata harvesting scenario of ETD-
MS of NDLTD has harvested 6,438,683 times
globally, compareto EThOS of British Library
received 6,00,000 and Shodhganga (Indian ETD)
harvested 4,82,738 individually as on 10 th Sept 2023.

RBU Journal of library & Information Science, V. 25, 2023
Figure 5: Metadata on Shodhganga Interface
(Source: https://shodhganga.inflibnet.ac.in)
Full Metadata Record
DC Field
Value
dc.coverage.special Subject domain/ coverage
dc.date.accessioned Date & time of Accession
dc.date.available
Date & time from available
the record
dc.identifier.uri
Resource identifier/Handle
dc.description.abstract Abstract
dc.format.extent
Total pages
dc.language
Language
dc.relation
No. of references
dc.rights
University/ Institute
dc.title
Thesis title
dc.title.alternative Alternative title of thesis,
if any
dc.creator.researcher Name of the researcher
dc.subject.keyword Subject heading/Keyword1
dc.subject.keyword Subject heading/Keyword2
dc.subject.keyword Subject heading/Keyword3
dc.subject.keyword Subject heading/Keyword4
dc.subject.keyword Subject heading/Keyword5
dc.description.note Bibliography & Appendixes
dc.contributor.guide Name of the Guide/Co-guide
dc.publisher.place Place of the University/
Institute
dc.publisher.university Name of the University
/Institute
dc.publisher.institution Name of the Department
dc.date.registered Date of registration
dc.date.completed Date of submission
dc.date.awarded
Date of awarded
dc.format.dimensions Physical dimension of thesis
dc.format.accompanying Accompanying materials
material
dc.source.university Source university
dc.type.degree
Type of degree
Table3: Shodhganga Full DC Metadata record
Conclusion
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The National Digital Library of India (NDLI) is an
integration of digital platform for all types of
academic institutions, differently abled pupils and
anybody who has a willingness to learn. Simply
speaking, an information and knowledge repository
gateway is a central location to access, collect, data
management, networks, platforms and systems.
Online availability of electronic thesis through
centrally maintained digital repositories, ensures easy
access and archiving of Indian doctorial theses
but also helps in the long run, raising the
standard and quality of research, this would
overcome the serious problem of duplication of
research and poor quality resulting from the “poor
visibility” and the “unseen” factor in research output.
Most ETDs are now born digital assets. As such,
they often coexist with author- supplied metadata
that has potential for repurposed. Harvesting
metadata is also enhanced to facilitate discovery and

access in an online environment. Proper indexing of
Indian ETDs through NDLI makes wide usage of
resources and also minimizes duplication of research.
In a digital environment, information traceability has
become extremely important. So a major motivation
for universities in publishing their research output
on the www is to improve discoverability of ETDs by
existing users as well as by new users.
References
Das, A., & Sutradhar, B. (2018). Harvesting of
additional metadata schema into DSpace through
OAI- PMH: Issues and challenges. SRELS Journal
of Information Management, 55(1), 1.
Deng, S., & Reese, T. (2009). Customized
mapping and metadata transfer from DSpace to
OCLC to improve ETD work flow. New Library
World, 110(5), 249-264.
doi:http://dx.doi.org/10.1108/03074800910954271
Foulonne, M. & Riley, J. (2008). Metadata for
digital resources: implementation, systems design
and interoperability. Oxford: Chandos Publishing,
p.124-125.
Hakimjavadi, H., & Masrek, M. N. (2013).
Evaluation of interoperability protocols in
repositories of electronic theses and
dissertations. Program,47(1), 34-59.
doi:http://dx.doi.org/10.1108/00330331211296303
https://ethos.bl.uk/Home.do;jsessionid=42101272
429F779B45F75D057CDCD010
https://ndlproject.iitkgp.ac.in/sites/default/files/files/
Metadata_Schema_Executive_Summary.pdf
http://search.ndltd.org/
https://shodhganga.inflibnet.ac.in
McCutcheon, S., Kreyche, M., Margaret, B. M.,
& Nickerson, J. (2008). Morphing metadata:
maximizing access to electronic theses and
dissertations. Library Hi Tech, 26(1),41-57.
doi:http://dx.doi.org/10.1108/07378830810857799
Mukhopadhyay, P. (2015). Interoperability and
retrieval. UNESCO. p.28-31. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000232199.
Park, E. G., & Richard, M. (2011). Metadata
assessment in e-theses and dissertations of Candian
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407.
doi: http://dx.doi.org/10.1108/02640471111141124
Potvin, S., & Thompson, S. (2016). An analysis of
evolving metadata influences, standards, and
practices in electronic theses and dissertations.
Library Resources & Technical Services, 60(2), 99-
114. doi: http://dx.doi.org/10.5860/lrts.60n2.99
Suleman, H., & Fox, E. A. (2003). Leveraging OAI
harvesting to disseminate theses. Library Hi Tech, 21(2),
219.
doi: http://dx.doi.org/10.1108/07378830310479857
Thompson, S., Liu, X., Duran, A., & Washington, A.
(2019). A case study of ETD metadata
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remediation at the university of houston libraries.
Library Resources & Technical Services, 63(1), 62.
doi: http://dx.doi.org/10.5860/lrts.63n1.62.
UNESCO & National Digital Library of India.
(2017). UNESCO-NDL India International
workshop on Knowledge Engineering for Digital
Library Design [Brochure]. New Delhi.
Veve, M. (2016). Harvesting ETD metadata from
institutional repositories to OCLC: Approaches
and barriers to implementation. Journal of Library
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http://dx.doi.org/10.1080/1051712X.2016.1215730
Yiotis, K. (2008). Electronic theses and
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http://dx.doi.org/10.1108/10650750810875458.
About Author
Patra: Harvesting ETD metadata...
Dr. Sukanta Kr Patra
Dr Patra is a Librarian of Vidyasagar College for
Women, under University of Calcutta, Kolkata, West
Bengal, India and previously worked at Jadavpur
University as an Asstt. Librarian II. He also teaches
at Department of LIS, Rabindra Bharati University,
India, as a Guest Faculty. Dr. Patra presented many
papers at national and international level such as
ETD 2017, Washington, DC, ETD 2018, Taiwan,
ETD 2019 Porto, Portugal, ETD 2022, Novi Sad,
Serbia and SEAPAVAA 2023 in Pattaya, Thailand.
He also published many articles in LIS journals

RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
29 th August 2023
Primary Reviewed on –
6 th September 2023
Peer Reviewed on –
4 th October 2023
Accepted for publication
10 th October 2022
Accessibility Evaluation of Indian Repositories on OpenDOAR
Poonam Chandel & Dimple Patel
Abstract
Poonam Chandel
Research Scholar
Dept of Lib & Inf Sc
Central University of
Himachal Pradesh
poonamchandel1995@gmail.com
Dr. Dimple Patel
Associate Professor
Dept of Lib & Inf Sc
Central University of
Himachal Pradesh
dimplerp2011@gmail.com
Introduction: Open Educational Resources (OERs) by definition are tools designed to
facilitate open access and offer inclusive educational opportunities for individuals of
diverse backgrounds and abilities. OERs and other associated links are typically
organized and maintained within repositories of various institutions.
Purpose: There are a number of barriers that prevents individuals with special needs
from effectively utilising Open Educational Resources. The study aims to report the
results of the analysis of the web-accessibility of several Open Access Repositories
listed under India on OpenDOAR.
Research Problem: It is important to study how many of such repositories providing
OERs are accessible to the differently abled. The present study is one such attempt to
evaluate the OERs content available on Indian repositories on OpenDOAR in terms of
their accessibility to such persons.
Objectives:
1. Identifying accessibility barriers in the selected repositories.
2. Identifying the repositories having minimal to no accessibility barriers.
Methodology: The research was conducted in four phases using the WAVE tool. The
accessibility of the repository's entry page was analysed by using WCAG 2.1 guidelines
which define the quality of user experience.
Findings: The findings suggest that the repositories of the institutions frequently
encounter issues concerning the absence of alternative image text and empty links,
which signify that a link lacks accompanying text. Low contrast ratio between the text
and background color is another problem reported on these repositories which makes it
difficult for persons with impairments to access the repository.
Keywords:
Open educational resources, OERs, Open Access Repositories, Web accessibility,
adaptive educational resource.
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Introduction
The Open Access movement is widely being
acknowledged in India. India has emerged as a
prominent nation in terms of its significant
contributions in the field of open access literature.
Currently, the OpenDOAR database includes 106
Indian repositories. OpenDOAR is a global directory
of open access repositories. It was established in
2005 by the University of Nottingham in the United
Kingdom. The Directory of Open Access
Repositories (OpenDOAR) is a reputable and
comprehensive directory that encompasses academic
open access repositories. It currently includes the
active participation of 130 nations in the open access
movement, with over 5845 repositories worldwide
(OpenDOAR, 2023). The increasing expenses
associated with textbooks and supplementary study
materials, coupled with the growing demand for
higher education and limited financial resources at
the state and central government levels, necessitate
the availability of openly accessible educational
resources. This is crucial in order to address the
imbalance between the demand for and supply of
high-quality educational materials. Open Educational
Resources have the potential to address this
requirement effectively.
Open Educational Resources (OERs)
The concept of "open education" as outlined by the
William and Flora Hewlett Foundation includes a
wide range of learning resources, instructional
methods, and educational policies that use the
adaptability of Open Educational Resources (OERs)
to offer learners exceptional educational
opportunities. According to the definition provided
by Creative Commons, Open Educational Resources
refer to “teaching, learning, and research materials
that are either (a) in the public domain or (b) licensed
in a manner that provides everyone with free and
perpetual permission to engage in the 5R activities–
retaining, remixing, revising, reusing and
redistributing the resources”. OERs play a crucial
role in enhancing equity in the field of education.
OERs present a valuable opportunity to enhance the
accessibility, affordability, and potential for sharing
and reusing educational materials.
Web accessibility
The World Wide Web Consortium (W3C) launched
by Tim Berners-Lee in 1994, initiated the Web
Accessibility Initiative (WAI) in 1997 that
develops global standards and supplementary
resources aimed at facilitating comprehension and
implementation of accessibility measures. Web
accessibility encompasses the various design
components of websites that facilitate the ability of
persons to perceive, comprehend, operate, and
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Chandel & Patel : Accessibility evaluation...
interact with technological features present on
websites.
The Web Content Accessibility Guidelines (WCAG)
1.0 were established in May 1999, and subsequently
the WCAG 2.0 version was introduced in December
2008. The present study is based in the most recent
version of the Web Content Accessibility Guidelines,
WCAG 2.1, which was officially released in June
2018. The set of recommendations provided aims to
comprehensively enhance the accessibility of Web
information. By adhering to these guidelines, the
accessibility of web content can be improved,
thereby increasing its potential to reach a wider
audience that includes individuals with various
disabilities such as intellectual disabilities, blindness,
low vision, color blindness, deafness, being hard to
hearing, specific learning disabilities, dyslexia, lack
of attention in reading, limited movement, speech
disabilities, motor disabilities, photosensitivity,
cerebral palsy and more than one disabilities. A new
working draft of WCAG 2.2 is scheduled to be
finalized in August 2023.
Web Content Accessibility Guidelines
(WCAG) 2.1
Web Content Accessibility Guidelines (WCAG) 2.1
consists of four principles: perceivable; operable;
understandable and robust. These four principles of
WCAG 2.1 together consists of 78 success criteria
categorized into three levels of conformity: Level A,
Level AA and Level AAA.
Level A the minimum level that represents the
baseline accessibility standards, encompassing a total
of 29 success criteria. It includes the most critical
concerns that must be adhered to by web developers.
Websites that fall below Level A accessibility
standards are considered inaccessible to individuals
with disabilities.
Level AA is the middle level of accessibility which
necessitates the fulfillment of all the criteria outlined
for both levels A and AA. It contains 21
supplementary success criteria. In this level website
becomes difficult to be used by certain users.
Level AAA is intended to represent the highest level
of accessibility that is established for websites. To
fulfil the criteria of the AAA level, a website must
conform to the specifications outlined in levels A,
AA, and AAA. It includes a comprehensive set of 28
success criteria. Numerous repositories or websites
are unable to meet the requirements of this level of
compliance.
The four principle are further categorised into 13
guidelines:

RBU Journal of library & Information Science, V. 25, 2023
Principle 1: Perceivable - Information and user
interface components must be visible to users.
Principle 1 has four guidelines:
Principle 3: Understandable - This principle
establishes the rules for correct content
comprehension and comprises three guidelines:
1.1 Text Alternatives: Provide text alternatives for
any non-text content. Non-text material must have
text alternatives for accessibility. These alternatives
should be available in large print, braille, speech,
symbols, or simpler language for people with visual,
cognitive, or language difficulties can understand the
content.
1.2 Time-based Media: Provide alternatives for timebased
media. This guideline provides time-based and
synchronised material like audio, video, sign
language, and audio-video with interaction.
1.3 Adaptable: Create content that can be presented
in different ways or provided in a simplified visual
style without losing information or structure.
1.4 Distinguishable: Enhance the accessibility of
content for users by using measures to improve
visibility and auditory perception, such as effectively
distinguishing between foreground and background
elements. In order to enhance the overall user
experience, it is imperative to effectively
differentiate between foreground and background
information. To be able to effectively convey
information, visual presentations should incorporate
contrasting elements between the foreground and
backdrop.
Principle 2: Operable - Defines several techniques
for achieving web accessibility, including keyboard
accessibility, alternative navigation options, and
photosensitivity. Principle 2 encompasses a set of
five guidelines:
2.1-Keyboard accessible: Ensure that all features are
accessible through keyboard input.
2.2-Enough time: Individuals with disabilities may
necessitate an extended duration to comprehend and
engage with textual material. When a session
expires, users can resume their activities without
losing data.
2.3 Seizures and Physical Reactions: avoid creating
content that is known to induce a sudden and intense
flash of light directly into the eyes causing problems
like seizures.
2.4 Navigable: Provide means for users to navigate,
locate content, and identify their location by
providing link text, headings and lables.
2.5 input Modalities: Enhance the accessibility of
functionality for users by including diverse input
methods beyond the conventional keyboard like via
mouse, touch screen, or a laser pointer.
3.1. Readable: The purpose of this guideline is to
facilitate the accessibility and comprehension of text
material for both users and assistive technology.
3.2 Predictable: The purpose of this Guideline is to
assist individuals with disabilities by organising web
page material in a consistent and predictable manner.
3.3 Input Assistance: This guideline aims to reduce
errors, enhance the probability of user error
detection, and facilitate user comprehension of error
rectification procedures.
Principle 4: Robust – This principle consists of one
guideline:
4.1 Compatible: The purpose of this Success
Criterion is to guarantee that user agents, which
also include assistive technology, are capable of
accurately interpreting and parsing text.
Additionally, it ensures that Assistive Technologies
acquire current information regarding any
modifications made to the content.
Review of Literature
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Perifanou, M., & Economides, A. A. (2022)
identified a total of thirteen well recognised
repositories of open educational resources (ROER)
and conducted an investigation of their respective
websites in order to assess their adherence to
fundamental accessibility principles. The
study reveals that although all of the ROER assessed
attained high accessibility scores, however, certain
ROER shown numerous violations, such as
inadequate color contrast, absence of text within an
ARIA landmark, and unclear identification of links.
Website developers are advised to adhere to
accessibility rules, which encompass incorporating
alternate text for links and images, ensuring color
contrast, employing adaptable font sizes,
implementing structured headings, and other related
measures.
Aziz, M. A., Isa, W. A. R. W. M., & Nordin, N.
(2010) conducted an accessibility study with a
sample size of 120 higher education institution
websites in Malaysia. The study identified a number
of accessibility and usability concerns pertaining to
the website of Malaysia's higher education
institutions. It was found that not all Open
Educational Resources are intentionally created to be
inclusive. The mere availability of content does not
guarantee universal accessibility. The design and
delivery of OER should ensure equal access and
participation for all learners, including individuals

with impairments. The adoption of universal and
inclusive design, along with assistive information
and communication technology (ICT) tailored to
address individual impairments, is necessary to
facilitate the inclusivity of open educational
resources.
Da Rosa, S., & Motz, R. (2016) analysed seven open
institutional repositories located in Ibero-America.
They were chosen to evaluate the overall state of
accessibility in the region. Based on the findings of
the conducted study, it can be inferred that all of the
repositories examined present obstacles for
individuals with various sorts of disabilities. No
repository could meet the minimum accessibility
requirements of Level A conformance according to
WCAG 2.0. All of the repositories have significant
errors, including the absence of keyboard
accessibility and the use of image-based text without
appropriate alternatives like as hyperlinks. This
impedes the accessibility of individuals who rely on
screen readers and keyboard navigation. The
prevailing issue pertains to the absence of textual
replacements for images and the scarcity of links that
allow screen reader users to bypass content barriers.
The study reported absence of adherence to
fundamental W3C standards, such as HTML and
CSS.
Acosta-Vargas, P., Acosta, T., & Lujan-Mora, S.
(2018) conducted analysis of the web accessibility
challenges observed in 348 renowned university
websites around Latin America, as determined by
their rankings on Webometrics. The current
investigation revealed that the university websites
examined in this research fail to comply with the
Web accessibility standards outlined in the Web
Content Accessibility Guidelines 2.0. The research
findings revealed a significant number of level "A"
accessibility violations, such as the absence of
alternative text.
Atenas, J. and Havemann, Leo (2013) assessed a
total of 80 repositories of Open Educational
Resources (OER) based on ten quality indicators.
These indicators were featured resources, user
assessment tools, peer review, authorship, keywords,
metadata, multilingual assistance, social media
support, creative commons licenses, and source code
or original Files. The findings indicate that, among
all the methods of Indicators for Quality
Assurance (IQA), the capability to articulate a
resource through the use of keywords is the most
widely endorsed by the current state of Research on
Educational Resources (ROER). There exist only
three further IQA (indicators of quality assurance)
that meets the midpoint. These include Creative
Commons licensing, authorship of resources, and
presence of social media support.
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Chandel & Patel : Accessibility evaluation...
Di Lucca, G. A, Fasolino, A. R. & Tramontana, P.
(2005) introduces a conceptual framework that
outlines the many elements associated with
identifying accessibility issues that may be present in
client page code. The suggested methodology entails
the description of accessibility issues in Web client
pages through the use of regular expression. It also
includes automated fixing of a phase can be executed
by providing the Fixing Rule for the detected
violation. The validation process can be conducted
by analysing the source code of the webpage to
identify any accessible alternatives that can be
utilised to address the reported issue.
Schultz, T. A., & Azadbakht, E. (2021) performed a
global survey in 2020 targeting librarians engaged in
the utilization of Open Educational Resources
(OERs). The findings indicate that a minority of
librarians consistently take into account accessibility
considerations when engaging in the development or
modification of OERs. The majority of librarians
also indicated that they offer at least one service to
support accessibility in OERs whereas less than onethird
provide automatic or manual inspections for
accessibility. The findings of this survey suggest that
the majority of librarians who regularly engage
with OERs possess a fundamental comprehension of
web accessibility. Furthermore, a significant number
of these librarians implement their knowledge of web
accessibility to varying degrees.
Navarrete, R., & Luján-Mora, S. (2018). introduces a
design that aims to address the accessibility gap in
Open Educational Resources by personalising the
entire OER environment. The objective is to enhance
the User Experience (UX) by prioritising the
recognition and comprehension of the needs of users
with disabilities. In order to enhance the user
experience (UX) of those with impairments three
essential elements are considered: accessibility,
usability, and information architecture. The design
was evaluated using OERfAll, a website that was
developed based on the design framework outlined in
the article. The findings indicate that the OERfAll
website did not reported any accessibility concerns
while other websites presents accessibility issues as
they do not follow accessibility guidelines strictly.
Baule, S. M. (2020) assessed a total of 24 university
websites specializing in intermediate special
education in order to ascertain the level of
accessibility provided to individuals with
impairments. The findings indicate that a majority of
the websites examined, specifically 21 out of 24,
were found to have a deficiency in providing
alternative text for images making it difficult for the
visually impaired readers to effectively access and
navigate these websites.

RBU Journal of library & Information Science, V. 25, 2023
Elias, M., Tavakoli, M., Lohmann, S., Kismihok, G.,
& Auer, S. (2020) introduced an OER recommender
system that provides recommendations for OERs
based on the learner's occupation, skills, and
accessibility preferences. In order to access Open
Educational Resources of high-quality that are
pertinent to the learner's profile OER metadata, user
ratings and a quality prediction algorithm were
employed. The validation process of the OER
recommender system included feedback from experts
catering to the needs of visually impaired and
cognitively impaired users. The OERs retrieved by
this methodology shown a higher degree of
compliance with accessibility criteria compared to
other OERs and the resources have proven to be
beneficial for learners with specific accessibility
requirements.
Research Questions
RQ1: What are the accessibility issues identified in
the selected repositories?
RQ2: What are the types of errors causing
accessibility issues in the selected repositories?
Methodology
The study was undertaken from June to August 2023,
employing four distinct phases. Figure I illustrates
the sequential steps encompassed within each phase.
Phase 1: Performing a check to ensure that all of the
links to the 106 Indian repositories listed on Open
DOAR are active. It was discovered that many of the
URLs that were provided on Open DOAR were not
functioning properly, and it is essential for a link to
function properly in order to test its accessibility
using the WAVE tool.
Phase 2: Only 52 of the 106 Indian repositories
listed on Open DOAR had operational links, leaving
the remaining 48 inaccessible. Every one of the
active links was copied and pasted into a spreadsheet
so that it could be later used for checking
accessibility WAVE tool. For space reasons each of
the 52 organisations was assigned an organisation ID
so that the table could conveniently fit onto a single
page.
Phase 3: Conducted an analysis of each
organization's repository website utilising the WAVE
tool. For this purpose the WAVE plugin was
installed on Chrome browser. With the assistance of
WAVE, each website under consideration was
analysed, and the number of accessibility errors was
recorded in a spreadsheet.
Phase 4: The results that were displayed by WAVE
in six categories, including error, contrast error,
feature, ARIA, structural element, and alert were
entered in a spreadsheet for further analysis.
FiFgure 1 : Stages of Methodology
After examining a total of 106 Indian websites listed
on OpenDOAR, the present study has selected 52
repositories for analysis as given in Table 1 in the
annxure.
WAVE
WAVE is an accessibility evaluation tool that
automatically evaluates any website's accessibility.
WAVE was developed in 2001 as a free public
service by Web Accessibility In Mind (WebAIM).
WAVE provides online evaluation services in
addition to browser add-ons. It is available online
and for this study, a plugin of the WAVE tool was
set up on Chrome browser. Installing a browser
extension is required to utilise the WAVE tool. Wave
makes it easy to identify where issues are occurring
on a website as it generates accessibility report
across six distinct categories, namely error, contrast
error, feature, ARIA, structural element, and alert. It
also provides comprehensive explanations for every
concern. Therefore WAVE tool was utilised in this
study due to its comprehensive automated analysis
capabilities
Figure 2 : WAVE Screenshot
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Chandel & Patel : Accessibility evaluation...
Figure 2 displays a Screenshot of the WAVE
Chrome plugin at the top right corner and it shows
WAVE evaluation summary of a repository into six
categories of WAVE: error, contrast error, feature,
ARIA, structural element, alert.
ERROR
The components in the error category showed a nonconformity
with the web content accessibility
guideline (WCAG) standards. The majority of the
issues found in this category were empty links,
which indicates that a link contains no text. It's
important because if a link has no text, the function
or aim of the link isn't presented to the user, which
might cause issues for keyboard and screen reader
users. As a result, it was very likely that disabled
users would struggle to access the website. Remove
the empty link or include text within the link that
defines the purpose of the link to fix it.
errors, specifically 18 instances. The Institutional
Repository of Intellectual Contributions at Delhi
Technological University exhibited the greatest
number of contrast errors, specifically 104. National
Institute for Tuberculosis Research, National
Institute for Research in Tuberculosis, and Pandit
Deendayal Petroleum University (PDPU) are the sole
three institutes that exhibit zero contrast errors
repositories Where as the repository at Azim Premji
University recorded a total of 238 alerts. The
repository of Pandit Deendayal Petroleum University
(PDPU) has incorporated a total of 125 Accessible
Rich Internet Applications (ARIA) components
followed by AIJR Preprints repository including 44
ARIA components which serve the purpose of
enhancing the accessibility features of websites. Rest
all of the repositories, with the exception of a couple,
included little to no ARIA components.
Contrast error
The elements here pointed how difficult it is for
persons with impairments to access the website
because of the low contrast ratio between the text
and background colour. It is significant because all
users, especially those with low vision or vision
impairment, need sufficient font contrast.
Feature
The components in this category do not indicate noncompliance
with WCAG accessibility standards. If
implemented correctly the features in this category
will improve accessibility.
Structural element
The components in this category designates the
format for providing page headers (titles and
subtitles). Lack of compliance with accessibility
standards can not be determined just by presence of
any element. Including a heading will improve the
web page's accessibility as it will explain the
importance and structure of the content.
ARIA (Accessible Rich Internet
Applications)
The components in this category contains attributes
that can be added to HTML elements to make web
content accessible to users with disabilities. The
ARIA elements can improve
Data Analysis
Table 2 below presents the results obtained after
evaluating all 52 repositories. Out of the total 52
repositories with functional links, it was observed
that Aligarh Muslim University and University of
North Bengal exhibited the highest frequency of
Organisa
tion ID
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Errors Alerts Struct
ural
Eleme
nts
Cont
rast
Erro
rs
Feat
ures
ARI
A
A1 2 0 54 8 8 44
A2 1 34 36 44 17 4
A3 3 2 25 22 0 0
A4 6 10 22 63 6 3
A5 3 8 26 22 0 0
A6 4 5 26 22 0 0
A7 5 4 19 86 4 0
A8 4 6 26 33 0 0
A9 2 16 4 1 18 0
A10 5 5 19 66 4 0
A11 13 6 20 71 3 3
A12 5 3 16 4 0 0
A13 9 24 16 38 2 2
A14 9 14 4 11 3 0
A15 3 24 4 4 5 0
A16 4 17 4 4 5 0
A17 10 30 8 4 22 0
A18 1 2 17 7 1 0
A19 4 5 24 31 8 0
A20 9 238 10 8 11 4
A21 6 12 6 1 19 0
A22 5 51 38 100 4 0
A23 4 17 5 2 20 0
A24 8 11 8 4 4 0
A25 5 4 19 86 4 0
A26 10 21 5 8 7 0
A27 10 21 5 4 7 0
A28 10 21 5 8 7 0
A29 10 21 5 7 7 0
A30 10 21 5 5 7 0
A31 5 5 19 69 3 0
A32 10 21 5 4 7 0
A33 7 9 2 4 12 0
A34 3 7 26 57 0 0
A35 18 24 45 62 16 4
A36 8 10 47 104 8 0
A37 7 8 29 80 7 0
A38 7 9 4 3 6 0
A39 6 33 44 78 4 0
A40 6 23 8 0 14 6

RBU Journal of library & Information Science, V. 25, 2023
A41 6 23 8 0 14 6
A42 13 29 5 5 9 0
A43 2 9 2 4 5 0
A44 9 36 7 3 12 0
A45 7 23 28 65 4 0
A46 5 4 36 44 8 0
A47 9 36 7 3 12 0
A48 7 29 41 0 84 125
A49 5 41 760 47 5 6
A50 18 13 21 55 6 0
A51 5 8 35 69 4 0
A52 5 6 3 3 4 0
Total 348 1059 1663 1533 447 207
Table 2 : WAVE evaluation results
WAVE Result Analysis
The data reveals that the average number of errors
identified in the 52 repositories is 6.69, suggesting a
relatively low incidence of reported faults in these
repositories. A limited number of issues, such as
empty links or missing alternate text for images,
were noted. Based on the data presented in Figure 3,
it can be inferred that Indian repositories on
OpenDOAR display high number of contrast errors.
The reported average value of contrast errors is
57.84. Ensuring sufficient contrast between text and
background color is of vital importance
for individuals with low vision or other visual
impairments as they may encounter difficulties in
reading the text. It is followed by lack of structural
elements like page headers (titles and subtitles). The
graph presented below illustrates that the average
value of structural elements is 62.75. This indicates
that a significant proportion of repositories lack
headings and titles. The utilization of headings and
titles has the potential to improve the accessibility of
a website by providing clear explanations of the
content included inside each heading.
Average value of Error = Total number of error/
Total number of Indian Repositories analyzed.
Average value of Error = 348/52= 6.69
Average value of alerts = Total number of alerts/
Total number of Indian Repositories analyzed.
Average value of alerts = 1059/52= 39.96
Average value of contrast errors = Total number of
contrast errors / Total number of Indian Repositories
analyzed.
Average value of contrast errors = 1533 / 52= 57.84
6.69
39.96
Average
62.75 57.84
16.86 7.81
Types of Errors
Figure 3: Average value of Types of Errors
Types of Errors on OpenDOAR Indian
Repositories
One of the most common errors seen in numerous
websites is related to the Level A success criterion
''1.1.1 Nontext Content'' (see Table 1) which
addresses the absence of alternative text. A common
problem observed in the majority of websites is the
absence of alternate text for images. This issue arises
in instances when the image tag lacks the inclusion
of a 'alt' attribute. The alt text or tag serves the
purpose of providing alternate text for images. The
descriptive text linked with the alt tag serves the
same purpose as the image and conveys the same key
information. Alternative text (alt tags) are concise
and descriptive textual descriptions that correspond
to the content of an image. These descriptions serve
to provide a textual representation of the picture's
content.
Another common error reported by WAVE tool
refers to 2.4.4 success criterion (see Table 1) of
Level A under operable principle which states
“purpose of the link” of level A. When a link that
leads to an image does not contain any alternative
text, screen readers will not be able to convey the
purpose of that link. In order to help users determine
whether they wish to follow a link, assistive
technology can show users a list of all the links on a
Web page and explain the purpose of each link.
Another error reported refers to 1.4.3 success
criterion (see Table1) of Level AA under perceivable
principle which states that “the visual presentation
of text and images of text has a contrast ratio of at
least 4.5:1”. This Success Criteria's goal is to make
the text and background distinct enough for people
with low vision to read it without the aid of contrastenhancing
assistive technology. The research
findings indicate that there is a significant need for
substantial improvements in the accessibility of these
repositories in order to reduce the obstacles faced by
individuals with disabilities while accessing them.
Conclusion
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The findings derived from the assessment of
accessibility of Indian repository websites listed on
OpenDOAR reveal that none of the websites
achieved an adequate level of accessibility. The
research identified a significant number of
accessibility violation errors classified as level 'A'.
Web accessibility policies should be enhanced and
promoted across nations, along with the
implementation of better rules for website developers
to encompass various aspects, including the
provision of alternative text for links and images,
ensuring adequate color contrast, employing flexible
font sizes, utilising structured headings, and other
relevant measures. A website is considered
accessible if it can be read and navigated by

everyone, regardless of any kind of impairment of
the individual. In order to facilitate the independent
living and comprehensive participation of individuals
with disabilities, it is important to implement suitable
measures that provide equal access for persons with
disabilities. Learners exhibit a wide range of
diversity, and it is imperative to acknowledge and
accommodate this diversity within an integrated
educational system. Learners have their unique and
varied demands. Consequently, the processes
associated with Open Educational Resources (OERs)
and the respective hosting repositories have to be
deliberately crafted to ensure accessibility for both
learners and educators. It is important to recognize
that education functions as a complex adaptive
system. Specific measures need to be taken to create
OERs to cater to diverse needs. For accessibility
professionals, tools that assess website accessibility
for compliance with WCAG 2.1 are crucial. 50% of
the success criteria can be detected by these tools. It
should be noted that no tool can guarantee to detect
all potential errors of the success criteria.
Chandel & Patel : Accessibility evaluation...
Society, 17(4), 755-774.
https://doi.org/10.1007/s10209-017-0529-9
Baule, S. M. (2020). Evaluating the accessibility of
special education cooperative websites for
individuals with disabilities. TechTrends, 64(1), 50-
56. https://doi.org/10.1007/s11528-019-00421-2
Elias, M., Tavakoli, M., Lohmann, S., Kismihok, G.,
& Auer, S. (2020, October). An oer recommender
system supporting accessibility requirements.
In Proceedings of the 22nd International ACM
SIGACCESS Conference on Computers and
Accessibility, pp. 1-4.
William and Flora Hewlett Foundation n.d.
https://hewlett.org/strategy/open-education/
World Wide Web Consortium (W3C). (2008). Web
Content Accessibility Guidelines (WCAG) 2.0.
https://www.w3.org/TR/WCAG20/
Sherpa. (2005). Directory of Open Access
Repositories. https://v2.sherpa.ac.uk/OpenDOAR/.
(Accessed 25 June 2023)
References
Perifanou, M., & Economides, A. A. (2022).
Analyzing repositories of OER using web analytics
and accessibility tools. Universal Access in the
Information Society, 1-15.
https://doi.org/10.1007/s10209-022-00907-6
Aziz, M. A., Isa, W. A. R. W. M., & Nordin, N.
(2010, December). Assessing the accessibility and
usability of Malaysia higher education website.
In 2010 International Conference on User Science
and Engineering (i-USEr), pp. 203-208. IEEE.
Da Rosa, S., & Motz, R. (2016, September). Do we
have accessible oer repositories?. In 2016
International Symposium on Computers in Education
(SIIE), pp. 1-6. IEEE.
Acosta-Vargas, P., Acosta, T., & Lujan-Mora, S.
(2018). Challenges to assess accessibility in higher
education websites: A comparative study of Latin
America universities. IEEE access, 6, 36500-36508.
10.1109/ACCESS.2018.2848978
Atenas, J. and Havemann, Leo (2013) Quality
assurance in the open: an evaluation of OER
repositories. INNOQUAL - International Journal for
Innovation and Quality in Learning, 1(2), 22-34.
Di Lucca, G. A, Fasolino, A. R. & Tramontana, P.
(2005). Web Site Accessibility: Identifying and
Fixing Accessibility Problems in Client Page Code.
IEEE International Symposium on Web Site
Evolution.
Schultz, T. A., & Azadbakht, E. (2021). Open but not
for all: a survey of open educational resource
librarians on accessibility. College & Research
Libraries, 82(5), 755.
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the accessibility gap in Open Educational
Resources. Universal Access in the Information
84
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About Author
Poonam Chandel
Ms Poonam is a research scholar in Department of
Library and Information Science, Central University
of Himachal Pradesh, India. Her research interest
includes Open Educational Resources (OERs), open
access and web accessibility. She contributed in
reviewing related literature, methodology, data
collection and data analysis.
Dr. Dimple Patel
Dr Patel is an Associate Professor in Department of
Library and Information Science, Central University
of Himachal Pradesh, India. Her research interests
include Digital Libraries, Open Access, Open Data,
IR in Indian languages, Open Source Software,
Knowledge Organization methods and semantic web
technologies. She contributed to conceptualising and
supervising the overall study.

RBU Journal of library & Information Science, V. 25, 2023
Annuxure
Organisation Repository Name Organization Name Repository URL
ID
A1 AIJR Preprints AIJR Publisher https://preprints.aijr.org/index.php/ap/preprints
A2 Architexturez South Asia ABA-NET http://www.architexturez.net/
A3 CSIR-NCL Digital Repository CSIR-National Chemical Laboratory https://dspace.ncl.res.in
A4
DRS at National Institute Of National Institute Of Oceanography (NIO) http://drs.nio.org/drs/
Oceanography
A5
DSpace at Indian Institute of Indian Institute of Management
http://dspace.iimk.ac.in/
Management Kozhikode
Kozhikode (IIMK)
A6 DSpace@IMSC Institute of Mathematical Sciences http://www.imsc.res.in/xmlui
A7 DSpace@INFLIBNET Information and Library Network http://ir.inflibnet.ac.in/
Center (INFLIBNET)
A8
Digital Knowledge Repository of Central Drug Research Institute (CDRI) http://dkr.cdri.res.in/xmlui/
Central Drug Research Institute
A9 DigitalLibrary@CUSAT Cochin University of Science and http://dspace.cusat.ac.in/jspui/
Technology (CUSAT)
A10 Dspace at IIT Bombay Indian Institue of Technology,
http://dspace.library.iitb.ac.in/jspui/
Bombay (IITB)
A11 Dspace@NITR National Institute of Technology, http://dspace.nitrkl.ac.in/dspace/
Rourkela (NITR)
A12 Dyuthi Cochin University of Science & http://dyuthi.cusat.ac.in/
Technology (CUSAT)
A13 E Knowledge Center Foundation for Democratic Reforms http://ekcenter.fdrindia.org/
A14
Electronic Theses and
Tamil Nadu Dr. M.G.R. Medical http://repository-tnmgrmu.ac.in
Dissertations of The Tamil Nadu
Dr. M.G.R. Medical University
University
A15 Eprint@NML National Metallurgical Laboratory http://eprints.nmlindia.org/
A16 Eprints @MDRF Madras Diabetes Research Foundation http://mdrf-eprints.in/
A17 Eprints@CMFRI Central Marine Fisheries Research
http://eprints.cmfri.org.in/
Institute (CMFRI)
A18 Eprints@SBT MKU Madurai Kamaraj University (MKU) http://eprints.bicmku.in/
A19 eGyankosh Indira Gandhi National Open
http://www.egyankosh.ac.in/
University (IGNOU)
A20 ePrints@Azim Premji University Azim Premji University http://publications.azimpremjifoundation.org
A21 eprints@NIAS National Institute of Advanced Studies http://eprints.nias.res.in
A22 Gyan Pravah Central University of Haryana http://idr.cuh.ac.in:8080/jspui
A23 IACS Institutional Repository Indian Association for the Cultivation of http://arxiv.iacs.res.in:8080/jspui/
Science
A24
ICRISAT Open Access
International Crops Research Institute for http://oar.icrisat.org/
Repository
the Semi Arid Tropics (ICRISAT)
A25
INFLIBNET's Institutional Information and Library Network
http://ir.inflibnet.ac.in/
Repository
Center (INFLIBNET)
A26 IR@CECRI CSIR-Central Electrochemical Research http://cecri.csircentral.net/
Institute
A27 IR@CGCRI CSIR - Central Glass and Ceramic
http://cgcri.csircentral.net
Research Institute
A28 IR@CLRI Central Leather Research Institute (CLRI) http://clri.csircentral.net
A29 IR@NEERI CSIR - National Environmental
http://neeri.csircentral.net
Engineering Research Institute (NEERI)
A30 IR@NEIST North East Institute of Science and http://neist.csircentral.net
Technology (NEIST)
A31 IR@NITK National Institute of Technology
https://idr.nitk.ac.in/jspui
Karnataka (NITK)
A32 IR@NPL CSIR - National Physical Laboratory http://npl.csircentral.net/
A33
Indian Academy of Sciences: Indian Academy of Sciences
http://repository.ias.ac.in/
Publications of Fellows
A34
Indian Institute of Astrophysics Indian Institute of Astrophysics
http://prints.iiap.res.in/
Repository
A35 Institutional Repository -
http://www.nbu.ac.in
http://ir.nbu.ac.in
University of North Bengal
A36
Institutional Repository of Delhi Technological University (DTU) http://dspace.dtu.ac.in:8080/jspui/
Intectual Contributions of Delhi
Technological University
A37
Institutional Repository of
Vidyasagar University
Vidyasagar University
http://inet.vidyasagar.ac.in:8080/jspui
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Chandel & Patel : Accessibility evaluation...
A39
Learning Resource Centre:
Digital Repository of
Chitkara University
Chitkara University Punjab
http://dspace.chitkara.edu.in/jspui/
A40
NIRT Institutional
Repository
National Institute for Tuberculosis
Research
http://eprints.nirt.res.in/
A41 NIRTIR National Institute for Research in
Tuberculosis
https://eprints.nirt.res.in
A42
Open Access Repository of
IISc Research Publications
Indian Institute of Science (IISc)
http://eprints.iisc.ac.in
A43 Open Access to Odia Books National Institute of Technology,
Rourkela (NITR)
A44 RAIITH Indian Institute of Technology
Hyderabad
A45 RNLKWC Digital Repository Raja Narendra Lal Khan
Women's College (Autonomous)
http://oaob.nitrkl.ac.in/
http://raiith.iith.ac.in/
http://111.93.204.14:8080/jspui/
A46 RRI Digital Repository Raman Research Institute http://dspace.rri.res.in/
A47
Research Archive of Indian
Institute of Technology
Hyderabad
Indian Institute of Technology
Hyderabad
http://raiith.iith.ac.in/
A48 SSRN Pandit Deendayal Petroleum
University (PDPU)
https://papers.ssrn.com
A49
ShodhGanga: A reservoir of
Indian theses
Information and Library Network
Center (INFLIBNET)
http://shodhganga.inflibnet.ac.in/
A50 Social Science Cyber Library Aligarh Muslim University http://socsccybraryamu.ac.in/
A51 Vidya Prasarak Mandal –
Thane
Vidya Prasarak Mandal
http://dspace.vpmthane.org:8080/jspui/index.jsp
A52 Zorotic Online Library Zorotic Online Library https://zorotic.com/
Table 1 : Indian repositories on OpenDOAR with functional links
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
30 th August 2023
Primary Reviewed on –
6 th September 2023
Peer Reviewed on –
4 th October 2023
Accepted for publication
6 th October 2023
A Study on Contemporary Tools and Technologies for Knowledge
Management in Public Libraries
Manendra Kumar Singh.
Dr Manendra Kumar
Singh
Assistant Professor
Dept. of Lib. & Inf. Sc.,
Mizoram University, Aizawl,
Mizoram
manebhu007@gmail.com
Introduction: In this digital era, public libraries have broadened their reach beyond their internal
collections and physical facilities, allowing patrons to access various materials. The scope of
knowledge management in public libraries encompasses internal and external dimensions, primarily
emphasizing enhancing the quality of library services.
Purpose: The present study explores the current tools and technologies that can be applied to public
library Knowledge Management (KM).
Methods: A theoretical approach has been used to identify suitable KM tools and technologies for
public libraries. The downloaded literature was critically analyzed and synthesized, given its usability
for the public library.
Findings: It was observed that no single set of tools would apply to everyone or across public
libraries. It is noted that technology is just an enabler for KM, and only technology tools are not
enough, so every public library should go by its requirement for KM tools and technology.
Conclusion: The suggested knowledge management technology's structure could be used as a
reference for further research endeavors. The study offers a comprehensive and pragmatic resource
that aids in selecting knowledge management (KM) strategies and technologies tailored to their
surroundings for librarians of public libraries.
Keywords:
Knowledge Management; Public Library; Knowledge cafe; Peer Assist; Creation; Social
networks
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Introduction
Abell and Oxbrow (2001) described knowledge
management as a series of procedures and Shanhong,
(2000) as a way of managing knowledge. The concept
discussed here is a novel aspect of strategic information
management, Ponelis, and Fair-Wessels (1998). According
to Broadbent, (1998), KM uses organizational knowledge
via efficient information management practices and
organizational learning. Managing various types of
knowledge is essential in knowledge-based organizations
such as public libraries. The user knowledge, resource
knowledge, and personnel practice knowledge pertain to the
expertise available within the public library; in this context,
knowledge management (KM) can facilitate higher
engagement through communication between public library
professionals and patrons. Teng and Hwamdeh, (2002)
found that a vast possibility exists in KM that can be used to
promote knowledge sharing. Sarrafzadeh, Martin, and
Hazeri (2010) describe that previous library and knowledge
management work has primarily concentrated on
examining the correlation between these two domains.
Wen, (2005) discussed the necessity and implementation of
knowledge management within libraries, and Maponya,
(2004) indicates that librarian perceptions and cognitive
ability are required about various tools and techniques for
appropriate application within library settings. Some
questions may face the librarian, like which tools and
procedures need to be implemented. What is the process
associated with various stages? Is the technical instruments
and systems greater than humans and techniques in the
library? Is it sufficient to manage knowledge using a
specific tool or method? Adopting knowledge management
(KM) in libraries and other organizations consistently
indicates no universally effective solution for KM
implementation. Public libraries should create a customized
template to solve their needs and objectives. Instead of
enforcing a particular method or tool upon any library,
knowledge management (KM) entails formulating
strategies and procedures. It means that it is more likely to
be embraced and efficiently exploited by library
professionals.
Review of Literature
Numerous scholarly investigations have been conducted to
explore the range of instruments that exist within the
framework of knowledge management. yndale (2002)
establishes a correlation between multiple instruments and
knowledge generation, organization, dissemination, and
implementation processes. Ruggles, (1997) indicates the
classified knowledge management (KM) technologies,
focusing on their applications in knowledge creation,
encoding, and transfer. Rao, (2005) did a comprehensive
compilation of case studies to examine tools,
methodologies, and tactics organizations use in knowledge
management (KM). According to Rollet (2003),
technologies may be classified into many areas, including
communication, collaboration, content production, content
management, adaptation, eLearning, personal tools,
artificial intelligence, networking, standards, and hardware.
Janz (2001) explored the common knowledge database
(CKDB), which may be used to manage informal
knowledge inside libraries effectively. The knowledge
management-based practices studied by Tiwana, (2002) can
be integrated easily with available KM technology based on
the specific requirements of libraries. Due to technical
advancements and the emergence of social networking and
Web 2.0 technologies, Andrew (2009) found that many
tools have become obsolete or irrelevant to library
knowledge management. White, T. (2004) Public libraries
dealing with knowledge dissemination in society need to
accommodate the available knowledge management tools
for effective creation, sharing, and use of the existing
knowledge in the library. The literature review indicates no
appropriate format or guideline to finalize the public
library's KM tools. There is a need to locate knowledge
management tools under the criteria of technical and nontechnical
tools for utilization by public library professionals.
This study employs a conceptual and theoretical assessment
approach to examine KM's technical and non-technical
tools. Public libraries are expected to be more capable of
implementing knowledge management (KM) if they
possess knowledge of the existing KM tools and
technologies and their alignment with the different stages of
the KM lifecycle. This paper signifies progress towards
these objectives.
Objectives of the study
The objectives of the study are as follows:
•To explore various KM tools for the creation and
capture of knowledge in a public library
•To asses different KM tools for sharing and
dissemination of knowledge in a public library
•To examine KM tools for application and use of
knowledge in a public library
•To describe the application of technology and nontechnical
tools for knowledge management within a
public library setting
Methodology
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Singh: A study on comtemporary…
A theoretical approach has been used to identify
suitable KM tools and technologies for public
libraries. The KM has been divided into three cycle
stages to examine the adoption in public libraries.
The KM tools and technology literature have been
downloaded with keywords from Google Scholar,
Scopus, and Web of Science. The downloaded
literature was critically analyzed and synthesized,
given its usability for the public library. The
assessment has been divided under each structure,
followed by technical and non-technical knowledge
management tools. A total of six tables were used to
provide technical and non-technical tools, (Dalkir,
201; Klein and Myers, 1999), each accompanied by a
description of their application in knowledge
management within a public library setting. The
subsequent parts are structured in a comprehensive

RBU Journal of library & Information Science, V. 25, 2023
evaluation of the existing literature. The tools and
technology used for KM implementation are aligned
with the several stages of the KM in public libraries
with the outcomes and discourse. The study finishes
by engaging in a comprehensive analysis of the
limitations inherent in the study and proposes
avenues for further research.
Analysis
Study assume that three stages of knowledge
management (KM) cycle creation and capture,
sharing and dissemination, and uses of applications
earlier described by McElroy, (1999) and Rollet,
(2003), same for the public library. The selection of
tools (Awad and Ghaziri, 2004) for each stage of KM
have been tailored and described as per use in public
library. The majority of the tools (Ruggles, 1997b)
mentioned in the list are available at no cost are open
source, with a few exceptions that require payment.
In every phase, there are two distinct tables
available; one for non-technical, and another
technology based tools. Tables pertaining to nontechnical
tools provide a comprehensive enumeration
with their respective functionalities, (Young, 2010)
and their applications within the context of
knowledge management (KM) in public libraries.
Three tables has been presented for technical tools,
which are aligned under different stages of KM with
applications in public library.
1. KM tools for creation and capture of
knowledge in public library
Tables 1 and 2 provide an extensive collection of nontechnical
and technical tools which are appropriate for
public library. These tools serve the dual function of
gathering tacit, implicit and explicit knowledge, while also
aiding in the creation of knowledge. In the application
column of the two tables, (McGill and Brockbank, 2004)
proper discussion have been given about how can public
library utilize different tools for knowledge codification,
capture, (Agrawal and Poo, 2008) creation, acquisition,
sourcing, compilation, (Good, 2013) or organisation. This
enhanced description aims to provide a more clear
understanding of the use of each respective technology.
Non-Technical
Tools
Action Learning
ApplicationforKMin Public libraries
Public libraries should facilitate skill growth, enhance the learning process,
and promote knowledge exchange among its users.
AdHoc Sessions Useful for Informalinteractionsamongpubliclibrary
professionalsanduserson regular library developmentsand the success of
ongoing library projects.
After action review(AAR) Will be use for the assessment of projects or activities through the Public
library administration.
Brain storming
Allows for the creation of novel public library services and the
implementation of knowledge capture incentives for public library
personnel.
Guest speakers
Inviting subject speakers on a regular basis for inter-subject or intra-subject
tacit knowledge exchange within the public library.
Knowledge exchange Online or offline platforms can be used to reduce the risk of losing ideas
and experience when present staff leave the public library.
Knowledge café
Public libraries can open for learning, bringing various users together to
listen and participate in contemporary knowledge-sharing topics.
Knowledge market place
It facilitates the establishment of links among public library professionals
who have discovered deficiencies in their knowledge within library.
Learning History
Peer Assist
Used for comprehensive analysis of the events, and causes in the public
library, and the lessons derived from particular incident can be benefit of
existing public library setup.
Allows support and guidance from library experts and specialists for public
library operations through meetings or workshops where colleagues share
their knowledge and best practices.
Table 1: Non-technical tools for knowledge creation and capture
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Singh: A study on comtemporary…
Technology
category
Screen
sharing /
Remote
support
Collaborative
Visual
eviewing
Collaborative
writing
Document
sharing
Knowledge
community
Mind
mapping
And
Subjective
diagram
Social media
Management
tools
Tools name
Firefly, Skype screen sharing,
TeamViewer, Join.me,
Google Drive, Wipster (video editing
process) Screenlight, Notism etc.
Google Docs/Drive, Etherpad,
Microsoft Word Online, Dropbox
Paper, Penflip, Zoho Docs, Samepage,
OnlyOffice
Filestage, Dropbox, Business, Google
Drive, Microsoft OneDrive, Filecloud,
NetFiles, Sharefiles
Aggregate Profiler, Atlan, Informatica
Data Explorer, Melissa Data Profiler,
Microsoft DOCS, SAS DataFlux,
Talend Open Studio
MS Visio, ClickUp, XMind,
ConceptDraw
MINDMAP,
MindManager, Edraw, Mind Map,
Coggle
MeetEdgar, Post Planner, Agorapulse,
Hootsuite, SendibleTailwind,
Crowdfire, MavSocial
Application for KM in Public Libraries
Public Librarians may use these tools to
promptly assist patrons in resolving
password and login complications,
illustrating effective search techniques,
and troubleshooting concerns related to
file downloads and database utilization of
public libraries.
Used for research, sharing, and
cooperation across many activities within
public libraries.
facilitate to enhance creation, storage,
sharing, and organization of documents,
bookmarks, and citations throughout
various areas of a public library.
Public library staff can use these tools
toarchive, upload, and update the
documents.
These tools can capture the tacit
knowledge available in various domains
for public libraries.
To represent or visualize the internal
information such as thought processes,
library resources, contact details, meeting
summaries, project management, SWOT
analysis, and formulation of future
strategies for public libraries.
Social media management solutions
provide a range of features that enable the
effective administration of social media
accounts of public libraries. These tools
facilitate tasks such as scheduling posts,
suggesting material, and boosting postings
on a regular basis.
Video
recording
Riverside, QuickTime X, Vidyard,
Zoom, Loom, Camtasia, CamStudio,
OBS Studio, Bandicam
Use to document the conducted interviews
as well as record presentations and
discussions facilitated by subject matter
experts inside the public library premises
Table2:Technology tools for knowledge creation and capture
2 KM tools for sharing and dissemination of
knowledge in public library
Knowledge exchange is an everyday operation of
public library. To provide users a high-quality
information, knowledge management found as must
incorporate components for the public library. The
feasibility of this proposition would be contingent
upon librarians actively advocating for disseminating
their specialized knowledge and expertise. Good,
(2013) found that sharing information is widely
recognized as a very efficient method for enhancing
specialized knowledge among library staff
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members.This strategy is often used by librarians to
enhance the knowledge levels of their library
professionals effectively and efficiently. Libraries
can effectively fulfill their function as information
disseminator by creating an appropriate environment
as given by Wang and Dawes, (2012) for knowledge
exchange to internal and external users and even with
other libraries (Lek., Poo., and Agrawal, 2009). A
comprehensive overview of the technology and nontechnical
tools for knowledge exchange, and
dissemination inside the public library, have been
presented in tables 3 and 4.

RBU Journal of library & Information Science, V. 25, 2023
Non-
Technical
Tools
Collaborative
Physical
Workspace
Directory
of experts
Community
of Practice
Story
telling
Social
Network
Analysis
(SNA)
Technology
category
File sharing
Instant
Messaging
Social
networking
ApplicationforKMinLibraries
The information commons and learning
commons are collaborative spaces
located inside public library. It can be
used to enhance the interaction between
a librarian and a patron, librarians
themselves, and between patrons.
A directory of expertise serves as a
navigational tool to locate subject matter
specialists across many domains inside the
public library.
If librarians engage in collaborative
knowledge-sharing activities within a
community of practice, the overall
effectiveness of that practice is enhanced
for the whole community and public
library made to serve for the community.
Public Libraries can organize the
structured sessions as a method for
extracting personal narratives, as well as
sharing knowledge about learned lessons
and effective strategies applicable to
certain jobs or situations for the users
belongs to different subject domains. It
could be highly effective for the children
section of public library
By using SNA, public libraries can
visually represent and analyze the
connections among individuals,
enabling the identification and
examination of the dissemination of
information within these networks.
From whom do individuals seek
information and knowledge? With
whom do they share their knowledge?
Table3:Non-technical tools
forknowledgesharinganddissemination
Tool
name
ClickUp, Google
Docs/Workspac,
Notion,
Quip, nTask, Zoho
Docs,
Dropbox, One
Drive
GoogleChat,
Amazon,
Chime,
Workplace,
Chatwork,
Messenger,
Microsoft Teams,
Facebook
Facebook, Twitter,
LinkedIn,
Google+,
Myspace,
Academia,
ResearchGate,
CiteULike
Application for KM
in Libraries
These tools can be
used for organizing
and disseminating
files which are
relevant to meetings
or committee-related
tasks.
Public library can
resolve the user
problem and instruct
them through real
time chat or instant
messaging methods.
Public
Librariesshouldfacilita
te different social
media platform to
reach out
totheirpatrons for
latest update and
developments about
Video
conferencing
Voice- over-IP
(VoIP)
Web
conferencing
Zoom, Microsoft
team, Go
to meeting,
Google meet,
Star leaf,
RingCentral,
SolarWinds,
Ooma, Vonage,
Cloud
Talk,
Zoho
Meeting, Live
storm,
Zoom, Google
Hangouts, Dialpad
Meetings, Slack,
Skype,
Google Meet,
Microsoft
Teams, Facebook
Live
library services and
facilities.
Public librarycan use
for real
timediscussionsor
presentations with the
users as well as staff.
Public Libraries to
provide inter-location
communication with
other libraries canuse
VoIP to record
reference interviews
for the improvement
of user experience.
It
facilitates cooperation
and exchange with
public libraries or
partners from other
sources. This platform
offers functionalities
for recording and
customization of
international library
conferences.
Table4:Technology tools for knowledge sharing and
dissemination
3. KM tools for application and use of
knowledge in public library
Todays, public libraries facing challenges due to the
distinct user base and staff composition compared to
special or academic libraries. Does the field of public
libraries provide any possibility for implementing
knowledge management practices? undoubtedly, a
public library serves as more than a mere facility for
borrowing books, but rather as a space that facilitates
access to information. This phenomenon is not
recent; nonetheless, it has become more apparent in
the era of digital technology (Breeding, 2006). In
contemporary times, public libraries have expanded
their services to include their own collections and
affiliated branches and provide access to a diverse
range of resources (Leask et. al., 2008). Tables 5 and
6 comprehensively compile technology and nontechnology-based
tools which are necessary to use
for knowledge acquisition, learning, application, and
utilization within the library setting.
Non-Technical
Tools
Cognitive
Styles
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Application For KM
in Libraries
Cognitive styles may exhibit
variations in the chosen
aspects or activities,
including preferences for
group work as opposed to
solo work, and can be used of
visual versus verbal learning

Singh: A study on comtemporary…
Knowledge
audit
Personalization
and Profiling
Taxonomy
Learning
Reviews
Technology
category
Content
management
system
Event
scheduling
strategies.
The knowledge audit serves
the purpose of identifying
both explicit information
repositories and implicit user
demands. To facilitate
continual development, it is
essential for public libraries
to get a comprehensive
understanding of the disparity
that exists between their
intended outcomes and the
current state of knowledge.
Instead of generic library
websites, library patrons
might be offered personalized
selections and profiling
features.
Public libraries can organize
their knowledge assets using
taxonomies to aid in effective
navigation and retrieval for
the users.
The investigations need to
structure in such a manner
that aims to ascertain the
underlying causes and details
of the occurrence, including
aspects that may remain
undisclosed via conventional
investigative methods.
Table 5:Non-Technical Tools
forknowledgeapplicationanduse
Tools
name
Drupal,
Joomla,
WordPress,
Wix,
Magento,
Squire
space
Google
Calendar,
Doodle,
EventMobi,
Everwall,
Bizzabo,
Trello
Application
For KM
In Libraries
Public library can
create, manage, and
modify information
on a website,
eliminating the need
for specialized
technical expertise for
easy content
management.
It a process of
determining an
appropriate time for
the occurrence of an
event in the library,
such as a meeting,
conference, or travel
for the Public Library
and it can prefix and
Expertise
locator/skill
tracing
Project
management
Who’s
who,
LinkedIn,
Science
Citation
Index
Project
Insight,
Daptive
PPM,
Tenrox,
Project
Manager,
Zoho
Projects,
sharable with the
users.
The knowledge of
"who knows what" is
often more
advantageous to
public librarians than
the knowledge of
"how to do."
Useful for projects
such as creating a
digital library,
creating a multisubject
reference
guide, preparing for
teen reading week,
etc.
Table 6: Technology tools for knowledge application
and use
Findings
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A comprehensive analysis has been undertaken to
assess various tools under different approaches
which required for knowledge creation, capture,
sharing, and dissemination in public library.
Numerous finding have been made which are listed
below
The discussion indicates that all public libraries
cannot use a universally applicable set of tools.
The use of KM tools for creation, recording, or
transmission depends on the adoption of technology
and the specific library's approach.
It is essential to acknowledge that technology is
crucial in enabling knowledge management, yet
depending on technological tools is inadequate.
Incorporating the physical environment of library
and technology-enabled tools is of utmost
importance.
The specific manifestations of tools may change over
time, the broader classifications of technology,
including non-technical tools, will remain significant
for a considerable duration.
There is an increasing inclination towards using tools
in mobile and tablet environments, namely on
devices that run on various operating system like
Apple iOS, Google Android, or Windows operating
systems. It is recommended that librarians at public
libraries choose solutions that provide mobile
assistance, since they are more likely to be adopted
and used in many ways.
It is advisable that librarians have to select one to
three technical instruments under each stage of KM.
Incorporating supplementary tools within a library
setting entails an augmented level of cognitive

RBU Journal of library & Information Science, V. 25, 2023
requirements imposed on its staff, which may also be
regarded as extra support.
To make an informed decision on tool selection, the
library needs to survey its staff members to evaluate
their comfort level, preferences, and utilization of
current tools.
While deciding between free or open-source
software, it is essential to note that the term "free"
does not always mean that the program or product in
issue is offered at no cost. Public library authority
should understand this distinction.
Libraries must consider the expenses related to
maintenance and training. Consequently, considering
financial limitations or the availability of personnel,
a reasonable determination must be undertaken about
the choice between proprietary tools, which
necessitate payment and are managed by external
entities, or free, open-source solutions that place
greater reliance on internal resources.
Including them in the first phase of the pilot project
is recommended during the implementation of
knowledge management (KM) and KM technologies
inside library environments.
Conclusion
The findings of this study provides a significant
scholarly contribution by presenting a
comprehensive collection of tools and their feasible
applications in public library. It is essential to
perform the aforementioned duties to provide
efficient support for various organizational functions
inside the library, such as circulation, reference,
inter-library loan, and customer service. The
previous endeavours are crucial in furthering the
library's main goals, including the supply of services,
sustainability, growth, innovation, and overall
happiness. The proposed conceptual framework
about knowledge management technologies and their
use in libraries is anticipated to contribute to
progressing KM within public library. Using the six
tables and this model might provide a beneficial
foundation for easing the practical implementation of
Knowledge Management (KM) within library
environments. Some limitations have been observed
after the analysis of technical and non-technical tools
for KM in public library. First and foremost, it is
essential to recognize that technical instruments are
inherently susceptible to ongoing modifications and
advancements. Therefore, although the examples
above retain their relevance in the next 2-5 years, it
is crucial to recognize that they could undergo
modifications in the long term, therefore requiring
the incorporation of more current innovations. In
addition, it is essential to test both the repositories of
tools and the proposed methodology to evaluate their
efficacy in adoption and utilization among librarians.
The theoretical ideas presented in the article are
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developed via conceptualization rather than being
subjected to empirical testing. Therefore, the
document is expected to have substantial utility; yet,
it must effectively withstand examination in terms of
its authentic purpose for use and actual usage.
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About
Manendra Kumar Singh
Dr Singh is presently working as an Assistant Professor in
the Department of Library and Information Science at
Mizoram University, Aizawl, Mizoram. He has done his
MA in History (2007), Master of Library Science (2012),
and Ph.D. in Library and Information Science (2019)
from Banaras Hindu University. He has qualified for UGC
NET in History (2007) and NET-JRF (2012) in library
science subjects. He has five years of teaching experience
in various subjects of library science, like Knowledge
management, Information Science, Knowledge
Organization, and ICT practice. He has ten months of
working experience as a Senior Librarian at the Heritage
Institute of Medical Science, Varanasi. He has published
over 18 research papers and five book chapters in reputed
national and international journals and books. He
presented ten papers at national and international
conferences. The area of his research work is knowledge
management, Information Science, ICT, and Metrics
study. He supervises four research scholars on topics like
Prison Library, Research Support Services, AI in the
Library and E-Sources.
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
18 th August 2022
Primary Reviewed on –
1st September 2022
Peer Reviewed on –
4 th October 2022
Accepted for publication
6 th October 2022
Applicability of Lotka’s Inverse Square Law of Scientific
Productivity in the field of Diabetes Mellitus Type 1
Aman Verma & Babita Jaiswal
ABSTRACT
Aman Verma
Senior Research Fellow
Dept. of Lib.& Inf Science
University of Lucknow, Lucknow
vermaaman.1443@gmail.com
Dr Babita Jaiswal
Associate Professor & HOD
Dept. of Lib.& Inf Science
University of Lucknow, Lucknow
drbabitajaiswal@gmail.com
Introduction- Despite the widespread use of web citations, recent research has
shown that URL corrosion is a fairly prevalent problem that affects not just
webmasters but also the academic community.The usage of web citations raises
several problems with access over time, including the personal homepages are
likely to disappear, website rebuilding without keeping previous linkages,
etc.Considering the disappearing nature of web citations, this .
Purpose- The present study aims to analyze the web citations of the journal,
Journal of LibraryandInformationStudies&The Journal of the
CanadianHealthLibrariesAssociationduring the period 2019-2022.
Research Problem- Toanalyze the accessibility and decay of web citations cited
in the articles.
Objective- The major objective of the study is to find out the half-life of web
citations
Methodology- The study's approach is an analytical survey and the internet is
used as a tool for accessing the articles.The data is collected from the websites
of the selected journals. All the articles were downloaded manually and the
citations were recorded in the Excel sheet for analysis.
Findings- A total of 3513 citations were analyzed and it is observed that out of
which 1313 print citations and 2199 are web citations. The average half-life for
the Journal of Library and Information Studies is 25.949 and 34.092 for the
Journal of Canadian Health Librarian Association.
KEYWORDS:
Web citations, Half-life, URL permanence, Citation analysis, Webometrics ue
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Introduction
The number of electronic resources available over
the Internet has increased significantly in recent
years. As a result, academicshave begun citing online
sources in research publications along with their
URLs or DOIs. The consistency of web citations will
not only support consistent information sharing with
other researchers but may also increase academic
productivity.The web is constantly changing, which
is different from print media. Although URLs for
web resources may change or disappear over time,
while in the case of print media, it cannot be
changed. As a result, subsequent users of scholarly
publications in the print edition encounter the
problem of unavailability of the cited web links.
Thus, according to the point that the reference list of
an article is one of its most important components
and citations to URLs (web resources) are in danger
of decay and disappearance due to their changing and
unstable nature, the researchers attempted to
investigate the currency and disappearance (half-life)
of web resources cited in the selected journalduring
the 2019-2022 period.
Review of Literature
With the advent of the internet due to its capacity to
obtain data quickly and conveniently, scholarly
researchers have taken into consideration the analysis
and use of web citations. Here, some significant
studies which considered the behavioral effects of
Web citations on scholarly communication have been
restricted.
Tajeddini, O Azimi, Sadatmoosaui and Sharif H
(2011)exploredthe availability or decay of URLs
cited in articles from six Library and Information
Sciences (LIS) journals published by Emerald,
Science Direct, and Sagefrom 2005 to 2008.From
4562 cited URLs 34% had error messages mostly
related to the "File error" type. The study
recommends that the best solution to prevent the
decay or disappearance of Web citations and
diminish URLs decay is to check the availability of
citations while they are being published.
Kumar and Kumar (2013) investigated the
availability, persistence, and half-life of URL
citations cited in two Indian LIS journal articles
published between 2002 and 2010. A total of 1,290
URLs cited in 472 research articles published in
Indian LIS journals spanning 9 years, were extracted
study found that 18.91% of URLs cited in these
journals articles 39.84% of URLs were not accessible
and the remaining 60.15% were still accessible.
Sumeer,Mahajan and Ali (2014) worked on the
growth and decay rate of URL citations cited in one
of the eminent information web magazine
ARIADNEspanning a period of three years (2010-
2012). It is found that majority of errors were due to
the missing content (http 404-file not found)
representing 52.68% of all http error codes followed
by “http 500” (24.73%) and “http 403” (19.35%).The
study confirms that the continued availability of web
resources is not guaranteed because of the dying
phenomenon of web-based references.
Wu (2009) studied the accessibility of 1,637 web
references in two key Chinese academic journals
published from 1999 to 2003. The growth of the
number of web references per article 26.2% is
greater than that of the number of references per
article 43.6%. Only 44.2% or 723 web references
were accessible.
Based on these findings and previously published
publications, researchers have started investigating
the consequences of the issues with access to
referenced online references for future scholars.
Therefore, the purpose of this study is to investigate
the frequency of accessible and inaccessible web
citations in articles, alongwith the half-life of the
web citations.
Objectives
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Verma & Jaiswal: Applicability of Lotka’s Law…
The objectives of the study are:
To find out the total number of citations and
proportion of print and web citations.
To find out the active and missing web
citations.
To find out the type of HTTP Errors
associated with the citations.
To calculate the half-life of web citations.
Scope & Methodology
Selection of Journals
For the selection of journals UGC- Care list of
journals has been consulted. There are 20 journals on
the field of Library of Information Science from
different countries. In the list, there were only two
journals which are indexed in the Scopus database
and also, they are open access and had a lengthy
track record of publication. It has been observed that
a number of studies, (Sampath Kumar, 2008; Sumeer
et al., 2014; Tajeddini, 2011) have concentrated on
the use of web citation by academics in LIS scholarly
literaturebut no systematic in-depth, and thorough
study has been conducted on the use of web citation
in library and information science open-access
journal publications from two different nations,
Therefore, an attempt has been made to study the
following two LIS journals:
Journal of Library&InformationStudies.
The Journal of the
CanadianHealthLibrariesAssociation
The selected journals are briefly described below:
Journal of Library & Information Studies
(JLIS) is an open-access international journal. It
is published twice a year by the Department of
Library & Information Science of the National
Taiwan University. JLIS was formerly known as

RBU Journal of library & Information Science, V. 25, 2023
the National Taiwan University Journal of Library
Science. It was first published in 1967 and was
the first scholarly journal for library science
researchers in Taiwan. In the 2008 journal
ranking by the Department of the Humanities and
Social Sciences of the National Science Council,
JLIS was ranked as a first-class LIS journal.
The Journal of the Canadian Health Libraries
Association / Journal de l’Association des
bibliothèques de la santé du Canada (JCHLA /
JABSC), formerly known as Bibliotheca Medica
Canadiana (BMC), is a triannual, peer-reviewed
publication dedicated to providing a voice for
issues and interests shared by Canadian health
science librarians and health libraries.
JCHLA/JABSC became an open-access journal
in May 2006. This journal provides immediate
open access to its content on the principle that
making research freely available to the public
supports a greater global exchange of knowledge.
Web citations found in more recent publications are
typically more accessible than those found in earlier
papers. As a result, web citations will gradually
become inaccessible following the publishing of
articles. Therefore, web citations of works that were
published between 2019 -2022 are considered.
Testing of web citations
The authors manually extracted the citation and
reference sources from the selected journals. Data
collected included the total number of reference
sources as well as the number of web citations, to be
able to discern any trend in the number of references
cited by the journals over the selected period of the
study.References that are appeared as a list at the end
of the articles under the bibliography or reference
section are considered for the study. Missing web
citations were examined twice to see if they still
existed.
Data Analysis
Proportion of URLs used as citations in the
Journal of Library and Information Studies
First, all internet resources were extracted, and the
functioning of web citations were tested to ensure
that they were still available. Based on both printed
and online citations, the total number of citations is
determined. A total of 3513 citations were identified
in the selected journals which are shown in Table-
1&2.
Yea
r
Num
ber
of
articl
es
2019 11
2020 13
Number
of articles
with
URLs
(%)
11
(100%)
13
(100%)
Total
citati
ons
567
735
Number
of print
citations
(%)
226
(39.85%)
329
(44.76%)
Number
of web
citations
(%)
341
(60.14%)
406
(55.23%)
2021 14
2022 15
Tota
l
53
13
(92.85%)
15
(100%)
52
(98.11%)
622
651
2575
261
(41.96%)
195
(29.65)
1011
(39.26%)
361
(58.03%)
456
(70.04%)
1564
(60.7%)
Table- 1 :Proportion of URLs used as citations in the
Journal of Library and Information Studies
Table- 1 presents thenumber of URLs used as
citationsin the Journal of Library and Information
Studies. It is observed from the table that the total
citations in the year 2019 is 567; 735 citations are
there in the year 2020. Further, in the years 2021 and
2022, 622 and 651 citations are there respectively.
Out of 567 citations, 60% (341) are web citations in
the year 2019. 55%(406)web citations are there in
the year 2020, 58%(361) and 70%(456) web citations
are there in the year 2021 and 2022 respectively.In
general, a total of 53 articles have 60% (1564) web
used as citations out of a total of 2575 citations.
500
400
300
200
100
Proportion of URLs used as citations in the
Journal of Canadian Health Librarian
Association
Year
Nu
mbe
r of
arti
cles
2019 16
2020 16
2021 22
2022 13
Total 67
226
341
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0
406
329
Figure- 1 :Proportion of URLs used as citations in the
Journal of Library and Information Studies
Number
of articles
with
URLs
(%)
9
(56.25%)
10
(62.50%)
15
(68.18%)
9
(69.23%)
43
(64.17%)
Tot
al
citat
ions
230
136
402
170
938
261
361
Number
of print
citations
(%)
62
(26.95%)
68
(50%)
100
(24.87%)
72
(42.35%)
302
(32.19%)
195
456
11 13 14 15
2019 2020 2021 2022
Number of print citations (%)
Number of web citations (%)
Number of articles
Number
of
webcitati
ons (%)
168
(73.04%)
68
(50%)
302
(75.12%)
98
(57.64%)
636
(67.80%)
Table- 2 : Proportion of URLs used as citations in the Journal of
Canadian Health Librarian Association

Verma & Jaiswal: Applicability of Lotka’s Law…
Table- 2 shows the number of URLs used as citations
in theJournal of Canadian health librarian
Association.In the year 2019, the total citations are
230; in the year 2020, the total citations are 136, and
in the year 2021 and 2022 there are 402 and 170
citations.Out of 230 citations in the year, 73% (168)
are web citations. In the year 2020, out of 136, half
the citations are web citations. The year 2021 and
2022 have 75% (302) and 57% (98) web citations. In
general, a total of 67 articles published, have 67%
(636) web citations out of a total of 938 citations.
350
300
250
200
150
100
50
0
168
62 68 68
100
302
98
72
16 16 22 13
2019 2020 2021 2022
1600
1400
1200
1000
800
600
400
200
0
1011
1564
Journal of Library
and Information
Studies
Journal of
Canadian Health
Librarian
Association
Print Citation
Web Citation
302
635
Figure- 3 : Proportion of URLs used as citations in selected
journals
Year-wise distribution of missing web
citations
Figure- 2 :Proportion of URLs used as citations in
theJournal of Canadian Health Librarian Association
Proportion of URLs used as citations in selected
journals
Journals
Journal of
Library and
Information
Studies
Journal of
Canadian
Health
Librarian
Association
Number of print citations (%)
Number of web-citations (%)
Number of articles
Numb
er of
article
s
Totalci
tations
Citations
Print Web
53 2575 1011 1564
67 938 302 635
Total 120 3513 1313 2199
Table- 3 : Proportion of URLs used as citations in selected
journals
Table- 3 shows an overview of the citation count of
the selected journals. The Journal of Library and
Information Studieshas a total of 53 published
articles within the selected study period with a total
of 2575 citations of which 1011 are print citations
and 1564 are web citations. The Journal of Canadian
Health librarian Association has a total of 67
published articles with a total of 937 articles of
which 302 are print citations and 635 are web
citations.
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Table- 4 :Year-wise distribution of missing web citations
Table 4 shows the total citations in the Journal of
Library and Information Studies and it shows that in
the year 2019; there are 315 active web citations out
of 341, only 7% of web citations are missing. In the
year, 2020; there are 367 active web citations
followed by 345 and 438 active web citations in the

RBU Journal of library & Information Science, V. 25, 2023
year 2021 and 2022 respectively. Only 3% of web
citations are missing in the year 2022.
Further, the Journal of Canadian Health Librarian
Association has a total of 635 web citations which is
40 percent less than the Journal of Library and
Information Studies. In the year 2019, there are 159
active web citations, and in the year 2020, there are
65 active web citations. In the year 2019, 2020, and
2022 only 4 % of web citations are missing.
Active and Missing web citations
Journals
Journal of
Library and
Information
Studies
Journal of
Canadian Health
Librarian
Association
Total web
citations
Active web
citations
Missing
web
citations
1564 1465(93.67%) 99(6.32%)
635 596(93.85%) 39(6.14%)
Total 2199 2061(93.72%) 138(6.27%)
Table- 5 : Active and Missing web citations
Table- 5 shows the comparison between both
journals concerning the web citations. A total of
2061 web citations are activecollectively; out of
which the Journal of Library and Information
Studies has 1465 and the Journal of Canadian
Health Librarian Association has 596 active web
citations. Similarly,a total of 138 web citations
are missing collectively; out of which the
Journal of Library and Information Studies has
99 and the Journal of Canadian Health Librarian
Association has 39 missing web citations.
1600
1400
1200
1000
800
600
400
200
0
1465
99
Journal of library
and information
studies
Active
596
Journal of Canadian
health librarian
Association
Missing
Figure- 4 : Active and Missing web citations in selected
journals
39
Http error associated with web citations
HTTP error is a response code in reply to the request
sent by the browser when the webserver fails to serve
the requested data. This response code tells the
reason for the failure of the response, in the form of
an error code.There are many types of HTTP errors
which are listed below.
HTT
P
Erro
rs
Name of
Errors
Journal of
Library and
Information
Studies
Missing URLs
Journal of
Canadian
Health
Librarian
Association
Total
301
Moved
-
- -
permanently
400
False
request
2 - 2
403 Forbidden - 1 1
404
File not
found
80 35 115
500
Internal
-
- -
server error
503
Service
Unavailable
2 - 2
504
Gateway
timeout
- 1 1
522
Connection
timeout
2 - 2
Can’
t
reac
hed
13 2 15
Total 99 39 138
Table- 6 :HTTP Errors associated with missing URLs
Table- 6 represents the distribution of HTTP error
codes associated with missing web citations. It is
clear from the table that HTTP 404 error code
accounted for more than half of any error code
associated with web citations. HTTP 404 error code
indicates that the server cannot find the requested
resource. Further, there are such 15 errors that are
not categorized as HTTP errors and are indicated as
‘Can’t reached’.
Half-life estimation of web citations
A half-life is that period of time required for half
of a defined web citation to disappear.The halflife
was calculated for each journal year and also
the average half-life was expressed per year.
Therefore, in order to make a clear estimation
ofthe half-life of web citations for each journal
year, the formula used in prior research has been
employed as follows:
where t h is the half-life of online citations, W(0) is
the number of accessible URLs at the time of
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Verma & Jaiswal: Applicability of Lotka’s Law…
publication, and W(t) is the number of working
URLs at some later time t.Using this formula, halflife
has been calculated and the data is presented in
Table- 7.
References
Tajeddini, O Azimi A, Sadatmoosavi, A.& Sharif-
Moghaddam,H. (2011). Death of web citations: a
serious alarm for authors. Malaysian Journal of
Library & Information Science. 16(3):17-29.
Sampath Kumar, B T and Vinay Kumar D. (2013).
HTTP 404-page (not) found: recovery of decayed
URL citations. Journal of Informetrics.7(1): 145-
157.
Gul, S., Mahajan, I.& Ali, A.(2014). The growth and
decay of URLs citation: A case of an online Library
& Information Science journal. Malaysian Journal of
Library & Information Science.19(3):227-39.
Wu Z, 2009. An empirical study of the accessibility
of web references in two Chinese academic journals.
Scientometrics.78(3): 481-503.
Journal of Library and Information Studies.(n.d.).
Retrieved
from
https://journals.library.ualberta.ca/jchla/index.php/jc
hla/about
Journal of Canadian Health Librarian
Association.(n.d.). Retreived from
https://ojs.lib.ntu.edu.tw/ojs/index.php/JLIS/about.
Table- 7 : Calculation of half-life
Table- 7 represents the average half-life of the
selected journals. The average half-life for the
Journal of Library and Information Studies is 25.949
and 34.092 for the Journal of Canadian Health
Librarian Association.Besides, based on data in
Table- 7, the least average half-life for the Journal of
Library and Information Studies was estimated 17.25
in the year 2022 and similarly the least average halflife
for the Journal of Canadian Health Librarian
Association was estimated16.69 in the year 2021.
Conclusion
The results of this study illuminate a critical
component of reproducibility and replicability. Until
now, most work has been encouraging resource
sharing without regard to how long they are
available. The study helps the scientific community
understand the factors that make longevity necessary.
Also, it is striking how important technology is for
longevity, which might be related to problems of
equity around the world regarding access to the latest
methods of sharing data. These issues get
increasingly addressed to achieve the mission of
making resources outside manuscript first-class
citizens in the production of knowledge.
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About
Dr. Babita Jaiswal
Dr Jaiswal is working as a Professor and Head of the
Department of Library and Information Science,
University of Lucknow.She received her Ph.D. in
Library and InformationScience from University of
Lucknow and she was awarded first Ph.D. from the
department. Her academic writing is the example of
scholarly rigor, full documentation and original
thinking. She has written more than 50 research
papers/articles. She has two books in her credit. Her
text book “A manual of Library classification “is a
resource for the students of Library Science. Her
research areas are library classification, metric
studies, knowledge management and communication.
She has guided the research, received the draft and
finalized the research paper.
Aman Verma
Mr Verma is a senior research fellow in the
department of library and information science,
University of Lucknow. He obtained Master’s
Degree in Library and Information science from
Mahatma Gandhi Kashi Vidyapith, Varanasi in 2017.
His contributions in the current study are: selecting
the area, designing research, collecting, analyzing
and interpreting the data.

RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
1 st September 2023
Primary Reviewed on –
6 th September 2023
Peer Reviewed on –
26 th September 2023
Accepted for publication
17 th October 2023
Sustainable Development Goal 2030: A Trend Report
Pratyusha Ta & Sudip Ranjan Hatua
ABSTRACT
Pratysha Ta
Assistant Librarian Cum
Teacher
St. Anne’s Convent School
Barasat, West Bengal
pratyshata2000@gmail.com
Dr Sudip Ranjan Hatua
Associate Professor
Dept. of Lib.& Inf.
ScienceRabindra Bharati
University , Kolkata
s.r.hatua@rbu.ac.in
Introduction: Trend analysis is a statistical technique used to examine and identify
patterns or tendencies in data over a specific period of time. This study focuses on the
quantitative assessment of research output on ‘sustainable development goal’ using
Web of science and Scopus database.
Purpose: The purpose of the study is to find out the global trends and India’s
contribution on sustainable development goal.
Research problem: Sustainable development goal is trendy topic and is emphasized
globally. The basic research problem is what is the contribution of India /Indian
researcher in this particular field?
Objectives: The objectives of the research paper is to provide an in-depth subject
analysis of the literature on the Sustainable Development Goals (SDGs) by the year
2030 and to identify emerging trends and innovations related to this area.
Methodology: It is basically follows quantitative data analysis based on literature
study and survey method. Two major databases WoS and Scopus have been consulted
for data collection and have considered first 50 articles from each year during 2018-
2022.
Findings: The trend analysis of the said subject on 2018 to 2022 highlights that Water,
Quality Education, Good Health and Well-being, Decent Work and Economic Growth,
and Sustainable Cities and Communities emerged as the most extensive researched
area under Sustainable Development Goals.
KEYWORDS
Sustainable development, Trend Report, SDG
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Ta & Hatua: Sustainable development…
Introduction
As we venture into the 21st century, the global
community faces a multitude of challenges that call
for urgent and trans-formative action. Climate
change, inequality, poverty, and environmental
degradation are among the pressing issues that
require our attention and concerted efforts. In
response to these challenges, the United Nations has
laid out a comprehensive framework known as the
Sustainable Development Goals (SDGs), aiming to
create a more sustainable and equitable world by the
year 2030. Present work will delve into the concept
of sustainability, explore the significance of the
SDGs, and highlight the key aspects of sustainable
development that underpin this ambitious agenda.
(United Nations, 2000). The Sustainable
Development Goals (SDGs) are a set of 17
interconnected goals adopted by the United Nations
in 2015 as part of their 2030 Agenda for Sustainable
Development. Each goal addresses a specific aspect
of sustainable development and sets measurable
targets to be achieved within the next decade. The
SDGs cover a wide range of issues, including
poverty eradication, quality education, gender
equality, climate action, clean energy, responsible
consumption and production, and sustainable cities,
to name just a few. (United Nations, 2015). To
better understand the SDGs, it is essential to grasp
the key dimensions of sustainable development that
underpin the agenda. Firstly, social inclusion and
equality are crucial elements, aiming to ensure that
all individuals have access to basic services,
opportunities, and rights, regardless of their gender,
age, race, or socioeconomic status. Secondly,
environmental stewardship plays a vital role in
safeguarding ecosystems, conserving biodiversity,
mitigating climate change, and promoting sustainable
resource management. Lastly, economic prosperity
needs to be pursued in a way that is sustainable,
inclusive, and just, fostering innovation, decent
work, and responsible consumption and production
patterns.
Literature review
Sharma, R. (2020) stated that an overview of India's
progress in achieving the Sustainable Development
Goal 2030. It discusses the country's efforts in
various areas such as poverty alleviation, education,
healthcare, gender equality, and environmental
sustainability. Gupta, A. (2019) focuses on the role
of renewable energy in achieving Sustainable
Development Goal 2030 from an Indian perspective.
It explores India's renewable energy policies, the
challenges faced, and the potential for scaling up
renewable energy sources to meet the goal's targets.
Das, S. (2019) discusses Indian urban planning
strategies in the context of Sustainable Development
Goal 2030, specifically regarding sustainable cities
and communities. It examines initiatives and policies
related to urban planning, infrastructure
development, and sustainable transportation. Patel,
S. (2018) focuses on sustainable agriculture and food
security in India as part of Sustainable Development
Goal 2030. It discusses the challenges and
opportunities in promoting sustainable agricultural
practices and ensuring food security for the
population. In this review, Kumar, A. (2021)
explores healthcare delivery systems in India in the
context of Sustainable Development Goal 2030. It
examines the challenges and opportunities in
achieving health and well-being targets, including
access to quality healthcare, disease prevention, and
healthcare infrastructure. Desai, M. (2022) discusses
the policies and practices related to education for
Sustainable Development Goal 2030 in Indian
schools. It discusses the integration of sustainability
concepts in the curriculum, teacher training, and
initiatives promoting education for sustainable
development. Singh, P. (2021) examines gender
equality and women's empowerment in the context of
Sustainable Development Goal 2030 in India. It
discusses the progress made, existing gaps, and the
importance of empowering women for sustainable
development.
Why this study is important?
The title of the study is “Sustainable Development
Goal 2030: A trend report”. Trend study or search
may be regarded as an application of the assessment
study to obtain and analyse social, economic, or
political data for the purpose of identifying trends
and predicting what is likely to take place in the
future. The trend study thus endeavours to show a
phenomenon that happened in the past, what is
present situation reveals, and on the basis of these
data or findings, what may happen in the near future.
The prediction is based on the probability that the
factor producing the change will continue to do so in
the future. In recent years, studies on trend reports
have been undertaken primarily towards
understanding the research growth of the subject and
its impact. Very few studies have been conducted on
SDG in a comprehensive manner. In the literature,
we have not found any existing trend report-related
studies on SDG. This study intends to analyse the
quantitative and qualitative outcomes of Sustainable
Development Goals.
Objectives
To provide an in-depth analysis of the subject
development made towards achieving the
Sustainable Development Goals (SDGs) by the
year 2030.
RBU Journal To identify of library & emerging Information trends Science, and V. 25, innovations
2023
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related to sustainable development.
To explore the interlink ages and synergies
between different SDGs and their targets.

RBU Journal of library & Information Science, V. 25, 2023
To identify future areas of research, which help
the new researcher/scholar.
To determine the development of SDG during
the maintained period of time.
Methodology
To fulfil the purpose of this quantitive research a
survey method has been followed where two major
databases WOS and Scopus have been consulted for
data collection. As sample we have considered the
first 50 articles from each year of the period of 2018-
2022. After collecting all articles, we focus on two
things, one is the subject, and the other is the
country. The subject has been analyzed in two ways,
by using author-assigned keywords and self-assigned
keywords, for country data have been collected from
author affiliation. All these data has been listed and
analyses by using MS Excel, by using tables, chart,
diagram etc.
Brief History and Background of
SDG2030
The background of the SDGs can be traced back to
the 1992 Earth Summit held in Rio de Janeiro,
Brazil. The Earth Summit marked a turning point in
global environmental and developmental issues,
resulting in the adoption of Agenda 21—a
comprehensive plan of action to achieve sustainable
development. (Wikipedia, 2023). Following the
Earth Summit, the MDGs were established in 2000,
(United Nation, 2000) focusing primarily on poverty
eradication and social development. According to
Barry, J. (Barry, J. 2011) the UN initiated a process
to develop a more comprehensive and inclusive
framework. This led to the establishment of the Open
Working Group (OWG) on Sustainable Development
Goals in 2013, consisting of representatives from 70
countries. The OWG proposed a set of goals and
targets, which served as the basis for the final SDGs.
The SDGs were officially adopted by the United
Nations (UN) member states (United Nations, 2015)
on September 25, during the UN Sustainable
Development Summit held in New York. The goals
were formulated as a successor to the Millennium
Development Goals (MDGs), which were set in 2000
and expired in 2015.
The goals are interconnected and mutually
reinforcing, recognizing that progress in one area can
positively impact others. The SDGs also emphasize
the importance of partnerships and collaboration
among governments, civil society, the private sector,
and international organizations to implement and
achieve the goals. According to Burke, T. (Burke, T.
2016) since their adoption, the SDGs have gained
significant global momentum, with governments,
organizations, and individuals worldwide aligning
their efforts and resources toward achieving the goals
by 2030.
Trend Analysis
Trend analysis is a statistical technique used to
examine and identify patterns or tendencies in data
over a specific period of time. It involves the study
of historical data points and their changes to reveal
any consistent upward, downward, or flat patterns.
Trend analysis is widely used in various fields,
including finance, economics, marketing, social
sciences, and technology, to make informed
decisions and predictions about the future.
To analyze trends in Sustainable development goals
in the past five years (2018 – 2022), we have
collected 50 articles from each year from Web of
Science and Scopus databases, then we analyze the
title of each article and gathered author-assigned
keywords and as students of library and information
science, we have assign some subject keywords by
analyzing the context of the title of these articles
whenever we felt that author assigned subjects are
either improper or insufficient to express the content.
We arrange all these keywords alphabetically and
find out the most used keywords. By this way, we
have tried to understand trends of subject inclusions
and research which may fall under ‘Sustainable
development goals’.
In this analysis, we found that the term “Sustainable
development goal”, “Sustainable Development” and
“sustainability” are used by 90% of authors, since
my topic is about Sustainable development goals,
these terms are not considered for our study. Apart
from this main terminology the remaining keywords
we have considered for our study. It has been shown
year wise then combined
Status of 2018
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By studying first 50 articles in web of science and
Scopus for 2018 on specified subject we have
accumulated around 144 terminologies. Most of the
keywords are more or less related to each other and
these are micro level terms. So, we put those related
micro-level terms under broader terms because their
frequencies are very less. By analysing 144 terms we
have found many terms that appeared are repeated.
By data curation finally we have listed 19 terms. We
considered these as a broader concept. And we
categorized above 144 terms into 19 broader
concepts to see our trend report. We put this broader
term in the following table-1.

Ta & Hatua: Sustainable development…
KEYWORD
OCCURREN PERCENT
CE
AGE
Health 18 15%
Water 18 15%
Environmental Science 13 11%
Nutrition 12 10%
Oceanography 8 7%
Food 7 6%
Economic 6 5%
Medicine 6 5%
Disease 5 4%
Ecology 5 4%
Education 5 4%
Child health 4 3%
Agriculture 3 2%
Engineering 3 2%
Management 3 2%
Biology 2 2%
Political Science 2 2%
Geography 1 1%
Social science 1 1%
Table – 1
From the Table – 1 as shown above, more work was
done on health-related topics(15%) like health
policy, health coverage, health system, and waterrelated
topics(15%) like water management, water
consumption, and water resources. Followed by, a lot
of work has been done on topics related to child
nutrition, malnutrition among children in poverty,
and maternal nutrition and many articles focused on
environmental science-based topics. Comparatively
less work has been done on ecology, economics, and
education but it is not very less.
KEYWORD OCCURRENCE PERCENTAGE
Water 31 23%
Health 28 20%
Economic 14 10%
Environmental 9 7%
Science
Child health 8 6%
Marine Science 7 5%
Education 6 4%
Nutrition 6 4%
Social science 5 4%
Agriculture 4 3%
Geography 4 3%
Oceanography 3 2%
Statistics 3 2%
Management 2 2%
Biotechnology 1 1%
Chemistry 1 1%
Ecology 1 1%
History 1 1%
Table-2
Like the year 2018, in the year 2019, most work
has been done on topics related to water and
health. Moreover, a lot of work is done on
economic development-related topics. Less work
is done on environmental science and nutrition
than previous year.
Figure: 1
This line diagramme shown in figure 1 represents the
subject trend of Sustainable development goal in
2018.
Status of 2019:
Following same method stated above we have
found around 154 terminologies in 2019. After
data curation, by amalgamating all these terms
finally we have listed 18 broader terms as shown
in Table-2
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Figure-2

RBU Journal of library & Information Science, V. 25, 2023
This line diagramme shown in figure 2 represents the
subject trend of Sustainable development goal in
2019.
Status of 2020
Year 2020 also enlisted 141 raw terminologies.
By curating all these terms we find 26 broader
terms and we put this broader term in a table-3.
KEYWORD OCCURRENCE PERCENTAGE
Health 19 12%
Urbanization 16 10%
Water 14 9%
Education 12 8%
Maternal health 12 8%
Climate change 8 5%
Economic 8 5%
Digital technology 7 5%
Diseases 7 5%
Ecology 5 3%
Financial
5 3%
performance
Gender equality 5 3%
Oceanography 5 3%
Sustainable energy 5 3%
Child health 4 3%
Marine Sciences 4 3%
Agriculture 3 2%
Biodiversity 3 2%
Biotechnology 3 2%
COVID – 19 3 2%
Engineering 3 2%
Literacy 3 2%
Nutrition 3 2%
Geography 2 1%
Management 2 1%
Statistics and
probability
2 1%
Table-3
In addition to water and health-related
topics, in 2020 a lot of work was done on
urbanization. Due to the covid pandemic in
2019, many new topics have been worked on
besides health in 2020 like digital
technology, financial performance, climate
change, covid-19 etc. A lot of work is done
on maternal health and climate change.
However, there has been less work on
nutrition, geography, and management than
in previous years.
Figure-3
Figure 3 represents the subject trend of Sustainable
development goal in 2020.
Status of 2021:
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The study of 2021 on the stated topic 113
terminologies have been identified which finally
stands on 22 broader areas of subjects as shown in
table-4.
KEYWORDS OCCURRENCE PERCENTAGE
Economics 30 19%
Water 27 17%
Environmental 15 10%
Science
Social science 15 10%
Health 8 5%
Engineering 6 4%
Sociology 6 4%
Geography 6 4%
Nutrition 5 3%
Food science 4 3%
Irrigation 4 3%
Management 4 3%
Marine
4 3%
environment
Disease 4 3%
Agriculture 3 2%
Ecology 3 2%
Education 3 2%
International 3 2%
relation
Oceanography 3 2%
Botany 1 1%
Computer 1 1%
Science
Political science 1 1%
Table -4
Economic related work followed by economic
development, economic growth-related work and
water related work has increased in 2021. Compared
to previous year less work has been done on health-

Ta & Hatua: Sustainable development…
related topic. Comparatively Social Science and
Engineering received more concentration.
In 2022, Environmental Science and Water related
publication appeared most. Whereas Economy and
Social Science related work which were got huge
interest in previous year has decrease this year.
However, education related work has increased
somewhat. Least work is done on chemistry, political
science and social science.
Figure-4
This line diagramme shown in figure 4 represents the
subject trend of Sustainable development goal in
2021.
Status of 2022:
There were altogether 154 keywords have been
identified out of which 26 terms under broader
subject area have been listed for our study as shown
in table 5.
KEYWORD OCCURRENCE PERCENTAGE
Environmental science 28 16%
Water 19 11%
Education 15 8%
Health 15 8%
Sustainable energy 11 6%
Geography 9 5%
Economic 9 5%
Urbanization 9 5%
Food 8 4%
Climate change 6 3%
Agriculture 4 2%
Ecology 4 2%
Management 4 2%
Statistics 4 2%
Management 4 2%
Statistics 4 2%
Marine science 4 2%
Engineering 3 2%
Medicine 3 2%
Biodiversity 2 1%
Nutrition 2 1%
Pharmaceutical 2 1%
science
Atmosphere science 1 1%
Business 1 1%
Chemistry 1 1%
Linguistic 1 1%
Political science 1 1%
Social science 1 1%
Table-5
Figure-5
Figure 5 represents the subject trend of Sustainable
development goal in 2022.
Complete trends of last 5 years (2018-
2022):
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We are trying to show a combined trend of last 5
years of Sustainable development goal. We have
accumulated all data of last 5 years collected from
first 250 articles as sample. Analysing 250 titles we
found above 750 keywords. By alphabetically
arranging all these terms we get frequencies.
Shortlisted top 10 subject frequencies from each year
we have selected 50 broader terms. Among these
terms many terms like ‘water’, ‘health’ etc. has
repeated in each year. Therefore we have selected 24
unique keywords from these 50 terms for our study.
We put these terms under table-6. Highest frequency
is 109 found in ‘water’ and water related topics and
‘Agriculture’ received least frequency i.e. 4.
KEYWORDS OCCURRENCE PERCENTAGE
Water 109 19%
Health 88 15%
Economic 67 12%
Environmental 65 11%
Science
Education 33 6%
Urbanization 25 4%
Nutrition 23 4%
Social science 20 3%
Food science 19 3%

RBU Journal of library & Information Science, V. 25, 2023
Geography 15 3%
Climate change 14 2%
Disease 12 2%
Maternal health 12 2%
Sustainable 11 2%
energy
Ecology 10 2%
Child health 8 1%
Oceanography 8 1%
Digital
7 1%
technology
Marine Science 7 1%
Engineering 6 1%
Medicine 6 1%
Sociology 6 1%
Agriculture 4 1%
Table-6
Last five years (2018-2022) the research on SDG has
been represented on the above table 6. It has been
found that most work has been done on water and
health related topic. Moderate work has been done
on economic and environmental science. About 6%
work has been done on education. A little fewer than
5% work has been done on urbanization and social
science. During this period, child health, engineering,
medicine, sociology and agriculture has given least
priority.
Figure-6
The line diagramme shown in figure 6 represents the
subject trend of Sustainable development goal in
2018-22.
Country-wise trends
To see the scenario or contribution on SDG research
among various countries we have followed the
author’s affiliation. Among 250 documents over the
past five years, we found 78 countries that have
worked on Sustainable development goal. Then we
have found their frequencies and put them on table
according to highest to lowest occurrence.
USA has done most of the work in Sustainable
Development goal in the past five years, followed
by, England and China. South Africa, India and
Scotland have done moderate work on Sustainable
development goal in past five years. Least work has
been done by Turkey, Sudan, Uganda, Zimbabwe
etc.
Figure-7
This pie- chart represents country wise contribution on Sustainable development goal in past five years.

Indian context
In previous global scenario (Table and fig 1-6)
though includes the Indian contribution also but this
section has specifically emphasis on Indian activities
of last two years on SDG. Same methodology has
applied for data collection analysis and
representation. Only changes has made here instead
of five years we have considered for two years
(2021-22) and studied first 20 titles.
In 2021 and 2022 analysing 40 titles we found 214
keywords among them most of are repeated, micro
topic and have very less frequency. So by data
curation and putting all those repeating terminologies
under one broader umbrella we have listed 20 terms
as shown in table-7.
Ta & Hatua: Sustainable development…
KEYWORDS OCCURRE
NCE
PERCENT
AGE
HEALTH 14 12%
WATER 14 12%
ENERGY 10 8%
ECONOMY 9 8%
ENGINEERING 7 6%
ENVN. SC. 7 6%
URBANIZATION 7 6%
COVID 19
6 5%
PANDEMIC
PHARMACY 5 4%
MARINE
5 4%
BIODIVERSITY
BIODIVERSITY 4 3%
CONSERVATION
CARBON
4 3%
EMISSION
SOCIAL SCIENCE 4 3%
DIGITAL HEALTH 4 3%
EDUCATION 3 3%
HUMAN RIGHTS 3 3%
OCEANOGRAPHY 3 3%
RELIGION 3 3%
AGRICULTURE 3 3%
MICROBIOLOGY 3 3%
Table-7
Table- 7 reflects that more work was done on
health-related topics (12%) like health policy,
health care, health system, and water-related topics
(12%) like water management, water issues, and
water resources, followed by the topics related to
Energy, Economy, Engineering and many articles
focused on environmental science-based topics.
Comparatively less work, though not very less has
been done on agriculture, microbiology, and
education.
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Figure – 8 : the subject trend of Sustainable development
goal in 2021 & 2022 in India
Findings & Conclusion
In these 5 years, most work has been done on water
and health related topic. Good Health and Well-being
(SDG 3) received significant attention, reflecting the
global health challenges faced, particularly during
the COVID-19 pandemic. Researchers have delved
into various aspects of healthcare, disease
prevention, mental health, and access to essential
health services. Moderate work has been done on
economic and environmental science. About 6% of
work has been done in education. Education is
recognized as a critical driver of sustainable
development, and researchers have explored various
aspects of inclusive and equitable education,
addressing education gaps, enhancing learning
outcomes, and ensuring access to education for all. A
little less than 5% of work has been done on
urbanization and social science. As urbanization
continues to accelerate, researchers have explored
topics such as urban planning, infrastructure
development, sustainable transport, and inclusive
urbanization. In these 5 years least, work has been
done on, engineering, medicine, sociology and
agriculture. In India in these past two years more
work was done on health-related topics (12%) like
health policy, health care, health system, and waterrelated
topics (12%) like water management, water
issues, and water resources. Followed by, a lot of
work has been done on topics related to Energy,
Economy, Engineering and many articles focused on
environmental science-based topics. Comparatively
less work has been done on agriculture,
microbiology, and education but it is not very less.
USA has done most of the work in Sustainable
Development goal in the past five years. Followed

RBU Journal of library & Information Science, V. 25, 2023
by, England and China did more on this topic. South
Africa, India and Scotland have done moderate work
on Sustainable development goal in past five years.
Least work has been done by Turkey, Sudan,
Uganda, Zimbabwe etc.
Reference:
"Brundtland Commission." Wikipedia, the Free
Encyclopedia. Wikimedia Foundation, Inc. available
at https://en.wikipedia.org/wiki/Brundtland_Commission.
Barry, J. (2011). Sustainable development: A history.
Rout ledge.
Burke, T. (2016). The history of sustainable
development. Rout ledge.
Das, S. (2019). Sustainable Cities and Communities
for Sustainable Development Goal 2030: A Review
of Indian Urban Planning Strategies. Journal of
Urban Planning and Development, 25(1), 30-47.
Desai, M. (2022). Education for Sustainable
Development Goal 2030: A Review of Policies and
Practices in Indian Schools. Journal of Education and
Sustainable Development, 16(3), 88-104.
Gupta, A. (2019). The Role of Renewable Energy in
Achieving Sustainable Development Goal 2030: A
Review of Indian Perspective. Renewable Energy
Research, 25(3), 45-62.
Kumar, A. (2021). Health and Well-being in the
Context of Sustainable Development Goal 2030: A
Review of Healthcare Delivery Systems in India.
Indian Journal of Public Health, 42(4), 180-195.
Millennium Development Goals. United Nations.
Available at : https://www.un.org/millenniumgoals/
Patel, S. (2018). Sustainable Agriculture and Food
Security in India: A Review Towards Achieving
Sustainable Development Goal 2030. Journal of
Sustainable Agriculture, 12(4), 145-162.
Sharma, R. (2020). Sustainable Development Goal
2030: A Review of India's Progress. Journal of
Sustainable Development, 13(5), 112-127.
Singh, P. (2021). Gender Equality and Women
Empowerment for Sustainable Development Goal
2030: A Literature Review in an Indian Context.
Gender Studies Journal, 18(2), 76-92.
SustainableDevelopmentGoals.UnitedNations.
available at
https://www.un.org/sustainabledevelopment/sustaina
ble-development-goals/
United Nations. (2015). transforming our world: The
2030 Agenda for Sustainable Development. New
York: United Nations.
About Authors
Pratysha Ta
Ms Ta completed her B.Sc in Mathematics from Burdwan
University followed by B.Lib.I.Sc. and M.Lib.I.Sc from
Rabindra Bharati University. She is presently working at St.
Anne’s Convent School, Barasat, West Bengal as Assitant
Teacher-Librarian.
Dr Sudip Ranjan Hatua
A DRTC alumni presently working as Associate
Professor in Department of Library & Information
Science, Rabindra Bharati University, Kolkata, India.
He has awarded PhD from VidyaSagar University.
Prior to 16 years teaching experiences he served 7
years as working professional at ICAST, National
Aerospace Laboratories, Bangalore, Karshak
Engineering College, Hyderabad, followed by
Central Library, Indian Institute of Technology,
Kharagpur. He has authored around than 55 articles
published in National, International Journals,
seminars, conferences proceeding, book chapters etc.
and 5 books. He was performed as a content writer of
B.Lib.I.Sc course of NSOU and translator of a course
content of IGNOU. 8 Research Scholars awarded
Ph.D. till 2021 under his supervision.
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Contribution to the Fascinating Field of the Peace World:
A Study of the Nobel Laureates in Peace
Manuscript Received on –
29 th August 2023
Primary Reviewed on –
11 th August 2023
Peer Reviewed on –
5 th October 2023
Accepted for publication
15 th October 2023
Jyotshna Sahoo , Basudev Mohanty, Shrutilata Mandal &
Mrutyunjay Sethy
Dr.Jyotshna Sahoo
Associate Professor & Head
Dept. Of Lib. & Inf. Sc.
Berhampur University, Odisha
jyotshna_sahoo@rediffmail.com
Dr. Basudev Mohanty
Scientific Officer (Librarian)
Institute of Physics,
Bhubaneswarbasudev_mohanty@rediffmail.com
Ms Shrutilata Mandal
Former Guest Faculty,
Dept. Of Lib. & Inf. Sc.
Berhampur University, Odisha
shrutilatamandal@gmail.com
ABSTRACT:
Introduction Libraries are the storehouse of information instilling knowledge
into human minds. The easy availability of information from online sources has
barred users from visiting the library physically. To keep the users intact within
the physical confines of a library, there is a need for libraries to evolve through
the implementation of state-of-the-art techniques.
Purpose- The purpose of this study is to develop a theoretical framework and
conceptual background for applying natural language processing (NLP) in
library and information science (LIS) to improve library services and related
research. This study also aims to identify the LIS areas where NLP can use and
implement one such area to provide efficient services.
Research Problem-This study integrates natural language processing with the
existing library framework to enhance the satisfaction level of the users.
The objective-The primary objective of this study is to amalgamate natural
language processing in library libraries by identifying the areas of improvement.
Methodology- This study uses a conceptual paradigm by systematic observation
of NLP facts in accentuating library services. This study aims to make libraries
more efficient in providing dedicated resources and services to users by
implementing NLP techniques. The data for this study were collected from
secondary sources and analyzed to obtain meaningful insights.
Findings- Considering the staggering amount of informative data that a library
has to deal with, NLP can be brought to mainstream libraries to develop
numerous models to provide better services to its users. NLP not only
supplements library services but also helps make research more inclusive of
applications such as keyword extraction, translation, and summarization. The
library is a service-oriented organization, and to provide better services, NLP
should be taught and implemented in information science education.
Mr. Mrutyunjay Sethy
Assistant Professor.
Dept. Of Lib. & Inf. Sc.
Berhampur University, Odisha
sethymrutyunjay@gmail.com
KEYWORDS:
Nobel Laureates, Peace Prize, Areas of Peace, Citation Analysis
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Sahoo ,Mohanty,Mandal &Sethy: Contribution to the Fascinating Field...
Introduction
The Nobel Prize, named after the Swedish chemist,
inventor, and industrialist Alfred Nobel, is one of
the most prestigious and renowned awards that
attracts extensive attention worldwide. According to
the will of the founder, the prizes are awarded to
persons for their services in the fields of Physics,
Chemistry, Economics, Physiology or Medicine,
Literature, and Peace. The Nobel Prize is awarded
yearly to the person whose work has conferred the
most significant benefit to mankind. The Nobel
laureates are among thousands of researchers' most
talented, successful, and accomplished scientists.
The Nobel Prize has achieved enormous social fame
internationally for the outstanding performance of
the laureates in their respective fields. Laureates get
public recognition and testimony for their work and
are expected to play a vital role in deciding the
future policies of the world. Due to the fame that
makes Nobel Prize a prestigious award
internationally, the academic community is always
eager to know about the laureates as well as the
background of the winners and their award-winning
works. Contributing research papers on Nobel
laureates always adds flavour to the academic life of
the scholarly community. In this given background,
this article provides an analytical study of the Peace
Laureates and their respective award-winning
works, which may be significant enough for those
interested and who have plans to enter an enthralling
field of the peace world.
Background of the Peace Prize
The Nobel Peace Prize was first awarded in 1901,
five years after the death of Alfred Nobel. His last
will and testament are dated 27 November 1895. As
per the will of Alfred Nobel, “the Nobel Peace Prize
was to be awarded to the person who shall have
done the most or the best work for fraternity
between nations, for the abolition or reduction of
standing armies, and for the holding and promotion
of peace congresses. The prize (...) for champions of
Peace (...) [shall be awarded] by a committee of five
persons to be elected by the Norwegian Storting. It
is my express wish that in awarding the prizes no
consideration whatever shall be given to the
nationality of the candidates, but that the most
worthy shall receive the prize, whether he be a
Scandinavian or not”(Peter Nobel, 2001). According
to Geir Lundestad, Secretary of the Nobel
Committee, of the 300 some peace prizes awarded
worldwide, “none is in any way as well known and
as highly respected as the Nobel Peace Prize”
(Lundestad, 2001). Traversing over 100 years of
sociopolitical history on the world stage, Nobel
Peace Laureates richly represent a significant crosssection
of national and international issues.
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Review of Literature
Analysis of literature on Nobel laureates provides an
insight into the types of work that have been
attempted by different writers. A search of the
literature on the Nobel peace prize revealed that it is
a widespread topic among the scholarly community
as several studies have been conducted at different
periods of time with different objectives and
approaches. Some of the pertinent studies related to
the present topic of research have been included for
the present review.
Dungen (2001) has given a vivid account of the
uniqueness of the Nobel Peace Prize in the sense
that it is the only award that has inspired many
other awards for efforts promoting peace and
nonviolence, but none of the other awards enjoys
such global fame and prestige as associated with the
Nobel peace prize. The author has also given the
distinguishing elements of the Nobel Peace Prize
from the point of view of its regularity,
comprehensiveness, cash value, media attention, the
process of organizational decision-making, the
generosity, name recognition as well as breadth of
vision. Krebs (2009) made critical observations
about the politicization of the various Nobel prizes,
which is one of the most distinguished international
awards. His article reflects realist proclivities,
which is typical of the realistʼs pessimistic
worldview. Through this empirical article, the
author has described the relevance of theoretical
debates that animate international relations
scholarship. Adams (2012), through his article, put
forth Norwegian discourses about the 2009 Nobel
Peace Prize with examples of trajectories. He
viewed that these discourses revealed certain
assumptions about the motives and outcomes
framed in terms of trajectories, as well as closely
associated types of emotion and affect. Ben-Meir
(2013) has provided critical commentaries about
awarding the Nobel Peace Prize to President Obama
for pursuing peace and ending violence to make the
world a safer place for all people. The author
opined that the President’s efforts to end the war in
Iraq and wind down the war in Afghanistan are
admirable. By finding a solution to the Israeli–
Palestinian conflict, which had gone on for more
than 60 years, President Obama well deserves the
Nobel Peace Prize, which will be his greatest
legacy. Moshman (2015) has described about the
2014 Nobel Peace Prize awarded in Oslo, Norway,
to Kailash Satyarthi and Malala Yousafzai for their
struggle against the suppression of children and
young people and for the right of children to
education. Satyarthi, an international activist, has a
long record for the rights of children and youth,
whereas Yousafzai was already known to the world
as Malala, the Pakistani girl who was shot in the
head by the Taliban for her support of education for

girls. In the backdrop of the 2014 Nobel Peace
Prize, the author has given a vivid account of the
Identity, history, and education in Rwanda- a
country in central Africa.
Though the above studies are related to the Nobel
Peace Prize, the articles are either commentaries
about an individual awardee or critical observations
on the award of the prize. However, the present
study is different from the above research works as
it presents a comprehensive analysis of all the
Nobel laureates and their significant contributions
to establishing peace.
Objectives
This study is primarily focused on the Nobel
Laureates in Peace and their work from 1901 to
2022 with the following objectives :
To determine the total number of Nobel
Laureates in all categories and the number of
Nobel Laureates in Peace;
To analyse the Year wise distribution of Nobel
Laureate in Peace;
To provide the individual laureates and
organisations that received the Nobel Peace
Prizes;
To provide the gender-wise distribution of
Nobel Laureate in Peace;
To find out the average age of the Nobel
laureates in Peace;
To identify the top-ranked countries that
received Nobel Peace Prizes;
To find out the specific contributions of the
Nobel Laureate in Peace;
To find out the organisations and their specific
contributions for which the Nobel Peace prize
has been conferred.
Methodology
For the present study, a descriptive research
method has been adopted where empirical data
has been collected systematically from the
Nobel Prize website (www.nobelprize.org) in
the category of Peace. The website provides
comprehensive information on the research
achievements and contributions for which Nobel
Prizes were awarded, along with various factual
details about the Nobel Laureates. To achieve
the objectives of this study, a database of the
Nobel Laureates was developed with data
elements like names of all the Nobel Laureates
in Peace, the year of the award, birthplace and
country of the laureates, the country at the time
of the award, age and gender of the laureates,
achievement for which the Nobel prize has been
conferred for the period from 1901-2022.
Following the collection and standardization of
data set, the quantitative and qualitative analyses
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RBU Journal of library & Information Science, V. 25, 2023
were done in ccodance with the objectives of the
study using MS Excel spreadsheet.
Data Collection and Analysis
Nobel laureates in Different Disciplines
From the beginning of 1901 to 2022, Nobel Prizes
in all six categories have been awarded 615 times to
989 people and organisationsin Memory of Alfred
Nobel. Figure-1 represents the numbers and
percentage of laureates in all six fields of the Nobel
Prize. It is observed that the highest number of
awardees (225, 22.75%) are awarded in the
category of Physiology or Medicine, followed by
Physics (222), (22.45%) and Chemistry
(191),(19.31%). In the category of Peace, 140
laureates (14.16%) have been awarded as of the
year 2022, followed by laureates in Literature (119,
12.03%) and Economics (92, 09.30%). In the
category-wise ranking (by numbers) of laureates,
Peace laureates occupy the 4 th position.
Total Total Total
Laureates, Laureates, Laureates,
Medicine, Physics, Chemistry,
225 222 191
Total Total
Laureates, Laureates,
Peace, Literature, 140 Total
119 Laureates,
Economic
Science, 92
Percentage
Percentage Percentage
Percentage
,
Percentage
Percentage
, Medicine, , Physics, Chemistry,
, Economic ,
, Peace,
22.75 22.45
Literature,
19.31
Science,
14.16 12.03 9.30
Medi
cine
Physi
cs
Econ
Chem Litera omic
Peace
istry ture Scien
ce
Total Laureates 225 222 191 140 119 92
Percentage 22.75 22.45 19.31 14.16 12.03 9.30
RBU Journal of library & Information Science, V. 25, 2023
Figure- 1: Nobel laureates in different categories
Numbers of Nobel Laureates across
Years
Table 1 shows quick fact data about Nobel Peace
Laureates since it was first awarded in 1901 to
2022. There are three such occasions in the years
1994, 2011 and 2022 when the peace prize was
shared among three laureates. While the 1994
Nobel Peace Prize was shared among Yasser
Arafat, Shimon Peres, and Yitzhak Rabin, the 2011
Nobel Peace Prize was given to Ellen Johnson

Sahoo ,Mohanty,Mandal &Sethy: Contribution to the Fascinating Field...
Sirleaf, LeymahGbowee and Tawakkol Karman.
One peace prize has been shared by one person and
two organisations that is the 2022 Nobel Peace
Prize was awarded to Ales Bialiatski-a Belarusian
pro-democracy activist, the Russian human rights
organisation Memorial and the Ukrainian human
rights organisation Center for Civil Liberties.There
are 31 peace prizes that have been shared between
two laureates, and 69 peace prizes have been given
to one laureate only. The Nobel prize was not
awarded on 19 occasions, and the respective years
are enumerated in Table 1.
Individual Laureates Vs. Organisations
Whether it is the person or the organisation who is
awarded the Nobel Prize is called a Nobel
laureate.As evident from Figure 3, this most
prestigious prize was awarded to 140 Nobel
laureates between 1901 and 2022, comprising 110
individuals (79%) and 30 Organizations (21%).
Since the International Committee of the Red Cross
(ICRC) was awarded three times, and the Office of
the United Nations High Commissioner for
Refugees(UNHCR) was awarded twice, there are
110 individuals and 27 unique organisations that
have been awarded the Nobel Peace Prize.
Serie
s1
Per…
Serie
s1
Org…
Table- 1:Number of awardees across years
The decade-wise distribution of Nobel laureates in
Peace is represented in Figure-2 from 1901 to 2022.
The highest number of awards (17) was given
during the time period from 1991-2000, followed
by the initial decade that is from 1901 to 1910 (15),
then from 2001 to 2010 and 2011-20 (14 laureates
in each decade). The decade-wise distribution of
Nobel Peace laureates shows that it varies from a
minimum of 7 laureates during 1911-1920 to a
maximum of 17 in 1991-2000.
No. of No. of
No. of No. of No. of No. of No. of No. of
No. Nobel No. of Nobel Nobel No. of No. of Laureates No. of
Nobel Nobel Nobel in Nobel Peace Nobel Nobel
Prize Nobel in Prize Nobel in Nobel Nobel
Prize Prize in Prize in Prize in Prize in Prize
Peace, Prize Peace, Prize Prize in Prize in in
No. in of in
in
Peace, Peace, Peace, Peace, Peace, Peace,
1901- Peace, 1921- Peace, Peace, Peace,
Nobel
1961- 1971- 1981- 1991- 2001-
1910, 1911- 1930, 15 1931- 11 1941- 1951-
Prize
2011-
in
1970, 1980, 9 1990, 132000, 112010, 172020, 14 14
1940, 1950, 8 1960, 8 8
Peace,
1920, 7
2021 & 22,
5
Figure- 2:Decade-wise distribution of Nobel laureates
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Figure- 3: Individual laureates Vs.organisations
Gender-wise Distribution of Laureates
Out of the 110 individuals awarded the Nobel Peace
Prize, 18 are female laureates, and 92 are male
laureates. While the average age of the women
laureates is 52, for men, it is 62.5. hence, it can be
interpreted that women laureates have been
conferred this award at an early age compared to
their male counterparts. To mention over here, the
first time a Nobel Peace Prize was awarded to a
woman was in 1905, to Bertha von Suttner, who was
an Austrian-Bohemian pacifist and novelist.
Average Age Receiving Nobel Prize
The minimum age, the maximum age and the
average age of the Nobel laureates across
individuals, organisations, and gender are
represented in Figure 5. Malala Yousafzai, the
Pakistani female education activist, is the youngest
female Nobel laureate, who received it at the age of
17. At the same time, Martin Luther King Jr. is the
youngest male Nobel laureate, who received it at
the age of 35. Similarly, the Tunisian National
Dialogue Quartet Organization received it after
only 2 years (the minimum age) of its
establishment; in contrast, the Friends Service
Council (The Quakers) Organization received the
Nobel Peace Award after 300 years of its
establishment. The average age for receiving the
Nobel Peace award for an Organisation is 43, while
for a person, it is 61, which is higher than an
Organisation. The average age of female Nobel
laureates receiving the award is 52, a decade less

RBU Journal of library & Information Science, V. 25, 2023
than the male laureates (62.5). On the other hand,
the maximum age for a female Nobel laureate is 80,
and it was given to Alva Myrdal,a Swedish
Sociologist and Politician who was a prominent
leader of the disarmament movement to receive the
award in contrast, it is 87 for the male laureate
Joseph Rotblat, an international activist who raised
voice against nuclear weapons.
Figure 5.Age receiving Nobel prizes, individual
laureates Vs.organisations
Country-wise Distribution of Nobel Prize
Since 1901, the Nobel peace prize has been
honouring men and women worldwide for
outstanding achievements in Peace. For the
country-wise analysis of the laureates, as reflected
in Figure 6, the country at the time of award has
been taken into consideration, where it is observed
that the Nobel laureates in Peace represent 44
countries of the world. Among the countries, the
USA is far ahead of other countries with 26
numbers of peace laureates, followed by
Switzerland (16), the United Kingdom (15) and
France (9), respectively. While countries like
Russia, Sweden, Germany and Belgium occupied
5 th rank with 5 numbers of laureates from each
country, South Africa occupies 6 th position with 4
numbers of laureates. India, along with Israel and
Austria, has earned 7 th position with 3 laureates.
There are 23 countries that have one laureate from
each country.
Nobel
Nobel
Peace
Peace Nobel Nobel
Awards,
Peace 9
Awards, Peace
Countries, Israel, 23 Nobel
Awards, 3
India, Awards, Peace
Nobel
Countries, Austria, 2
South
Peace 3
1 Awards, Nobel
Africa, Russia, Awards, 4 Nobel Nobel
Peace 5
Germany, Sweden, Peace 5 Peace
Awards, Nobel
Awards, Awards,
Belgium, 5 5 Peace Nobel
France, 9 United Awards, Peace
Kingdom, Switzerlan Awards,
15 d, 16 USA, 26
Figure- 6:Country-wise distribution of Nobel laureates
Specific Areas of Peace of Nobel
Laureates (Persons)
The Nobel Peace laureates represent civil society in
their respective home countries. They have for
many years protected the fundamental rights of the
citizens and have made outstanding contributions
to different areas of Peace such as disarmament,
international cooperation,peace negotiation,
documenting war crimes, protecting the abuse of
power etc. Considering their contribution, Figure 6
provides the specific areas of Peace of 110 laureates
(individuals). It is revealed highest numbers of
laureates(38) have contributed to Peace and
arbitration, followed by disarmament/ ban of war
(22) and defending human rights (17 ). Laureates
have also contributed to strengthening international
law(9), conflict resolution(7), abolishing
racism/apartheid (5), working for social justice(5)
and eradicating poverty(2).
No.of
laureates,
No.of
laureates, No.of
Work for
Safeguard laureates, No.of
Social
Eradicatio freedom laureates, No.of
Justice/
No.of
…
laureates, of Conflict n … of
Poverty laureates, Abolish Resolution No.of
…
Sexual /achievi… Abolish No.of laureates,
laureates,
No.of No.of
Violence, Racism/ Defend 2
Strengthe
laureates, laureates,
Aparthei… Human
ning Rights/Ri…
Disarmam Peace and
Internati…
ent/ Ban Arbitratio
of War … n, 38
Figure 7. Specific areas of Peace of Nobel laureates (persons)
Specific Areas of Peace of Nobel
Laureates (Organisations)
The specific contribution of the peace laureates
(Organisations) is provided in Figure 7, from which
it is revealed that the highest contribution is
towards strengthening democracy (10), followed by
the efforts during the two World Wars (9), work for
abolishing nuclear weapons/establishing solidarity
among nations (7) and efforts for combating
hunger(4). While 30 organisations have received
Nobel prizes so far, there are 27 unique
organisations whose efforts have been honoured for
significant contributions to Peace and democracy.
Figure- 8: Specific areas of Peace of Nobel
laureates(Organisations)
No.of
laureates,
Total , 110
No.of Peace laureates (persons)
& their specific contributions
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Sahoo ,Mohanty,Mandal &Sethy: Contribution to the Fascinating Field...
Facts about Nobel Peace Laureates
The Peace Prize is presented annually in Oslo in the
presence of the King of Norway on 10 th December,
the death anniversary of Alfred Nobel. Table 2
represents some fascinating facts about the Nobel
Peace Prize. It is reflected that the Vietnamese
Politician Le Duc Tho is the only person who
declined the Nobel Peace Prize in 1973. Linus
Pauling, who was a great American Chemist, is the
only person who has won two undivided Nobel
Prizes, one in 1954 in Chemistry and the other in
1962 in Peace. The Secretary-General of the United
Nations Dag Hammarskjold, is the only Nobel
Peace Laureate to have been awarded posthumously
in the year 1961.
Table 2. Remarkable facts about Nobel Peace Laureates
Four of the Noble Peace Laureates who were under
arrest at the time of the award were Carl von
Ossietzky, theGerman Pacifist and Journalist, Aung
San Suu Kyi, the Burmese Politician, Liu Xiaobo,
theChinese human rights activist, and Ales
Bialiatski, theBelarus human rights advocate,
received the awards in the years 1935, 1991, 2010
& 2022 respectively. The great Indian leader and
the father of our nation Mahatma Gandhi was
nominated five times i.e. in 1937, 1938, 1939, 1947
& 1948 but was not awarded Nobel Peace Prize.
The German Politician Adolf Hitler was nominated
in 1939 but not awarded and the Secretary General
of the Communist Party of the Soviet Union Joseph
Stalin was nominated twice but not awarded Nobel
Peace Prize.
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Findings
The following are the essential findings of the study:
Nobel prize is the most prestigious prize, which
was awarded to 140 Nobel laureates between
1901 and 2022, comprising 110 individuals
(79%) and 30 Organizations (21%).
On three occasions in the years 1994, 2011 and
2022, the peace prize was shared among three
laureates. While the 1994 and 2011 Nobel Peace
Prize was shared among three laureates, the
peace prize in 2022 has been shared by one
person and two organisations.
The highest number of awards (17) was given
during the decade 1991-2000.
Of the 110 individuals awarded the Nobel Peace
Prize, 18 are female laureates, and 92 are male
laureates. While the average age of the women
laureates is 52, for men, it is 62.5.
Malala Yousafzai, the Pakistani female education
activist, is the youngest female Nobel
laureate(17), while Martin Luther King Jr. of the
USA, who was one of the most prominent
leaders in the civil rights movement, is the
youngest male Nobel laureate (35). Similarly, the
Tunisian National Dialogue Quartet Organization
is the youngest organisation to receive the prize
only after 2 years of its establishment. In
contrast, the Friends Service Council (The
Quakers) Organization received the Nobel Peace
Award after 300 years of its establishment.
The Nobel laureates in Peace represent 44
countries of the world and the USA is the most
dominant country from which 26 numbers of
laureates have been awarded the Nobel Peace
Prize.
The Nobel laureates have contributed to different
areas of Peace, such as Peace and arbitration,
disarmament, defending human rights,
strengthening international law, conflict
resolution, abolishing racism, working for social
justice, eradication of poverty,strengthening
democracy, establishing solidarity among nations
and efforts for combating hunger.
Conclusion
This comprehensive analysis of the profile and
contributions of Nobel Peace Prize winners is a
meaningful work in the domain of the Nobel
literature. The study tries to highlight many
important aspects and fascinating facts about the
peace laureates that will evoke interest among the
academic community to know about the awardwinning
contributions of the laureates to the
enchanting field of the peace world. It will inspire
the younger generations to emulate the lives of

peace laureates, and they aspire to contribute to
world peace.
References
Adams, P. C. (2012). Trajectories of the Nobel peace
prize. Geopolitics 17(3): 553-577.
DOI:10.1080/14650045.2011.604810.
Ben-Meir, A. (2013). Earning the Nobel Peace Prize.
Digest of Middle East Studies 22(1): 1-7. DOI:
10.1111/dome.12009.
Dungen, P. V. D. (2001). What makes the Nobel
Peace Prize Unique. Peace & Change 26(4): 510–
524.
Krebs, R. R. (2009). The false promise of the nobel
peace prize. Political Science Quarterly, 124(4):
593–625. https://doi.org/10.1002/j.1538-
165X.2009.tb00660.x.
Lundestad, G. (2001). The Nobel Peace Prize 1901-
2000. In: The Nobel Prize: The First 100 Years
(2001), edited by A. W. Levinovitz& N. Ringertz.
London, Imperial College Press/ World Scientific
Publishing Co. Pte. Ltd., 2001.
Moshman, D. (2015). Identity, history, and education
in Rwanda: Reflections on the 2014 Nobel Peace
Prize. Child Abuse and Neglect 44(June 2015): 1-4.
DOI: 10.1016/j.chiabu.2015.01.004.
Nobel, P. (2001). Alfred Bernhard Nobel and the
Peace Prize. International Review of the Red Cross
(IRRC), 83(842): 259-273.
Schlagberger, E. M., Bornmann, L., & Bauer, J.
(2016). At what institutions did Nobel laureates do
their prize-winning work? An analysis of
biographical information on Nobel laureates from
1994 to 2014.Scientometrics, 109(2): 723–767. DOI:
https://doi.org/10.1007/s1192-016-2059-2.
The Nobel Prize (2023, January, 22).
https://www.nobelprize.org.
About Author
Dr.Jyotshna Sahoo
Dr. Sahoo is currently serving as Associate Professor
and Head in the Department of Library and
Information Science; Berhampur University. Prior to
this, she also served as HoD& Dean in Social
Sciences at Khalikote University & Assistant
Professor in LIS at Sambalpur University. She has
authored three books and 45+ research papers. She
was awarded JRF from the Department of Culture
and ICSSR Doctoral Fellowship. She was the Project
Director of two ICSSR sponsored project namely
“Mapping of Research Productivity in the fields
Social Sciences in Odisha” and “Methodological
Developments and Innovations in Social Science
Research: An Assessment of the Research Methods
Employed in the Disciplines of Political Science and
Sociology”.
Dr. Basudev Mohanty
Dr Mohanty is working at the Institute of Physics
(IOP), Bhubaneswar (an autonomous research
institution under Department of Atomic Energy,
GoI), since 2016. Prior to joining IOP, he worked at
Indian Institute of Technology (IIT), Bhubaneswar,
and in Infosys Ltd. for 12 long years as Lead
Librarian. He has also worked as a Programer-cum-
Training Officer in DPEP under the Department of
School and Mass Education, Govt. of Orissa. He has
published more than 40+ research papers and
presented papers at many seminars and conferences.
He has received many accolades for his philanthropic
and professional activities.
Ms Shrutilata Mandal
Ms Mandal is currently serving as a Junior Library
Information Superintendent (JLIS) at the Central
Library, IIT Bhubaneswar. Prior to joining IIT
Bhubaneswar, Ms Mandal served as a Guest Faculty
in the PG Department of Library and Information
Science at Berhampur University. She also gained
experience working as a Library Professional Trainee
at two national-level institutes, namely the National
Institute of Technology (NIT) in Rourkela and the
Institute of Physics (IOP) in Bhubaneswar.
Furthermore, she worked as a Librarian at Jawahar
Navodaya Vidyalaya (JNV), Bhadrak. Ms Mandal
has qualified for the UGC-NET four times in 2017,
2018, 2019, and 2023, respectively
Mr. Mrutyunjay Sethy
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RBU Journal of library & Information Science, V. 25, 2023
Mr Sethy is an Assistant Professor in the Department
of Library and Information Science at Berhampur
University, Odisha. He holds M. Phil. degree from
Smbalpur University (2008) and Master of Library
and Information Science from North Odisha
University (2005). Apart from the current position,
Mr. Sethy worked with Organisation like Khallikote
University, Berhampur, IIT Madras, and Institute of
Mathematics Bhubaneswar in different capacity. Mr.
Sethy has contributed research publications in
reputed international and national

RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Role of Harvard dataverse project in research data
management services
Manuscript Received on –
20 th August 2022
Primary Reviewed on –
30 th August 2022
Peer Reviewed on –
7 th October 2022
Accepted for publication
17 th October 2023
Surbhi Arora & Rupak Chakravarty
Abstract
Surbhi Arora
Research Scholar,
Dept.of Lib.&Inf.Sc.
Punjab University,
Chandigarh,
arora.surbhi03@gmail.com
Introduction: This study presented an overall picture of the growing research data
practices throughout the investigation on the Harvard Dataverse platform. The
research proposed best practices focused on RDM operations to improve the amount
of Research Data activities.
Purpose: the purpose of the study was to aware the research scholar and other
stakeholders about RDM practices through an assessment of the Harvard Dataverse
website.
Research problem: The study focused primarily on the Harvard Dataverse Project
website to found new RDM practices.
Objective: The objective of this paper is to provide an overview through an analysis
of the activities of the Dataverse website in managing research data.
Design/ Methodology/ Approach: The study examines the statistics systems and
other critical resources concerning upload and use the dataverse/ datasets/ files upto
October 2022.
Dr. Rupak Chakravarty
Professor,
Dept.of Lib.&Inf.Sc.
Punjab University,
Chandigarh,
rupak@pu.ac.in
Findings: It is noted that behaviours associated with structured study outcomes are
more evident in developed countries as opposed to developing countries. Overall, the
generation of dataverses, datasets, files, their downloads, and publication dataset is
on the rise
Keywords: Research Data Management, Dataverse, Datasets, Data Citation
Standard, Harvard Dataverse Project
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Arora & Chakravarty: Role of Harvard dataverse ...
Introduction
The Dataverse Project is an open source web
application that allows users to share, store,
reference, browse, and examine research data. It
allows easier to share data with others and makes it
simpler to copy other people's work (King, 1995)
(King, 2007). The Dataverse Project is housed and
developed at Harvard's Institute for Quantitative
Social Science (IQSS), along with many
collaborators and contributors worldwide. The
Dataverse Project was built with an earlier Virtual
Data Center (VDC) project, which spanned 1997-
2006 as a collaboration between the Harvard-MIT
Data Center (now part of IQSS) and the Harvard
University Library. The Dataverse is now an opensource
web tool that allows researchers to exchange,
save, cite, explore, and analyse data. Researchers,
data authors, publishers, data distributors, and
affiliated institutions all receive appropriate credit
via a data citation with a persistent identifier (e.g.,
DOI, or Handle). Multiple dataverses are stored in a
Dataverse repository. Each dataset contains
descriptive metadata and data files, and each
Support for FAIR Data
Principles
Data citation for datasets
and files (EndNote XML,
RIS Format, or BibTeX
Format)
OAI-PMH (Harvesting)
(using standardized
metadata formats: Dublin
Core, Data Document
Initiative (DDI), OpenAIRE,
etc.)
APIs for interoperability and
custom integrations
Login via Shibboleth
Login via ORCID, Google,
or GitHub
DataCite integration
Usage statistics and metrics
Schema.org JSON-LD
Preview and analysis of
tabular files
External Tools
Fixity checks for files
Versioning (History of
changes to datasets and
files are preserved)
Custom Terms of Use
(CC0 waiver by default)
Guestbook (Optionally
collect data about who is
downloading the files
from datasets.)
File hierarchy
Faceted search
Restricted files
Customization of
Dataverse Collections
Dropbox integration
Notifications
Widgets
User management
Mapping of geospatial
files
Handling large data
Publishing workflow
support
File download in R and TSV Pull header metadata
format
from Astronomy (FITS)
files
dataverse contains datasets or additional dataverses
(including documentation and code that accompany
the data). Features of the Harvard Dataverse Project
(HDP) are listed below:
This study presents an overall picture of the research
data practices throughout the investigation of the
Harvard Dataverse Project website. The research
elaborates the best practices focused on Research
Data Management (RDM) operations to improve the
amount of research data activities.
Scope
The study approached the The Harvard Dataverse
website (https://dataverse.harvard.edu/) to analysis
the data. This website is chosen for a variety of
reasons i.e. it is a free data repository open to all
researchers from any discipline, both inside and
outside the Harvard community, where they can
share, archive, cite, access, and explore research
data. Each Dataverse collection (or virtual
repository) is a personalised collection of datasets
that may be used to organise, manage, and show
data. Researchers can choose to make their data
available to the general public, restrict access, and set
unique terms of use. When researchers submit their
data, they instantly receive a standard data citation
with a DOI, and their metadata is accessible and
searchable via search engines, even if the data is
limited or restricted.
Problem Identification:
i. What are the adoption and growth trends
with regard to creating dataverse repository
using HDP?
ii. What is the top category of dataverse and
further their rate of share?
iii. How many datasets in total have been
uploaded? Which month of the year saw the
most?
iv. What are the trends in dataverse usage?
v. What are the prominent subject, contribution
of top authors and author affiliations?
vi. What are the most popular metadata sources
and research data file type?
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RBU Journal of library & Information Science, V. 25, 2023
vii.
viii.
What are the access level of research
dataverse/ datasets/ files?
What are the data citation standards?
Total Dataverses
Objectives
i. To understand the adoption and growth
trends with regard to creating dataverse
repository using HDP.
ii. To identify out the top category of dataverse
and further their rate of share.
iii. To examine the total datasets uploaded and
determine which are the most in each month
of the year.
iv. To investigate the dataverse usage trends.
v. To identify the prominent subject,
contribution of top authors and author
affiliations.
vi. To identify the top metadata sources,
research data file type.
vii. To analyse the access level of research
dataverse/ datasets/ files
viii. To examine the data citation standards of
dataverse project
Methodology
The Harvard Dataverse website is chosen for the
compilation, presentation and analysis of the
findings. The researcher examines the statistics
systems and other critical resources up to October
2022. The approaches to statistics include the
involvement of contributors to upload and use of
dataverse/ datasets/ files. These statistics of
contribution include the creation of dataverse,
category of dataverse, uploaded total datasets, file
downloads trend, publication of dataverse or
datasets, most approachable subject to share and
browse data, the most recommended file type of
research data and access level of research data. The
basic resources include top metadata sources and
data citation standards of dataverse project.
Figure 1: Total Dataverses
Dataverse is a global project that encourages
researchers, publishers, and organisations to use
research data management systems. To arrange their
data, authors can build a dataverse community. It is
observed that awareness and adoption is increasing
as the creation of dataverses are increasing.
Dataverse Category
A total of 30 categories are registered in the Harvard
dataverse project. These 30 categories are Research
Project followed by researchers, uncategorized
organization or institution, research group,
department, laboratory, journal, teaching course,
research institute, project de pesquisa,
organizacaoouinstituicao, cerca centres, universities,
faculty, Proyecto de investigacion, organizacion O
institucion, pesquisador, semcategoria, grupo de
investigacion, grupo de pesquisa, curso de ensinee. It
is observed that maximum research data is organized
in the category of the research project (32%).
Category of Dataverse
Data Analysis
Total Dataverses
Dataverse is a virtual container that may be
configured and managed by its owner to store
research data studies (including datasets and other
dataverses). The dataverse project has experienced
an increase in the number of dataverse repository
creations in recent years, with a peak of 12800
creations expected by the end of October, 2022. Out
of the total created repositories, 6058 dataverse
repositories are searchable.
Figure 2: Category of Dataverse
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Arora & Chakravarty: Role of Harvard dataverse ...
Category of Dataverse
Dataverse is a global level project that allows
researchers to upload their research data through the
datasets or files option. And it is interesting to know
that the dataset uploading trend is increasing towards
2022.
Total Files
A total of 1,821,674 files are deposited in the
Harvard dataverse repository which can be find,
share, and archive across all research fiels. It is
observed that the trend of deposited files is
increasing in comparison to previous years. It's also
been discovered that the highest number of 2290000
files are deposited in June month of 2022.
Figure 3: Share of Dataverse category
All categories are important where research data are
produced whether these are research project,
researcher, organization or institution, department,
laboratory or teaching courses. Throughout this
sense, these all categories should upload and share
their datasets on the Harvard dataverse project. In
this present finding, research institutes and teaching
courses enjoy fewer contributions as a comparison to
research projects and researchers.
Total Datasets
Datasets area study, experiment, set of observations,
or publication that is uploaded by a User. A dataset
can be made up of a single or numerous files. In the
Harvard dataverse repository, a total of 152,004
datasets have been stored or uploaded, with 637
datasets belonging to the last 30 days' activity. From
total datasets uploaded, 80866 datasets have
deposited and 71138 datasets have harvested. In
comparison to the previous years, the highest number
of datasets are uploaded in June, 2022.
Total Datasets
Series1,
Series1,
2019-10,
2019-12,
Series1, 126000
128000 2020-02,
Series1, 129000 2020-04,
Series1, 130000 2020-06,
Series1, 133000 2020-08,
Series1, 134000 2020-10,
Series1, 136000 2020-12,
Series1, 141000 2021-02,
Series1, 143000 2021-04,
Series1, 144000 2021-06,
Series1, 147000 2021-08,
Series1, 152000 2021-10,
Series1, 190000 2021-12,
Series1, 203000 2022-02,
Series1, 209000 2022-04,
Series1, 146000 2022-06,
Series1,
Series1, 210000 2022-08,
2022-10,
204000
209000
Figure 5: Total Files
The Harvard dataverse project allows authors to
upload their data in three terms i.e. Dataverse,
Dataset and Files. In this current finding, the
Authors' interest in uploading their research data files
is higher in 2022 than in prior years.
Total File Downloads
A total of 42,322,117 files are downloaded in the
Harvard dataverse project, from which 972,926 files
were from past 30 day's activity. From total
downloads, 1,131,803 files are deposited in the
Harvard dataverse website. It is observed that a
maximum no. of files are downloaded in June, 2022.
File Downloads
Series1,
Series1,
2022-10, Series1,
2022-08, Series1,
Series1, 61300000 2022-06,
Series1, 59500000 2022-04,
Series1, 2022-02, 68300000
Series1, 2021-12, 63800000
Series1, 2021-10, 59400000
Series1, 2021-08, 56100000
Series1, 2021-06, 52800000
Series1, 2021-04, 42400000
Series1, 2021-02, 39900000
Series1, 2020-12, 37400000
Series1, 2020-10, 33400000
Series1, 2020-08, 30600000
Series1, 2020-06, 28100000
Series1, 2020-04, 23700000
Series1, 2020-02, 20100000
2019-12, 17200000
2019-10, 13600000
12100000
11200000
Figure 6: File Downloads
Figure 4: Total Datasets
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The majority of researchers or data developers
permits to access their data to a third party.
Throughout this sense, maximum type of users
should enjoy the benefits to access that research data
for observing their further work of research. In this
present finding, the number of downloads are
increasing.
Publication Year
A function is available for User Submissions by
which users can make their dataverse and/or their
dataset containing data files publicly available and
publicly searchable on the Harvard Dataverse
application through search engine and third-party
search engines (e.g., Bing Search or Google Search).
It is observed that maximum data were made
published and available to the public in the year
2021, whereas the trend of this activity is down
towards 2022.
food (SLF), architecture, arts and humanities (ex:
English, history, foreign language), social sciences
(ex: education, politics, sociology, economics,
psychology) and Value chain, Finance & investments
(VFi). It is observed that maximum research data are
deposited in the Harvard dataverse is belongs to
medicine, health and life sciences disciplines (54%)
followed by social sciences (18%) and Arts and
Humanities (10%). Whereas least in Value Chain,
Finance & investment (VFi) (0.012%). It's also worth
noting that Social Sciences have the most browsing
data (47%) compared to Mathematical Sciences,
which has the least record (0 %).
Share of datasets by most common
subject
Publication Year
Figure 8: Share of datasets by most
common subjects
Figure 7: Publication Year
Browse datasets by most common
subject
The Harvard Dataverse project allows
depositors to upload and make public their datasets.
In this sense, all data developers should make their
data public to make it more visible and to gain more
credit in terms of citations. In this study, it was
discovered that the level of awareness is low,
peaking in 2021 but then dwindling by 2022.
Subject
There are a total of 21 subjects that have signed up to
deposit data in the Harvard dataverse project. These
include medicine, health and life science, social
sciences, arts and humanities, earth and
environmental sciences, agricultural sciences, law,
computer and information science, engineering,
physics, chemistry, business and management,
astronomy and astrophysics, mathematical sciences,
forest management & restoration (fmr), forest and
human well-being (Hwb), sustainable landscapes &
Figure 9: Browse of datasets by most common
subjects
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Arora & Chakravarty: Role of Harvard dataverse ...
Research is not solely associated with only one
discipline, but it is also associated with all the
disciplines whether it is STEM or AHSS. In this
perspective, ensuring the preservation and
availability of research data for posterity is one of the
primary responsibilities of all disciplines engaged in
current research. However, in comparison to
medicine, health and life sciences, and social
sciences, business and management and chemistry
make a smaller contribution in this scenario. In
comparison to Mathematical Sciences, the
contribution of Social Sciences is higher, according
to the browse and search options.
Authors’ Contribution
The author is the person(s) who collected the data in
the dataset, as well as the person(s) who conducted
the research that led to the dataset's production. This
individual can but does not have to, be the same as
the Depositor. In the Harvard dataverse project, a
total of ten authors contributed. These authors
include Master, Daniel M., Stager, Lawrence E.,
Curtis A. Bradley, Oona A. Hathaway, Digital
archive of Massachusetts anti-slavery and antisegregation
petitions, Massachusetts archives,
Boston MA, Jack L. Goldsmith, US department of
commerce, bureau of the census, geography
divisions, GnpIS, Gallup organization and
Government of Canada. It is observed that the
contribution of Master, Daniel M and Stager,
Lawrence E. are maximum (23%) and least
contribution is seen of Government of Canada (5%)
and Gallup Organization (5%).
Contribution of Author
Figure 10: Contribution of Author
Many contests receive dataverse services, of which
only a few authors are active and from that few
authors only some are continuing contributing. In
this regard, it is observed that the Government of
Canada and the Gallup Organization contributed less,
while Master, Daniel M., and Stager, Lawrence E.
contributed more.
Author Affiliation
The "affiliation" in scientific articles refers to the
institute to which each author belongs. The affiliation
of the author who is the owner of the deposited data
on the Harvard dataverse project is found to be from
ten different institutions. These 10 author affiliation
includes Harvard University, Wheaton College,
Harvard law school, yale law school, duke law
school, department of national defence, stiching
RING, unknown, statistics Canada and Statistique
Canada. It is also being seen that the maximum
authors or owners of data belong to Harvard
University (29%) followed by Wheaton college
(26%) and Harvard law school (9%). The least
affiliation is being seen from statistics Canada (2%)
and Statistique Canada (2%).
Figure 11. Author Affiliation
Harvard Dataverse project is not only allowed to
contribute towards research data activities to Harvard
university but also allow the same to all
organizations and institutions around the globe. In
this finding, it is observed that only a few author
affiliations are enjoying the benefits of research data
management services. From the few, Statistique
Canada and statistics Canada are seen as lower
contribution as a comparison to highest contributed
one i.e. Harvard University followed by Wheaton
College and Harvard Law School.
Metadata Sources
Author Affiliation
Metadata is a piece of accompanying information,
either in a separate file or otherwise included in the
dataset materials, about a particular dataset or
dataverse, including but not limited to the Author’s
name, publishing date, the title of data contents,
description of contents, and other such related
information. There are two ways to accompany the
information of data i.e. Harvard dataverse and
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RBU Journal of library & Information Science, V. 25, 2023
harvested option. Harvard dataverse, accounts
for61%the most common source for metadata while
39% has been as the result of harvesting external
data sources.
, Harvard
Datavers
e ,
1218560,
61%
Figure 12. Metadata Source
The two sources are available to extract the
information from datasets. Therefore, much of the
data management personnel’s essential duty is to
handle any element of data through uploading their
datasets or files. For this case, there is a higher
contribution of a source of metadata is Harvard
dataverse as opposed to harvested way.
File Type
,
METADATA SOURCES
Harveste
d,
767220,
39%
A total of 20 file types of research data are uploaded
on Harvard dataverse website. These file types
include data, image, text, unknown, document,
tabular data, archive, code, FITS, audio, shape,
video, other, model, chemical, binary, test,
biosequence, message and multipart. It is observed
that the maximum kind of file type is used as data
(21%) followed by image (19%) and text (17%).
Least is regarded as a multipart file (0%).
File Type
all sorts of data files. In this present finding,
multipart, message and biosequence enjoy fewer
contributions as a comparison to Data and Image file
formats.
Access
Access refers to Data Usage License Agreement that
is between a Depositor and a Downloader that
governing the limits and restrictions (or lack thereof)
of how the downloaded User Submissions can be
used. Data Use Agreement is the restricted data
usage license agreement option that Harvard
Dataverse offers. If applied to a User Submission, the
Data Use Agreement will be a legally-binding
license contract between the Depositor and any
Downloader of that User Submission. Creative
Commons licences are made easier with the help of
Harvard dataverse. The CC0 Public Domain
Dedication allows authors to unambiguously waive
all copyright control over their data in all
jurisdictions worldwide in the context of a Dataverse
installation. Without breaching copyright, data
released under CC0 can be freely copied, edited, and
disseminated (even for commercial purposes). And it
is observed that 97% of data are in open access, can
be downloaded whereas 3% of data are restricted that
cannot be downloaded but their Differentially Private
(DP) Metadata can be accessed for restricted tabular
files if the data depositor has created a DP Metadata
Release. A Dataverse project also use embargoes to
keep file content unavailable until the embargo end
date after a dataset version is published. As a result,
it won't be possible to download files or view file
previews. The result is the same as when a file is
restricted, with the exception that no further action is
required to end the embargo at the designated date,
and requests for file access are not permitted during
the embargo. And it observed that only few datasets
available through Embargoed then Public followed
by embargoed then restricted option.
,
Embargoe
d then
Restricted ,
Embargoe , 14
d then
Public, , 154
Restricted,
50549
Access
, Public,
1769633
Figure 13. File Type
All sort of research data files are essential whether
these are images, code, audio or video. Throughout
this sense, the organizations, librarians, researchers
and publishers are largely responsible for handling
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Figure 14: Access
Research datasets can be reusable and interoperable
with other datasets if the access of that data is not
restricted. In this way, maximum users should get
benefits to access datasets for their further research.

Arora & Chakravarty: Role of Harvard dataverse ...
And it's worth noting that the vast majority of
datasets are open to the public or have only a few
restrictions.
Data Citation
scientific community that data recovered is identical
to that published a decade ago, even though storage
media, operating systems, hardware, and statistical
programme format have changed.
The Dataverse Project standardises dataset citations
to make it easy for academics to publish their
findings and receive credit and acknowledgement.
The citation is generated and published automatically
when researchers create a dataset in a Dataverse
repository. The Dataverse Project, as an open-source
platform and research data repository, is dedicated to
assisting researchers, journals, and organisations in
making scientific data accessible, reusable, and open
(where possible), which includes applying
community-accepted data publication standards
(Altman &Crosas, 2013). A data citation in
a Dataverse repository has seven components i.e.
author name(s), year (date published in the Dataverse
repository, title, global persistent
identifier: DOI or Handle, publisher (repository that
published the dataset), version number, universal
numerical fingerprint (UNF): for tabular data. The
Joint Declaration of Data Citation Principles (2014),
a synthesis of all previously existing principles and
activities on data citation, is illustrated in the picture
below as an example of how the data citation is
expressed in a Dataverse repository.
Figure 15: Data Citation Standards
Example of a data citation based on the Joint
Declaration of Data Citation Principles
(2014).
The citation standard outlined here provide proper
acknowledgement to authors as well as permanent
identification through the use of global, persistent
identifiers in place of URLs, which can change
frequently (Arora and Chakravarty , 2021). The use of
Universal Numerical Fingerprints (UNFs) assures the
Discussion
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According to the findings of this study's analysis of
the Harvard Dataverse website, developing nations'
contributions to RDM upload and proper support are
minimal. The study raises the bar for librarians and
other stakeholders when it comes to describing the
nuances of RDM operations. The findings suggest
that developing countries have few contributions and
representatives to work with the dataverse project
due to a lack of awareness and fear of data loss. The
current study will fill these gaps, allowing librarians
and researchers to better manage their data while
adhering to the terms of the data sharing agreement.
Future research should consider librarians' active
participation in informing academics and other
stakeholders about the benefits of sharing their data
on the dataverse website in particular. The effort
should also consider how librarians might upload
data from scholars and organisations to the dataverse
website within the terms of proper agreements.
Conclusions and Recommendations
The Harvard dataverse initiative performed a vital
contribution in enhancing and organising research
data, according to the report. In particular, it
identifies how research data are organized in the
dataverse platform in terms of contribution from
number of creation of dataverse repository, category
of dataverse, upload of datasets and file, number of
file downloads, publication of datasets/ dataverse,
most approachable subject to share of datasets, most
approachable subject according to browse,
contribution of authors, contribution of author
affiliations, metadata sources, recommended file
type, access level of datasets and data citation
standards.
The study concludes that maximum research
data are organized and uploaded by the authors in
Medicine, Health and Life Sciences whereas
according to browse/ searchable option, mostly data
are organized in the discipline of Social Sciences.
The Harvard dataverse seen in upward trend in terms
of creation and upload of dataverse, datasets, file and
its downloads. The trend of publish datasets are not
seen as much high. The contribution of Master,
Daniel M. and Stager, Lawrence E. are seen as
higher as their affiliation is found from Chicago
(USA). According to author affiliation entity, the
maximum contribution to organize the data are from
Harvard university (USA). So it can also be
interpreted that the highly contribution of data
developer and then uploader are from USA or

RBU Journal of library & Information Science, V. 25, 2023
developed country. The research project category is
very active when it comes to managing research data.
The majority of authors waive their copyright
licences to make their data more visible and reusable,
whereas data and image file formats are largely
organised. The Dataverse project also maintains
citation requirements to ensure that contributors are
properly credited. The report offers the following
actions to reinforce and develop RDM practises in a
sustainable manner based on the research findings.
1. In order to bridge the divide between
Science, engineering and Social Science in
particular, study data needs to be exchanged
and coordinated across all disciplines
2. Study academics, librarians and other
stakeholders need to be aware of RDM
3. It is needed to develop research data
repositories on institutions, center then
international level.
4. There should be a unique role of librarians to
exchange the researchers’ and organizations’
data on dataverse website within proper legal
agreements
About Author
Surbhi Arora,
Ms Surbhi is a UGC-JRF at the Library and
Information Science department, Panjab University,
Chandigarh. Her approved research title is “Research
data management policies and practices: A study of
north Indian universities”. The study is mainly focus
on Research Data Management (RDM).
Professor Rupak Chakravarty
Professor Chakraborty is a professor at the
department of Library and Information Science
Panjab University, Chandigarh. His Ph.D. topic was
Developing Open Access Institutional Repositories
for Scholarly Communications: Role of University
Libraries in India. In present around 6 research
scholars are pursuing Ph.D. under his guidance.
References
Altman, M., &Crosas, M. (2013). The Evolution of
Data Citation: From Principles to Implementation.
https://iassistquarterly.com/public/pdfs/iqvol371_4_a
ltman.pdf
Arora, S., & Chakravarty, R. (2021a). Preserving
Global Research Data: Role and Status of Re3data in
RDM. Library Philosophy and Practice (LPP) (ISSN
1522-0222) (E-Journal), 5550, 1–22.
Arora, S., & Chakravarty, R. (2021b). Making
research data discoverable: an outreach activity of
Datacite. Library Philosophy and Practice (E-
Journal), 5199.
https://digitalcommons.unl.edu/libphilprac/5199/
Gupta, N., Arora, S., & Chakravarty, R. (2021).
Science Mapping and Visualization of Research Data
Management (RDM): Bibliometric and
Scientometric Study. Library Philosophy and
Practice (LPP) (ISSN 1522-0222) (E-Journal), 6096,
1–24.
Harvard Dataverse (n.d.). Dataverse.harvard.edu.
https://dataverse.harvard.edu/
King, G. (2007). Overview of a Proposed Standard
for the Scholarly Citation of Quantitative Data.
IASSIST Quarterly, 30(2), 18.
https://doi.org/10.29173/iq757
King, G. (1995). Replication, Replication. PS:
Political Science and Politics, 28, 444–452.
https://j.mp/2oSOXJL
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
6 th August 2023
Primary Reviewed on –
6 th September 2023
Peer Reviewed on –
14 th October 2023
Accepted for publication
17 th October 2023
Perception and Attitude of Library and Information
Science Professionals Towards Knowledge Management
Practices in India
Vaishali P. Gudadhe
ABSTRACT:
Dr. Vaishali P. Gudadhe
Professor & Head
Dept. of Lib. & Inf. Sc.
Sant Gadge Baba Amravati
University,Amravati,
Maharashtra, India
vaishaligudadhe@sgbau.ac.in
Introduction:Knowledge management(KM) plays a dynamic role in the higher
education institutions(HEIs)success, if KM intellectual assets has been planned,
organised, monitored and coordinated effectively by the Library and Information
Science Professionals.
Purpose: The purpose of this paper was to investigate librarians' perception and
attitude toward knowledge management in the State Universities of India.
Research problem: Does Knowledge Management enhances knowledge sharing
in order to support and streamline organisational focus, awareness and positive
attitude of the library and information professionals? How they serve the users
effectively and efficiently.
Objectives: The objectives were to study the awareness, perception, and the
attitude of library and Information science professionals towards Knowledge
Management practices.
Methodology: A qualitative research approach and a survey method research
design have been adopted.The response rate was 56.68% and the data was
analysed using statistical software SPSS.
Findings: Library and Information professionals are aware about their
important role in Knowledge management practices and have positive attitude to
share information and knowledge voluntarily with the colleagues to serve the
users effectively and efficiently.
Keywords:
Knowledge management, KM practices, Perception, Attitude, University-
India
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Gudadhe:Perception and attitude ...
Introduction
Management may be defined as a process of
creating, storing, sharing and re-using organizational
knowledge, know-how to enable an organization to
achieve its goal and objectives. Organizations
actually go about acquiring, sharing and creating new
knowledge (White, 2004). Skyrme’s (1997) defined
as a “process or practice of creating, capturing,
sharing and using knowledge, wherever it resides, to
enhance learning and performance in organizations”.
Knowledge Management System:
Jennifer Rowley defines as Knowledge Management
is concerned with the exploitation and development
of the Knowledge assets of an organization with a
view to furthering the organization’s objectives. The
knowledge to be managed includes both explicit,
documented knowledge, and tacit subjective
knowledge. Management entails all of those
processes associated with the identification, sharing
and creation of knowledge. This requires systems for
the creation and maintenance of knowledge
repositories, and to cultivate and facilitate the sharing
of knowledge and organizational learning.
Organizations that succeed in knowledge
management are likely to view knowledge as an
asset. These organizations will develop norms and
policies for fostering knowledge creation and sharing
activities.
Knowledge Management in India
In India Knowledge management is fast becoming
the terminology of many companies' efforts to gain
competitive advantage from the efficient and
effective management of their tacit/frontline
knowledge assets. India has moved on to become a
knowledge intensive economy. This economy
depends on new ideas and their implementations.
Thus the importance of knowledge management as a
new tool is being increasingly realized. This has led
organizations to establish systems and processes that
can capture and disseminate knowledge of their
employees such that an organization as a collective
can leverage knowledge of its individual employees
in a reliable and efficient manner.
Knowledge Management Research Report in India,
2022-23 examines the competitive landscape,
technology, products, functional capabilities,
business servicing, market trending drive, rapid
adoption and game changing innovation of
knowledge management applications.
The perception of Knowledge Management differs
from one industry to another. For us, Knowledge
Management is a set of processes and tools, which
gives the ability to leverage and combine the
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collective abilities of our knowledge workers. This
may be because of frequent mobility of trained
Information technology professionals.
However, despite some success stories in corporate
environment, knowledge management still remains at
a low profile in India, as it has not penetrated into
academic and research environment. There are above
1074 Universities and Deemed Universities
recognized by University Grants Commission, India;
38 research laboratories functioning under Council
for Scientific and Industrial Research (CSIR) that
knit the scientific research activity of the country; 30
permanent and regional centres of Indian Council of
Medical Research (ICMR), with addition of
intramural scientists; the vast network of Indian
Council of Agricultural Research (ICAR) that
include institutes, Bureau, National Research
Centres, Project Directorates and Universities with
thousands of researchers. These academic and
research institutes do produce tacit knowledge; in
fact it is not a new concept and was recognized long
back and popularized as ‘invisible colleges’
‘technological gatekeepers’. There were attempts by
Library and Information Science professionals to
capture the informal communication among
knowledgeable sources though there is no evidence
of their implementation. To fill this gap and manage
knowledge, both tacit and explicit, Library and
Information Science professionals have to take
initiation. There are examples of such efforts in
academic libraries of USA -The UCSF Library's
Centre for Knowledge Management (CKM),
Knowledge Bank at Ohio State University;
Knowledge management specialist library of
National Library for Health, U.K. etc., similar
initiatives are due in India. Library and Information
Science professionals have to take proactive lead and
establish ‘Knowledge Management centres’ to
capture tacit knowledge of the institute.
Theoretically, Library and Information Science
professionals in India responded to the situation
positively and the literature indicates that several
conferences for the past five years have included
knowledge management as the main or one of the
sub themes. For example, Envisioning digital
transformation in libraries for next generation
academic libraries Calibre conference organised by
INFLIBNET 2022, Effective knowledge
Management, Unicom, India, International
Conference on Computation, Automation and
knowledge management organised by Amity
University, Noida June 2023, SKM 2019 :
International Conference on Secure Knowledge
Management in Artificial Intelligence Era organised
by BITS Pilani, Goa, India, Generative Artificial
Intelligence and Knowledge management 2023, New
Delhi, etc. focused on knowledge management and

issues relevant to higher education and academic
libraries.
Literature Review
Library professionals have various understanding,
perception and attitude towards Knowledge
management practices in the libraries. Few were
scanned and presented chronologically arranged
below:
Roknuzzaman, and Katsuhiro (2009) revealed the
perception of Knowledge management varied, library
practitioners deal only with explicit information or
knowledge.
Shah and Khalid (2013) quantitative research
regarding to the librarians attitude towards
Knowledge management in the academic
environment in Pakistan. The authors studies
personality characters of behaviour in implementing
KM. The findings revealed that selection of proper
person for the proper task of KM is needed as there
are new roles and new trends in the KM process.
Nazim and Mukherjee (2013) examines librarians
perception of knowledge management focusing on
the concept, potential implications, benefits and
challenges in Indian academic libraries. The findings
revealed that they are involved in KM process, their
understandings varies, using technology for specific
processes to capture and use explicit knowledge
rather sharing and using tacit knowledge. Also
mentioned the financial resources and information
technology infrastructure is the major barriers to
incorporate KM in academic library practice.
Ali and Khan (2015) tried to explore the perception
about Knowledge Management and its integration
into library practices of library and information
science professionals in central universities in North
India. The findings revealed that the attitudes about
KM varied from one another and also their
understandings, but they accepted that Km provides
enormous opportunities for the library professionals.
Marouf, Laila (2017) investigates the effect of
organisational factors Human resource practice and
librarians attitude towards knowledge sharing. The
findings revealed that apart from HR practices, other
factors had significant effects on librarians attitude
towards KM. Their readiness to adopt the knowledge
management. Libraries will identifyopportunities and
barriers to adopt KM process.
Toyesea and et.al. (2018) The authors conducted
survey of 389 respondents of certified College
librarians in Nigeria. The authors tried to study the
perception and attitude of the librarians towards the
Knowledge management. The findings revealed there
is lack in understanding the concept to implement in
the libraries. It was suggested to educate library
professionals in order to embrace the opportunities
and to curb the treats of knowledge management in
the library and information science profession.
Mercy, Koranteng and Johnson (2022) The authors
conducted review based study of 42 articles, it
covered both quantitative and qualitative. The
findings revealed, there is less literature available on
the knowledge management strategies, lack of
knowledge sharing among library professionals, lack
of technological infrastructure and barriers to
knowledge management practices in the academic
libraries.
Statement of the Problem
Knowledge Management (KM) research has been
undertaken in a variety of fields or disciplines.
Knowledge exists in people rather than technology
therefore it requires massive human effort. KM
enhances knowledge sharing in order to support and
streamline organisational focus. The libraries are
using various Knowledge management strategies, but
it requires positive attitude and skills to implement
for effective and efficient way. Indigenous
knowledge should be recorded, there should be
positive impact of knowledge management for the
successful contribution. Hence the researcher felt to
study the perception and attitude of library and
information professionals in India.
Objectives
The allied objectives were as following:
1. To study the awareness and perception about
Knowledge Management among the library and
Information science professionals.
2. To study the attitude of library and Information
science professionals towards Knowledge
Management practices.
Research Questions
The following were the research questions answered
by the study as following:
1. What is the awareness and perception of LIS
professionals regarding to the term Knowledge
management and KM practices?
2. What are the attitude of LIS professionals towards
the Knowledge management practices?
Methodology
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RBU Journal of library & Information Science, V. 25, 2023
Survey method was adopted to collect the data from
the Library and Information professionals of the
State Universities in India. The published list of 464
State Universities on the UGC website, which
includes State Public Universities, Agricultural
Universities and Open Universities were considered
for the present study. The questionnaire were sent by
thepostto 464 library and informational
professionals of State Universities in India, out of

Gudadhe:Perception and attitude ...
which 263 library and information professionals
responded i.e the rate of response was 56.68%.
The primary data was collected through
questionnaire, which was based on the various
aspects of perception including awareness,
understanding, opinions, attitude towards KM
regarding sharing expertise, facing difficulties,
individual or group based knowledge sharing among
colleagues etc.Besides, the secondary data was
collected from sources like text books, national and
international journals.
A standard structured questionnaire was designed to
collect the required information where five point
Likert type scale was used. The measure consists of
Perceptions and attitude of Knowledge Management.
Quantitative data have been analysed using
descriptive statistics from the statistical package for
social sciences (SPSS). In a Likert scale, the
respondents were asked to respond to each of the
statements in terms of several degrees. In the present
study, the researcher used five-point scale for
degrees of agreement and disagreement as following:
i) Strongly disagree ii) Disagree iii) not sure iv)
Agree v) Strongly agree
Sr. No
Term Knowledge
Management
Statistics used for Analysis of Data
The statistical analysis of the data for the present
study was done by applying 1) Simple percentage
and 2) Chi-square test. Chi-square test was used to
compare an observed group of frequencies with an
expected group of frequencies.
This led to deduce the expected frequencies from the
null hypothesis. The analysed data was used for the
conclusion of the present study. The descriptive
analysis and interpretation of data has been tabulated
and mentioned as following:
Sr.
No
No. of
State
Univer
sities
in
India
No of Questionnaire
Distributed to
Library &
Information Science
Professionals
Response
Received
Percenta
ge
1 464 464 263 56.68%
Table no. 1: Response Received
There are 464 State Universities in India. Response
was received from the Library and information
science professionals of State Universities in India
were 263 i.e.56.68%.
Yes No Total
1 Through reading KM
Literature
2 Through discussion with
Colleagues
Table No. 2 reveals the results regarding awareness
of the term knowledge management depicts that 210
(79.85 %) respondents were aware of the term
knowledge management through reading KM
Literature, 179 (68.06 %) mentioned that they are
aware through discussion with Colleagues, 218
Sr.
No
Number % Number % Number %
210 79.85 53 20.15 263 100
179 68.06 84 31.94 263 100
3 Through trainings,
218 82.89 45 17.11 263 100
Conferences and attended
Workshops
4 Through Practice 127 48.29 136 51.71 263 100
Understanding KM
1 KM is just another fad Like
total quality management
2. KM is a new term for what
Information professionals
were already doing
3 Information management is
just another aspect of KM
Table no. 2: Aware of the term Knowledge Management
Strongly
Disagree
53
(20.15)
6
(2.28)
6
(2.28)
(82.89%) respondents were aware of the term
through trainings, Conferences and attended
Workshops, 127 (48.29%) were aware through
practice. The results reveals that majority of
respondents were aware of the term KM through
trainings, Conferences and attended Workshops as
all the professionals come together on common
platform and share their experiences.
Disagree Not Sure Agree Strongly
Agree
115
(43.73)
7
(2.66)
26
(9.89)
8
(3.04)
52
(19.77)
34
(12.93)
74
(28.14)
179
(68.06)
161
(61.22)
13
(4.94)
19
(7.22)
36
(13.69)
Total df Chi ʌ 2
263
(100)
263
(100)
263
(100)
4 150.37 a
4 406.03 a
4 289.95 a
4 Information Professionals have
important roles to play in KM
programs
14
(5.32)
-- -- 146
(55.51)
103
(39.16)
Source: Computed from the survey data Percentage indicated in round parenthesis
263
(100)
2 103.39 b
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a. The Minimum expected cell frequency is 52.6,
Table values of 4 df at 5% level of significant is
9.49.
b. The Minimum expected cell frequency is 87.67,
Table values of 2 df at 5% level of significant is
5.99.
H 0 : There is no significant difference between
the statement “KM is just another fad like
total quality management” and
understanding knowledge management
H 1 : There is significant difference between the
statement “KM is just another fad like total
quality management” and understanding
knowledge management
The calculated value of X 2 for the statement “KM is
just another fad like total quality management” and
understanding knowledge management is 150.37 and
the table value of X 2 for 4 degree of freedom at 5
percent level of significant is 9.49. The calculated
value of the X 2 is much higher than table value, the
null hypothesis is rejected. Hence there is
significant difference between the statement “KM is
just another fad like total quality management” and
understanding knowledge management
H 0 : There is no significant difference between
the statement “KM is a new term for what
Information professionals were already
doing” and understanding knowledge
management
H 1 : There is significant difference between the
statement “KM is a new term for what
Information professionals were already
doing” and understanding knowledge
management
The calculated value of X 2 for the statement
“KM is a new term for what Information
professionals were already doing” and understanding
knowledge management is 406.03 and the table value
of X 2 for 4 degree of freedom at 5 percent level of
significant is 9.49. The calculated value of the X 2 is
much higher than table value, the null hypothesis is
rejected. Hence there is significant difference
between the statement “KM is new terms for what
Information professionals were already doing” and
understanding knowledge management.
H 0 : There is no significant difference between
the statement “Information management is
just another aspect of KM” and
understanding knowledge management.
H 1 : There is significant difference between the
statement “Information management is just
another aspect of KM” and understanding
knowledge management
The calculated value of X 2 for the statement
“Information management is just another aspect of
KM” and understanding knowledge management is
289.95 and the table value of X 2 for 4 degree of
freedom at 5 percent level of significant is 9.49. The
calculated value of the X 2 is much higher than table
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RBU Journal of library & Information Science, V. 25, 2023
value, the null hypothesis is rejected. Hence there is
significant difference between the statement
“Information management is just another aspect of
KM” and understanding knowledge management.
H 0 : There is no significant difference between
the statement “Information Professionals
have important roles to play in KM
programs” and understanding knowledge
management
H 1 : There is significant difference between the
statement “Information Professionals have
important roles to play in KM programs”
and understanding knowledge
management
The calculated value of X 2 for the statement
“Information Professionals have important roles to
play in KM programs” and understanding knowledge
management is 103.39 and the table value of X 2 for 2
degree of freedom at 5 percent level of significant is
5.99. The calculated value of the X 2 is much higher
than table value, the null hypothesis is rejected.
Hence there is significant difference between the
statement “Information Professionals have important
roles to play in KM programs” and understanding
knowledge management.
Table No.3 reveals the results of “Understanding
Knowledge Management”, 53 (20.15%) respondents
strongly disagree that “Knowledge Management is
just another fad like total quality management” 115
(43.73%) respondents Disagree, 8 (3.04%)
respondents are not sure, 74 (28.14%) respondents
Agree, 13(4.94%) respondents Strongly Agree.
The responses for “Knowledge Management is a
new term for what information professionals were
already doing” 6 (2.28%) respondents Strongly
Disagree, 7(2.66%) respondents Disagree, 52
(19.77%) respondents are Not Sure, 179 (68.06%)
respondents Agree, 19 (7.22%) respondents Strongly
Agree.
The responses for “Information Management
is just another aspect of Knowledge Management” 6
(2.28%) respondents Strongly Disagree, 26(9.89%)
respondents Disagree, 34 (12.93%) respondents are
Not Sure, 161(61.22%) respondents Agree,
36(13.69%) respondents Strongly Agree.
The responses for “Information Professionals
have important roles to play in Knowledge
Management programs” 14 (5.32%) respondents
strongly disagree, 146 (55.51%) respondents Agree,
103 (39.16%) respondents Strongly Agree.
It is apparent from the results that majority
of respondents agree Knowledge Management is a
new term for what Information professionals were
already doing as it is old product in new package.
Information professionals agree with the statement as
an important role to play in KM programs and also
the responses for Knowledge management as a new
term for what Library and information science
professionals were already doing.

Gudadhe:Perception and attitude ...
a. The Minimum expected cell frequency is 52.60,
Table values of 4df at 5% level of significant is 9.49.
b. The Minimum expected cell frequency is 65.75,
Table values of 3df at 5% level of significant is 7.82.
H 0 :There is no significant difference between the
statement “I trust my colleagues in general” and
Librarian’s attitude towards Knowledge
Management.
H 1
Sr.
No
Statement
Not at
all
Slightly
: There is significant difference between the
statement “I trust my colleagues in
Average
Level
More
than
Average
very high
Level
Total df Chi ʌ 2
1 I trust my colleagues in general 12 10 147 65 29 263 4 248.77 a
(4.56) (3.80) (55.89) (24.71) (11.03) (100.00)
2 I trust the expertise of my
- 21 118 95 29 263 3 105.53 b
colleagues
(7.98) (44.87) (36.12) (11.03) (100.00)
3 I voluntarily share my important - 18 97 81 67 263 3 53.09 b
information and knowledge with
my colleagues
(6.84) (36.88) (30.80) (25.48) (100.00)
4 When I face difficulties, I’m
willing to ask my colleagues for
help
5 I think if I provide valuable
information and knowledge to
colleagues, then they will do the
same in return
6 I freely and regularly
communicate with my colleagues
7 I interact with my colleagues in
an exchange of information or
knowledge
8 I do not hesitate to ask to share
information or knowledge with
me
9 My colleagues do not hesitate to
ask me to share information or
knowledge with them if they need
it
10 I am actively willing to share or
provide information with
colleagues when they ask
11 My colleagues try to share their
own Materials
12 I prefer working collaboratively
than working alone
13 If I have options, I prefer working
with other people or groups to
working independently
14 I feel that my organization
provides workers with fair
evaluation/reward systems based
on their knowledge, material
sharing
15 Individual or group-based
knowledge sharing is measured
with fairness
16 I am willing to share professional
materials with colleagues
17 I am willing to accept and use
materials from colleagues
18 3 106 91 45 263 4 152.87 a
(6.84) (1.14) (40.30) (34.60) (17.11) (100.00)
21 24 95 101 22 263 4 131.05 a
(7.98) (9.13) (36.12) (38.40) (8.37) (100.00)
3 3 109 87 61 263 4 177.86 a
(1.14) (1.14) (41.44) (33.08) (23.19) (100.00)
3 3 109 89 59 263 4 179.98 a
(1.14) (1.14) (41.44) (33.84) (22.43) (100.00)
12 3 138 67 43 263 4 222.46 a
(4.56) (1.14) (52.47) (25.48) (16.35) (100.00)
11 18 117 83 34 263 4 158.65 a
(4.18) (6.84) (44.49) (31.56) (12.93) (100.00)
4 26 49 113 71 263 4 134.4 a
(1.52) (9.89) (18.63) (42.97) (27.00) (100.00)
2 22 125 80 34 263 4 186.98 a
(0.76) (8.37) (47.53) (30.42) (12.93) (100.00)
4 29 87 65 78 263 4 93.18 a
(1.52) (11.03) (33.08) (24.71) (29.66) (100.00)
9 18 105 78 53 263 4 123.37 a
(3.42) (6.84) (39.92) (29.66) (20.15) (100.00)
- 45 72 69 77 263 3 9.23 b
(17.11) (27.38) (26.24) (29.28) (100.00)
6 33 67 104 53 263 4 102.76 a
(2.28) (12.55) (25.48) (39.54) (20.15) (100.00)
2 19 81 82 79 263 4 115.16 a
(0.76) (7.22) (30.80) (31.18) (30.04) 100.00
3 16 73 104 67 263 4 134.32 a
(1.14) (6.08) (27.76) (39.54) (25.48) (100.00)
Table no.4: Librarian’s attitude towards Knowledge Management
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general” and Librarian’s attitude towardKnowledge
Management.
The calculated value of X 2 for the statement “I trust
my colleagues in general” and Librarian’s attitude
towards Knowledge Management is 248.77 and the
table value of X 2 for 4 degree of freedom at 5 percent
level of significant is 9.49. The calculated value of
the X 2 is much higher than table value, the null
hypothesis is rejected. Hence there is significant
difference between the statement “I trust my

colleagues in general” and Librarian’s attitude
towards Knowledge Management.
H 0 : There is no significant difference between
the statement “I trust the expertise of my
colleagues” and Librarian’s attitude
towards Knowledge Management.
H 1 : There is significant difference between the
statement “I trust the expertise of my
colleagues” and Librarian’s attitude
towards Knowledge Management.
The calculated value of X 2 for the statement “I
trust the expertise of my colleagues” and Librarian’s
attitude towards Knowledge Management is 105.53
and the table value of X 2 for 3 degree of freedom at 5
percent level of significant is 7.82. The calculated
value of the X 2 is much higher than table value, the
null hypothesis is rejected. Hence there is
significant difference between the statement “I trust
the expertise of my colleagues” and Librarian’s
attitude towards Knowledge Management.
H 0 : There is no significant difference between
the statement “I voluntarily share my
important information and knowledge with
my colleagues” and Librarian’s attitude
towards Knowledge Management.
H 1 : There is significant difference between the
statement “I voluntarily share my
important information and knowledge with
my colleagues” and Librarian’s attitude
towards Knowledge Management.
The calculated value of X 2 for the statement “I
voluntarily share my important information and
knowledge with my colleagues” and Librarian’s
attitude towards Knowledge Management is 53.09
and the table value of X 2 for 3 degree of freedom at 5
percent level of significant is 7.82. The calculated
value of the X 2 is much higher than table value, the
null hypothesis is rejected. Hence there is
significant difference between the statement “I
voluntarily share my important information and
knowledge with my colleagues” and Librarian’s
attitude towards Knowledge Management.
H 0 : There is no significant difference between
the statement “When I face difficulties,
I’m willing to ask my colleagues for help”
and Librarian’s attitude towards
Knowledge Management.
H 1 : There is significant difference between the
statement “When I face difficulties, I’m
willing to ask my colleagues for help” and
Librarian’s attitude towards Knowledge
Management.
The calculated value of X 2 for the statement
“When I face difficulties, I’m willing to ask my
colleagues for help” and Librarian’s attitude towards
Knowledge Management is 152.87 and the table
value of X 2 for 4 degree of freedom at 5 percent level
of significant is 9.49. The calculated value of the X 2
is much higher than table value, the null hypothesis
is rejected. Hence there is significant difference
between the statement “When I face difficulties, I’m
willing to ask my colleagues for help” and
Librarian’s attitude towards Knowledge
Management.
H 0
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RBU Journal of library & Information Science, V. 25, 2023
: There is no significant difference between
the statement “I think if I provide valuable
information and knowledge to colleagues, then
they will do the same in return” and
Librarian’s attitude towards Knowledge
Management.
H 1 : There is significant difference between the
statement “I think if I provide valuable
information and knowledge to colleagues,
then they will do the same in return” and
Librarian’s attitude towards Knowledge
Management.
The calculated value of X 2 for the statement “I
think if I provide valuable information and
knowledge to colleagues, then they will do the same
in return” and Librarian’s attitude towards
Knowledge Management is 131.05 and the table
value of X 2 for 4 degree of freedom at 5 percent level
of significant is 9.49. The calculated value of the X 2
is much higher than table value, the null hypothesis
is rejected. Hence there is significant difference
between the statement “I think if I provide valuable
information and knowledge to colleagues, then they
will do the same in return” and Librarian’s attitude
towards Knowledge Management.
H 0 :There is no significant difference between
the statement “I freely and regularly communicate
with my colleagues” and Librarian’s attitude
towards Knowledge Management.
H 1 : There is significant difference between the
statement “I freely and regularly communicate with
my colleagues” and Librarian’s attitude towards
Knowledge Management.
The calculated value of X 2 for the statement “I freely
and regularly communicate with my colleagues” and
Librarian’s attitude towards Knowledge Management
is 177.86 and the table value of X 2 for 4 degree of
freedom at 5 percent level of significant is 9.49. The
calculated value of the X 2 is much higher than table
value, the null hypothesis is rejected. Hence there is
significant difference between the statement “I freely
and regularly communicate with my colleagues” and
Librarian’s attitude towards Knowledge
Management.
H 0 : There is no significant difference between
the statement “I interact with my colleagues in an
exchange of information or knowledge” and
Librarian’s attitude towards Knowledge
Management.
H 1 : There is significant difference between the
statement “I interact with my colleagues in an
exchange of information or knowledge” and
Librarian’s attitude towards Knowledge
Management.

Gudadhe:Perception and attitude ...
The calculated value of X 2 for the statement “I
interact with my colleagues in an exchange of
information or knowledge” and Librarian’s attitude
towards Knowledge Management is 179.98 and the
table value of X 2 for 4 degree of freedom at 5 percent
level of significant is 9.49. The calculated value of
the X 2 is much higher than table value, the null
hypothesis is rejected. Hence there is significant
difference between the statement “I interact with my
colleagues in an exchange of information or
knowledge” and Librarian’s attitude towards
Knowledge Management.
H 0 : There is no significant difference between the
statement “I do not hesitate to ask my colleagues
to share information or knowledge with me if I
need it” and Librarian’s attitude towards
Knowledge Management.
H 1 : There is significant difference between the
statement “I do not hesitate to ask my colleagues
to share information or knowledge with me if I
need it” and Librarian’s attitude towards
Knowledge Management.
The calculated value of X 2 for the statement “I do not
hesitate to ask my colleagues to share information or
knowledge with me if I need it” and Librarian’s
attitude towards Knowledge Management is 222.46
and the table value of X 2 for 4 degree of freedom at 5
percent level of significant is 9.49. The calculated
value of the X 2 is much higher than table value, the
null hypothesis is rejected. Hence there is
significant difference between the statement “I do
not hesitate to ask my colleagues to share
information or knowledge with me if I need it” and
Librarian’s attitude towards Knowledge
Management.
H 0 : There is no significant difference between
the statement “My colleagues do not hesitate to
ask me to share information or knowledge with
them if they need it” and Librarian’s attitude
towards Knowledge Management.
H 1 : There is significant difference between the
statement “My colleagues do not hesitate to ask
me to share information or knowledge with
them if they need it” and Librarian’s attitude
towards Knowledge Management.
The calculated value of X 2 for the statement
“My colleagues do not hesitate to ask me to share
information or knowledge with them if they need it”
and Librarian’s attitude towards Knowledge
Management is 158.65 and the table value of X 2 for 4
degree of freedom at 5 percent level of significant is
9.49. The calculated value of the X 2 is much higher
than table value, the null hypothesis is rejected.
Hence there is significant difference between the
statement “My colleagues do not hesitate to ask me
to share information or knowledge with them if they
need it” and Librarian’s attitude towards Knowledge
Management.
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H 0 : There is no significant difference between the
statement “I am actively willing to share or
provide information with colleagues when they
ask” and Librarian’s attitude towards Knowledge
Management.
H 1 : There is significant difference between the
statement “I am actively willing to share or
provide information with colleagues when they
ask” and Librarian’s attitude towards Knowledge
Management.
The calculated value of X 2 for the statement “I am
actively willing to share or provide information with
colleagues when they ask” and Librarian’s attitude
towards Knowledge Management is 134.4 and the
table value of X 2 for 4 degree of freedom at 5 percent
level of significant is 9.49. The calculated value of
the X 2 is much higher than table value, the null
hypothesis is rejected. Hence there is significant
difference between the statement “I am actively
willing to share or provide information with
colleagues when they ask” and Librarian’s attitude
towards Knowledge Management.
H 0 : There is no significant difference between the
statement “My colleagues try to share their own
Materials” and Librarian’s attitude towards
Knowledge Management.
H 1 : There is significant difference between the
statement “My colleagues try to share their own
Materials” and Librarian’s attitude towards
Knowledge Management.
The calculated value of X 2 for the statement
“My colleagues try to share their own Materials” and
Librarian’s attitude towards Knowledge Management
is 186.98 and the table value of X 2 for 4 degree of
freedom at 5 percent level of significant is 9.49. The
calculated value of the X 2 is much higher than table
value, the null hypothesis is rejected. Hence there is
significant difference between the statement “My
colleagues try to share their own Materials” and
Librarian’s attitude towards Knowledge
Management.
H 0 : There is no significant difference between the
statement “I prefer working collaboratively than
working alone” and Librarian’s attitude towards
Knowledge Management.
H 1 : There is significant difference between the
statement “I prefer working collaboratively than
working alone” and Librarian’s attitude towards
Knowledge Management.
The calculated value of X 2 for the statement “I prefer
working collaboratively than working alone” and
Librarian’s attitude towards Knowledge Management
is 93.18 and the table value of X 2 for 4 degree of
freedom at 5 percent level of significant is 9.49. The
calculated value of the X 2 is much higher than table
value, the null hypothesis is rejected. Hence there is
significant difference between the statement “I prefer
working collaboratively than working alone” and

Librarian’s attitude towards Knowledge
Management.
H 0 : There is no significant difference between the
statement “If I have options, I prefer working
with other people or groups to working
independently” and Librarian’s attitude towards
Knowledge Management.
H 1 : There is significant difference between the
statement “If I have options, I prefer working
with other people or groups to working
independently” and Librarian’s attitude towards
Knowledge Management.
The calculated value of X 2 for the statement “If I
have options, I prefer working with other people or
groups to working independently” and Librarian’s
attitude towards Knowledge Management is 123.37
and the table value of X 2 for 4 degree of freedom at 5
percent level of significant is 9.49. The calculated
value of the X 2 is much higher than table value, the
null hypothesis is rejected. Hence there is
significant difference between the statement “If I
have options, I prefer working with other people or
groups to working independently” and Librarian’s
attitude towards Knowledge Management.
H 0 : There is no significant difference between
the statement “I feel that my organization
provides workers with fair evaluation/reward
systems based on their knowledge, material
sharing” and Librarian’s attitude towards
Knowledge Management.
H 1 : There is significant difference between the
statement “I feel that my organization provides
workers with fair evaluation/reward systems
based on their knowledge, material sharing” and
Librarian’s attitude towards Knowledge
Management.
The calculated value of X 2 for the statement “I feel
that my organization provides workers with fair
evaluation/reward systems based on their knowledge,
material sharing” and Librarian’s attitude towards
Knowledge Management is 9.23 and the table value
of X 2 for 3 degree of freedom at 5 percent level of
significant is 7.82. The calculated value of the X 2 is
higher than table value, the null hypothesis is
rejected. Hence there is significant difference
between the statement “I feel that my organization
provides workers with fair evaluation/reward
systems based on their knowledge, material sharing”
and Librarian’s attitude towards Knowledge
Management.
H 0 : There is no significant difference between the
statement “Individual or group-based knowledge
sharing is measured with fairness” and Librarian’s
attitude towards Knowledge Management.
H 1 : There is significant difference between the
statement “Individual or group-based knowledge
sharing is measured with fairness” and Librarian’s
attitude towards Knowledge Management.
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RBU Journal of library & Information Science, V. 25, 2023
The calculated value of X 2 for the statement
“Individual or group-based knowledge sharing is
measured with fairness” and Librarian’s attitude
towards Knowledge Management is 102.76 and the
table value of X 2 for 4 degree of freedom at 5 percent
level of significant is 9.49. The calculated value of
the X 2 is much higher than table value, the null
hypothesis is rejected. Hence there is significant
difference between the statement “Individual or
group-based knowledge sharing is measured with
fairness” and Librarian’s attitude towards
Knowledge Management.
H 0 : There is no significant difference between
the statement “I am willing to share professional
materials with colleagues” and Librarian’s
attitude towards Knowledge Management.
H 1 : There is significant difference between the
statement “I am willing to share professional
materials with colleagues” and Librarian’s
attitude towards Knowledge Management.
The calculated value of X 2 for the statement “I am
willing to share professional materials with
colleagues” and Librarian’s attitude towards
Knowledge Management is 115.16 and the table
value of X 2 for 4 degree of freedom at 5 percent level
of significant is 9.49. The calculated value of the X 2
is much higher than table value, the null hypothesis
is rejected. Hence there is significant difference
between the statement “I am willing to share
professional materials with colleagues” and
Librarian’s attitude towards Knowledge
Management.
H 0 : There is no significant difference
between the statement “I am willing to accept and
use materials from colleagues” and Librarian’s
attitude towards Knowledge Management.
H 1 : There is significant difference
between the statement “I am willing to accept and
use materials from colleagues” and Librarian’s
attitude towards Knowledge Management.
The calculated value of X 2 for the statement “I am
willing to accept and use materials from colleagues
“and Librarian’s attitude towards Knowledge
Management is 134.22 and the table value of X 2 for 4
degree of freedom at 5 percent level of significant is
9.49. The calculated value of the X 2 is much higher
than table value, the null hypothesis is rejected.
Hence there is significant difference between the
statement “I am willing to accept and use materials
from colleagues” and Librarian’s attitude towards
Knowledge Management.
Table no. 5 reveals the librarian’s attitude toward
knowledge management, the analysed results
displays the respondents attitude towards, “I trust my
colleagues in general” is 12(4.56%) for not at all ,
10(3.80%) respondents say slightly, 147 (55.89%)
respondents say average level, 65(24.71%)
respondents say more than average level, 29(11.03%)
respondents says at a very high level.

Gudadhe:Perception and attitude ...
Attitude towards “I trust the expertise of my
colleagues 21(7.98%) respondents say slightly”
118(44.87%) respondents average level, 95(36.12%)
respondents says more than average, 29(11.03%)
respondents at a very high level.
The attitude towards “I voluntarily share my
important information and knowledge with my
colleagues” 18(6.84%) respondents say slightly,
97(36.88%)respondents says average level, 81
(30.80%) respondents say more than average, 67
(25.48%) respondents at a very high level.
The attitude towards “When I face difficulties, I am
willing to ask my colleagues for help” 18(6.84%)
respondents says not at all , 3(1.14%) respondents
say slightly, 106(40.30%) respondents says average
level, 91 (34.60%) respondents say more than
average, 45 (17.11%) respondents say at a very high
level.
The attitude towards “I think if I provide valuable
information and knowledge to colleagues, then they
will do the same in return” 21 (7.98%) respondents
say not at all, 24 (9.13%) respondents say slightly, 95
(36.12%) respondents say average level, 101(38.40
%) respondents say more than average, 22(8.37%)
respondents say at a very high level.
The attitude towards “I freely and regularly
communicate with my colleagues” 3(1.14%)
respondents say not at all , 3(1.14%) respondents say
slightly, 109(41.44%) respondents say average level,
87 (33.08%) respondents say more than average, 61
(23.19%) respondents say at a very high level.
The attitude towards “I interact with my colleagues
in an exchange of information or knowledge” is
3(1.14%) respondents say not at all, 3 (1.14%)
respondents say slightly, 109(41.44%)
respondents say average level, 89 (33.84%)
respondents say more than average, 59 (22.43%)
respondents say at a very high level.
The attitude towards “I do not hesitate to ask my
colleagues to share information or knowledge with
me if I need it” 12(4.56%) respondents say not at all,
3(1.14%) respondents say slightly, 138(52.47%)
respondents say average level, 67(25.48%)
respondents say more than average, 43 (16.35%)
respondents say at a very high level.
The attitude towards “My colleagues do not hesitate
to ask me to share information or knowledge with
them if they need it” is 11(4.18%) respondents say
not at all, 18 (6.84%) respondents say slightly, 117
(44.49%) respondents say average level, 83(31.56%)
respondents say more than average, 34 (12.93%)
respondents say at a very high level.
The attitude towards “I am actively willing to share
or provide information with colleagues when they
ask” 4(1.52%) respondents say not at all , 26(9.89%)
respondents say slightly, 49( 18.63%) respondents
say average level, 113 (42.97%) respondents say
more than average, 71 (27.00%) respondents say at a
very high level.
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The attitude towards “My colleagues try to share
their own Materials” 2 (0.76%) respondents say not
at all , 22 (8.37%) respondents say slightly, 125
(47.53%) respondents say average level, 80 (30.42%)
respondents say more than average, 34 (12.93%)
respondents say at a very high level.
The attitude towards “I prefer working
collaboratively than working alone” is 4(1.52%)
respondents say not at all, 29(11.03%) respondents
say slightly,87 (33.08%) respondents say average
level, 65 (24.71%) respondents say more than
average, 78 (29.66%) respondents say at a very high
level.
The attitude towards If I have options, “I prefer
working with other people or groups to working
independently” 9(3.42%) respondents say not at all,
18(6.84%) respondents say slightly, 105(39.92%)
respondents say average level, 78(29.66%)
respondents say more than average, 53 (20.15%)
respondents say at a very high level.
The attitude towards “I feel that my organization
provides workers with fair evaluation/reward
systems based on their knowledge, material sharing”
45 (17.11%) respondents say slightly, 72 (27.38%)
respondents say average level, 69 (26.24%)
respondents say more than average, 77(29.28%)
respondents say at a very high level.
The attitude towards “Individual or group-based
knowledge sharing is measured with fairness”
6(2.28%) respondents say not at all , 33(12.55%)
respondents say slightly, 67(25.48%) respondents
say average level, 104 (39.54%)respondents say
more than average, 53 (20.15%) respondents say at a
very high level.
The attitude towards “I am willing to share
professional materials with colleagues” 2 (0.76%)
respondents say not at all, 19 (7.22%) respondents
say slightly, 81 (30.80%) respondents say average
level, 82 (31.18%) respondents say more than
average, 79 (30.04%) respondents say at a very high
level.
The attitude towards “I am willing to accept and use
materials from colleagues” 3(1.14%) respondents say
not at all, 16 (6.08%) respondents say slightly, 73
(27.76%) respondents say average level,
104(39.54%) respondents say more than average,
67 (25.48%) respondents say at a very high level.
The results show regarding attitude towards
Knowledge management, that personality and
situational characteristics influence participants’
knowledge sharing in the organization. The findings
may have theoretical as well as practical
implications.
Findings and Conclusion
The findings and conclusion regarding perception
and attitude were as following:
Majority of respondents are aware of the term
Knowledge Management through trainings,
R

Conferences and attended Workshops as all the
professionals come together on common platform
and share their experiences. It was also found LIS
professionals only they use explicit knowledge
sharing rather than using tacit knowledge.
It can also be concluded that the respondents
on an average level the perception and attitude
towards Knowledge Management is to share
knowledge among the library professionals,
collaborate with them, interact with the colleagues on
difficulties level. The result shows that personality
and situational characteristics influence participants’
knowledge sharing in the organization. The findings
may have theoretical as well as practical
implications. Knowledge Management as a crucial
factor impacts on organizational performance. It
seems to be a lack of empirical studies that measure
knowledge in high educational environments,
especially in Academic libraries.
The present study aimed to achieve a certain
extents of its objectives of identifying the initial
stages in the availability of information technologies.
These University libraries indicate that automation
now has been developed but due to lack of
manpower, better computer skills, skilled library
staff and the librarianship etc. hampers the
innovative library services and also the consistency
to develop the explicit and tacit knowledge. It can
also concluded that reviews based on the study focus
on various areas of Knowledge Management. LIS
professionals are aware of the term Knowledge
management and its practices and also their attitude
is to implement KM practices in the libraries.
Though opportunities for the library professionals,
they also face challenges regarding financial
resources and Information Technology infrastructure.
There should be institutionalised written policy for
KM practices and need proper training to implement
Knowledge Management practices.
References:
Abah, M., Asiedu, N. K., & Dei, D. J. (2022).
Knowledge Management strategies: A Systematic
review. Library Philosophy and Practice: 1-20.
https://www.proquest.com/scholarlyjournals/knowledge-management-strategieslibraries/docview/2628334002/se-
2?accountid=35054
Ali, P. N., & Khan, D. (2015). Perception of
Knowledge Management among LIS Professionals: a
survey of Central Universities in North India. Library
Philosophy and Practice, 1-14.
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Marouf, L. (2017). Are academic libraries ready for
knowledge management? The Electronic Library,
RBU Journal of library & Information Science, V. 25, 2023
35(1): 137-151. https://doi.org/10.1108/EL-01-2016-
0008
Nazim, M., & Mukherjee, B. (2013). Librarians’
perceptions of knowledge management in developing
countries: A case with Indian academic libraries. The
International Information & Library Review, 45(1-
2):63-76.
https://doi.org/10.1080/10572317.2013.10766372
Roknuzzaman, M., & Umemoto, K. (2009). How
library practitioners view knowledge management in
libraries: A qualitative study. Library Management,
30(8): 643-656.
https://doi.org/10.1108/01435120911006593
Shah, S. R., & Mahmood, K. (2013). Empirical
results of academic librarians' attitudes toward
knowledge management in Pakistan. Library
Management, 34(8): 619-631.
https://doi.org/10.1108/LM-07-2012-0037
Skyrme’s, (1997). The knowledge Agenda. Journal
of knowledge management, 1(1): 27-37.
Toyese, O. T., Ayobami, O. F., & Medinat, L. D.
(2018). Perception and attitude of Library and
Information sience professionals towards Knowledge
management: A survey of certified librarians in
Nigeria. Library Philosophy and Practice, 1.
https://www.proquest.com/scholarlyjournals/perception-attitude-library-informationscience/docview/2163340953/se-2?accountid=35054
White, T. (2004). Knowledge management within
OULS. In: 70 th IFLA General Conference and
Council, 22-23, Buenos Aires.
About Author
Dr. Vaishali P. Gudadhe (Choukhande)
Dr Vaishali is working as Professor & head at
Department of Library & Information Science and
Dean, Interdisciplinary studies, Sant Gadge Baba
Amravati University, Amravati (Maharashtra).
Having 27 years of Teaching experience in LIS
discipline, Information Technology Application in
Libraries and users studies are the subject areas. She
has published 106 papers/articles in National and
International Journal and Conference Proceedings,
Book chapters and edited books. She has to her credit
one Major Research Project funded by UGC, Two
books entitled “Information Needs and Information
Seeking Behaviour : Library & Information Science
Research and Sources of Information for Tribal area
of Melghat”. Besides this, She has attended more
than 40 conferences, seminars, workshops in India
and abroad etc. She has supervised 51 students for
MPhil degree and 25 students at Ph.D level. She is
life member of ILA, IASLIC and IATLIS
Association.
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RBU Journal of library & Information Science, V. 25, 2023
UGC-CARE
Peer Reviewed
ISSN: 0972-2750
Manuscript Received on –
28 th August 2023
Primary Reviewed on –
6 th September 2023
Peer Reviewed on –
14 th October 2023
Accepted for publication
16 th October 2023
Artificially Intelligent Text Summarisation of Library Users’
Feedback using Natural Language Processing: Harnessing
Libraries with AI Environment
Mukut Sarmah, Mousum Handique & Rajesh Chutia
Dr.Mukut Sarmah
Associate Professor & Head
Dept. of Lib. & Inf. Sc.
Assam University
drmsarmah@gmail.com
Dr. Mousum Handique
Assistant Professor,
Dept. of Computer Sc. &
Enggn. Assam University,
mousum.smit@gmail.com
Rajesh Chutia
Ph.D. Scholar,
Dept. of Lib. & Inf. Sc.
Assam University
rajesh.chutia@aus.ac.in
ABSTRACT:
Introduction- In the digital age, libraries are struggling a lot to have a foot hold
in the ground of survival. People can find information in internet very easily. The
only way libraries can survive is through research by finding new ways to attract
users to the library. One of the such ways is providing effective services which
internet or any other means cannot provide the people.
Objective- To design and develop an artificially intelligent text summarisation
model by demonstrating the use of Natural Language Processing combined with
Python programming as a tool of Artificial Intelligence.
Research problem- The internet is a blessing but it is overabundance of
information too . It often creates chaos and confusion among the users. Now a
days people only read that much they want to reads. How libraries can grab this
golden opportunity to get the trust of the users by providing them the summarised
information.
Methodology- Natural Language Processing (NLP) techniques are used to
perform the task of text summarisation to summarising the library users’ feedback.
The process is aided by the NLTK (Natural Language Toolkit) NLP library in
Python.
Findings- The model offers three distinct types of output, categorized by output
type, length, and purpose. Furthermore, the purpose-based output comprises three
variations to cater to users' preferences: generic summaries, domain-specific
summaries, and query-based summaries. This demonstrates the model's
functionality and effectiveness in summarising user feedback using NLP
techniques and Python programming
Keywords:
Artificial Intelligence; Library Services; Natural Language Processing; Text
Summarisation;
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Sarmah, Handique & Chutia: Artificial Intelligent Text ...
Introduction
Artificial Intelligence (AI) stands as the forefront of
the computing world, evoking a sense of
apprehension among scholars and learned individuals
in society (Taherdoost and Madanchian, 2023).
However, it is essential to recognise that AI cannot
entirely replace humans and their roles until
individuals actively embrace continuous selfimprovement.
Rather than merely lamenting the
potential impact of AI on traditional job roles, it is
crucial for people to proactively enhance their skills
across all domains. Embracing collaborative efforts
with AI can yield remarkable outcomes in various
fields. Thus, it becomes imperative for individuals to
work towards upskilling themselves, embracing AI's
potential as an opportunity for growth and progress.
Similarly, libraries must not be left behind in this era
of technological advancement. By incorporating AI
into their operations, libraries can elevate their
services to new heights, attracting users with more
sophisticated and enticing offerings. The time has
come for libraries to embrace AI as a means of
achieving superior results and enhancing their appeal
to users. Library is place where anyone can find
information in organised form and it satisfies the
needs of the users to some extent (Zhang et al.,
2020). There is a lot of scope for the libraries to
evolve and adapt to match up to the specific needs of
the users.
Now a days due to time crunch and overabundance
of information, people are looking for the options by
which information can be customized and curtailed.
Summarised information can provide the matter in
concise manner by providing the overview of the
content without losing the context. On one hand,
summaries can be the solution for the overabundance
of information, but preparing them can consume a lot
of time for library staff. Therefore, libraries must
once again adapt by implementing AI, specifically
natural language processing (NLP), which aids in
creating automatic summaries. The integration of
NLP techniques will not only facilitate the creation
of automatic summaries but also save time and
provide more effective library services to users.
The creation of a text summarization model aids in
succinctly summarizing library users' feedback,
enabling the extraction of meaningful context. In
addition to addressing feedback volume and
linguistic diversity, the model streamlines
information for efficient decision-making and
managerial insights.
Objectives
The main objective of the study is to design, develop
and demonstrate a text summarisation artificially
intelligent model for the following purpose:
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To make library services more effective in
providing individualised services to the users
of different categories.
To Amalgamate natural language processing
into the ICT (Information Communication
Technology) based library framework for the
sustainability of libraries in an AI-driven
environment
Literature review
The integration of Natural Language Processing
(NLP) will take libraries to places which was not
possible in earlier times. Implementation of NLP in
various fields like marketing, advertising, promotion,
and any field related to computer science has done
wonders. Zarifeh (2000) corroborated the origin of
writing with the emergence of Mesopotamian cities.
According to him, the concept of libraries has begun
to take shape. Taskin and Al (2019) supported
natural language processing in making tasks easier in
library and information science. They examined
6,607 publications in order to advance their research
by conducting a study on use of natural language
processing in library and information science with
the purpose to implement NLP in the subfields of
library and information science. Further they also
revealed the relationship between the subject
category of publications and frequently used
keywords in these publications. Jeevitha and Kavitha
(2019) opined that integrating natural language
processing with existing library services increases
the efficiency of librarians. Fang et al. (2020)
“presented a model to extract shorter versions of
texts by using Automatic Text Summarisation based
on long short-term memory to give a deeper
understanding of the original text without
information overload.” The data set included Chinese
articles retrieved online. Finally, the research model
illustrated the working of automatic Text
Summarisation by presentation of the experimental
results. Ehrmann et al. (2022) prepared a report to
document the computational aspects of digitising
historical archival newspapers stationed in libraries.
The experiences of academicians are filled in
together to chalk out research initiatives taken by
them in digitising newspapers in libraries to
encourage digital scholarship. Such massive
digitisation of libraries poses technical challenges
which were discussed in an open forum with
suggestions. R.S. et al. (2022) had undertaken a
survey to draw inferences from pre-researched
findings on abstractive summarisation techniques for
efficient documentation of text. The previously
researched studies and articles were taken into
consideration to analyse the implications of
abstractive Text Summarisation in the fields of social
media, marketing, law etc. The study made a closure
by stating the benefits and implications of Text
Summarisation in the mentioned fields along with

RBU Journal of library & Information Science, V. 25, 2023
the technical obstacles. Jouda (2022) made a
comparative analysis between Abstractive
Summarisation techniques and Extractive
Summarisation techniques to explore their
differences in the context of CNN/DM Sports news.
The experiment was carried out by using Python 3,
based on Sumi and Transformers. The extractive
algorithms were LexRank and LSA, while the
abstractive algorithms were BART and Pegasus. The
comparison brought out results in favour of
Abstractive Summarisation techniques in the context
of sports news. Shafiq et al. (2023) proposed a model
based on deep learning for extracting summaries
from lowly resourced Urdu language for text
validation. The data was of secondary nature from
Urdu 1 million news dataset. “The data was
subjected to a comparative analysis between deep
learning and machine learning based on Support
Vector Machine (SVM) and Logistic Regression
(LR).” The system generated summaries validated
the superiority of deep learning as opposed to
machine learning. V.K. et al. (2023) conducted an
empirical survey to investigate unsupervised Text
Summarisation for restaurant customer comments.
The data was collected from the pre-recorded
research studies as well as the customer food reviews
available on various websites. The study used the
Text Summarisation method LexRank to compress
the massive data into meaningful comments for
better restaurant selection. Mishra et al. (2023)
conducted a research study to find out techniques of
Extractive Text Summarisation and evaluating their
efficiency through a thorough study of prior research
papers. According to them “big data” explosion can
be curbed by making voluminous information
readable through short summaries. Herein pros and
cons of Extractive Text Summarisation techniques
have been well highlighted. Al-Khassawneh &
Hanandeh (2023) proposed a model based on textual
graph to generate summaries on Arabic documents.
The model was even evaluated by using metrics like
RED and EASC. The results were promising as the
model showed good results in generating a coherent
summary in the form of textual graphs.
Natural language processing is implemented in many
studies for better computational results. But the field
of library and information science is explored in very
limited studies. The application of text
summarisation is not yet used in libraries to create
automatic summaries. So, this study fills the gap of
implementing text summarisation technique of
natural language processing to provide effective
library services by creating automatic summaries for
the users.
Conceptual Framework: Artificial
Intelligence, Natural Language
Processing, and Text Summarisation
Artificial intelligence is considered as intelligent
as human beings, as it simplifies human tasks.
Artificial intelligence specializes in
understanding human language through its
subset, Natural Language Processing, which is
developed using AI methodologies and concepts.
Similarly, Text Summarisation is a specialized
task within NLP that automates the process of
summarising text. Therefore, Artificial
intelligence is a broader concept, encompassing
NLP and Text Summarisation under its
umbrella, and it possesses a hierarchical
relationship, as illustrated in the figure (figure 1)
below.
Figure 1 Hierarchical relationship of AI, NLP, and Text
Summarisation
Artificial Intelligence
The term 'artificial intelligence' was first coined by
John McCarthy in 1956 during a summer conference
organised by Dartmouth College. McCarthy is also
known as the father of Artificial Intelligence.
According to McCarthy (1956), artificial intelligence
can be justified by stating that if a calculator can
perform calculations more efficiently and quickly
than human beings, then computers can be automated
to perform functions similar to human beings.
Recently, the development of ChatGPT by OpenAI is
an example of the AI application which has
revolutionized the field of AI. It has demonstrated
the ability to generate text that resembles human
writing and even surpasses it.
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Sarmah, Handique & Chutia: Artificial Intelligent Text ...
Every field of study like Retail, Healthcare,
manufacturing, fianance etc. is integrating with AI
nowadays to make their respective domains more
effective and efficient.
Libraries are one of the few fields that have yet to
fully embrace the applications of AI for their own
improvement. Previously, the survival of libraries
was threatened by search engines, notably 'Google,'
which deterred users from visiting libraries as they
could find everything on Google, and often more
efficiently. However, the advent of AI development
poses an even greater challenge to libraries,
potentially leading to their complete transformation
if significant steps are not taken by library science
professionals. AI presents a more substantial threat to
librarians compared to Google. While Google
primarily offers sources and links for users to find
their required information, AI goes beyond that. It
provides personalized services, delivering precise
and tailored information to users based on their
preferences. Applications such as virtual assistants
and chatbots are now acting as virtual librarians,
making the roles of human librarians increasingly
uncertain. So, it is high time for libraries to adapt and
adopt AI, and start working in a collaborative
environment with AI for the survival of libraries and
librarians.
Components of Artificial Intelligence
Artificial Intelligence comprises a few components
that come together to enable machines to work like
human beings. The following figure represents the
components of AI and explains each component
below the figure (figure 2)
Natural Language Processing
Natural Language Processing (NLP), a subset of
Artificial Intelligence, enables computers to
understand human language and facilitates humancomputer
interaction. This process of coding and
decoding requires programming expertise, making
computer usage less accessible to the general public.
Feldman (1999) and Liddy (2010) divided NLP into
different levels, as illustrated in the following figure
(figure 3):
Figure 3 Levels of NLP
Source: Feldman 1999 (p. 62-64) and Liddy 2010 (p. 3867-3868)
Text Summarisation
Text Summarisation is a constituent task of Natural
Language Processing which assists in converting the
long texts into condensed form. Text summary in
view of this research study is to extract concentrated
version of the library users’ feedback.
The Text Summarisation task is performed by
exercising the techniques of Natural Language
Processing. The individualistic perception might lose
important facts of the content and it might also not
match with the readers’ perception as well. In this
study, Text Summarisation task of Natural Language
Processing is completed by using NLTK (Natural
Language Tool Kit) NLP library in Python
programming language. There are two approaches of
Natural Language Processing used for the Text
Summarisation process which are; Extractive
Summarisation and Abstractive Summarisation.
Figure 2 Components of AI
Source: https://encyclopedia.pub/entry/37173
Following are the explanation of the components
of AI:
Figure 4 Approaches of Natural Language used for the Text
Summarisation
Natural Language Processing (NLP):.
Cognitive Computing:
Machine Learning:
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RBU Journal of library & Information Science, V. 25, 2023
The two different approaches of Text Summarisation
technique have been explained below

RBU Journal of library & Information Science, V. 25, 2023
Extractive Summarisation
Extractive Text Summarisation derives summaries
from the long texts by selecting important sentences
of the particular content and allows the personnel to
independently select how lengthy sentence he or she
wants. Word count technique is processed initially to
find out the words in the sentences having high score
weightage..
Abstractive Summarisation
Abstractive Text Summarisation is a complex
method of Natural Language Processing which uses
paraphrasing technique and learning algorithms to
summarise the text content; providing a summary
with different words.
Methodology
The study is based on model construction and
experimental method with the main motive to
develop a text summarisation model using the
techniques of Natural language Processing in
Artificial Intelligence paradigm.
Text Summarisation Model
The operational process of the Text Summarisation
model is visually elucidated through its
representation in the process flow diagram (Figure
5). Presented below is the process flow diagram
illustrating the Text Summarisation model
The above figure (Figure 5) depicts a process flow
diagram of the Text Summarisation model
representing its working mechanism. It exhibits
mainly the input, process, technique, and output of
the model. The users provide feedback which does
not follow any pattern; freewill is totally implied in
opinion sharing which is automatically summarised
in order to draw out meaningful information. The
process of the model is illustrated bellow:
Input (Library Users’ Feedback)
The model takes input in the form of Library Users’
Feedback, which is saved in CSV file format for
further processing.
Data Preprocessing
The input undergoes preprocessing, involving
removal of punctuation and stop words, as well as
conversion of the text into lowercase. This
preprocessing ensures homogeneity for the
subsequent NLP processing in the Python language.
Text Summerization
The NLP Text Summarisation task is utilized to
condense the provided inputs. This is achieved by
utilizing word frequency and sentence scores to
break down the sentences into tokens, with equal
weight assigned to each word within the sentences.
Subsequently, summarisation is performed by
evaluating individual words as well as the most
frequently occurring words present in the sentences.
This technique preserves the context of the sentences
while ensuring no critical information is lost.
Figure 5 Text Summarisation Model
Output
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The model generates three types of outputs based on
user requirements. The first output provides
extractive summaries, where equal weight is
assigned to each word, ensuring a concise result
without losing input context. The second output is
sentence-based, varying in length as per user
preference, producing either a single sentence or
multiple sentences. The third output caters to user
purposes, offering generic results or domain-specific
summaries. Additionally, the third output can
provide responses to query-based needs.
Overview of Dataset on Library Users’
Feedback
The dataset is collected online from secondary
sources using the keyword 'Library Feedback by
Users' on the Google platform
(www.google.com). A total of sixty-five (65)
feedback entries have been collected from

various sources to demonstrate the working
process of the text summarisation model. The
following are the sources of the feedback:
Sl. Library
Website/Link
No.
1. Kennesaw state
library
https://library.kennesaw.e
du/
2. Queen Square https://www.ucl.ac.uk
Library
3. A Nicholas P. https://www.simslib.org
Sims library
4. Glendale
https://lib.gccaz.edu
Community
College Library
5. UCD Library https://libguides.ucd.ie
6. Glucksman https://www.ul.ie
Library
7. Loughborough https://www.lboro.ac.uk
University Library
8. Brock University https://brocku.ca
Library
Table 1 Sources of the dataset on Library Users’ Feedback
Data Preprocessing
The preprocessing phase, often referred to as dataset
cleaning, plays a vital role in achieving a uniform
input format that is essential for accurate outcomes.
This step is imperative due to the raw nature of
datasets, which often harbour undesirable elements
like noise and misconceptions, leading to challenges
during analysis. Data preprocessing encompasses the
removal of both stop words and extraneous spaces.
Stop words encompass articles, prepositions,
pronouns, and conjunctions such as 'a,' 'the,' 'an,' 'is,'
and 'there.' Eliminating these stop words from the
dataset aims to spotlight only the crucial information.
The conversion of words to lowercase assumes
significance in upholding sentence consistency,
thereby contributing to error-free processing.
Methodology for Text Summarisation
Text Summarisation process of “Natural
Language Processing” is used to summarise the
feedback. The process of Text Summarisation is
performed by using NLTK (Natural Language
Tool Kit) NLP library in Python programming
language to summarise the input of library users’
feedback. The NLTK library summarises the
text based on the score of word frequency and
sentence score to summarise the feedback. The
following are the procedure involved in Text
Summarisation:
Word Frequency
Word frequency is used to numerically analyse
the words of a sentence and find out the most
important word of the sentence. It is further used
to create summaries of the long text. It assigns
numerical values to each word of a sentence.
Following is the calculation of word frequency
done automatically by NLTK library:
“Number of time a word is repeated in the
sentence”
“Most repeated word in the sentence”
Sentence Scores
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Sarmah, Handique & Chutia: Artificial Intelligent Text ...
The sentence score is the final step of Text
Summarisation which helps in identifying scores of
the sentences of a document. The calculation of
sentence score is done by adding all the word
frequencies of a sentence in NLTK Library:
Word Frequency 1 + Word Frequency 2 +Word
Frequency 3 ………. = Sentence Score
The summation of word frequencies within a specific
sentence contributes to the calculation of a sentence
score. Subsequently, the generated results depend on
the user's or administrator's preference regarding the
desired length of the summary. If a single-sentence
summary is desired, the model presents the outcome
as the highest-scored sentence within the summary.
Conversely, when a multi-sentence summary is
required, the model offers the most highly scored
sentences corresponding to the specified summary
length.
Experimental analysis and results
The experimental analysis and results are derived
from the collected dataset using the Text
Summarisation task of NLP within the Python
programming language. This task was executed in a
Jupyter notebook. A comprehensive series of
experimental tasks has been undertaken, and their
intricacies are methodically illustrated through the
use of tables and figures. As outlined in the
methodology section of the paper, the approach
closely adheres to the steps laid out in the model.
The text summarisation task is executed through the
NLTK library, involving the calculation of word
frequencies and sentence scores.
The subsequent section presents a step-by-step
breakdown of the experimental analysis and the
resulting outcomes.
Word Frequencies of the Library Users’
Feedback
The feedback on library resources has one hundred
forty-three (143) words divided into tokens and
assigned with word frequencies. The word
frequencies are assigned depending upon the
importance and occurrence of the words in the

RBU Journal of library & Information Science, V. 25, 2023
sentence. The words with frequency are arranged in
descending order giving priority to the most
important words of the feedback. Following ten most
occurred words frequencies of the feedback are
represented graphically:
'library': 0.36, 'access': 0.16, 'books': 0.12, 'desks':
0.12, 'make': 0.12, 'study': 0.12, 'bookable': 0.12,
'resources': 0.08, 'collection': 0.08, 'actually': 0.08
Figure 6 Ten Most Occurred Words Frequencies in the Library Users’ Feedback
The figure 6 above illustrates the top ten highly
scored word frequencies in the library users'
feedback. It is evident that the term "library" holds
the highest frequency, followed by other words.
Sentence Score of the Library Users’
Feedback
There are sixty-five (65) feedback entries in the
dataset of library users’ feedback comprising of
sixty-five (65) sentences. The following table (table
2) represents the sentences and their respective
sentence scores.
Sl. No Feedback Sentence Score
1 “need fresh and updated new books magazines” 2.58
2 “we need to know more about data management and what systems are available 2.56
for storage of our research data”
3 “need more relevant book now” 2.33
4 “is it feasible to create extra look at room space currently there are most effective 2.2898550724637
to be had and with the an increasing number of assignments that require
organizations participation makes it tough while there s nowhere else on campus
to look at or do work”
5 “how do i access high quality content that is not included in the library s journal 2.24
subscriptions”
6 “our library is just stuffy building with long rows of cases filled with books it s high 2.1884057971014
time to renovation and new collection”
7 “we need more books and more spaces to use the actual library” 2.15942028985507
8 “there must a printer that may be used for ucl students it isn’t perfect to visit the 2.125
principle constructing to print a few jobs then come back”
9 “run virus scans at the computer systems in the library many human beings use 2.0579710
the computer systems and it looks like they re getting slower”
10 “the library needs a better collection of popular books” 2.0
11 “add more booths to the study space” 1.98
12 “time news week national geographic discovery channel magazine etc” 1.9687667890
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13 “i was wondering if the pilkington library actually has magazines such as” 1.9600000000002
14 “do inform me if these magazines do exist in the library otherwise i would really” 1.927536231884
15 “i m not a ul student or staff member can i access the library s e resources” 1.79999999999998
16 “i use the public library whenever in person or virtually i can download audiobooks and 1.76000000000002
ebooks effortlessly”
17 “the library must bear in mind dividers among desks to offer an character observe space this
1.76
would possibly appear old style however might actually deter chit chat specifically amongst
more youthful students”
18 “please could you stock more international poetry collections e g latinamericas African” 1.76
19 “individual carrels bookable by the hour can t always make start time itgets taken why put
1.76
silent study area next to bookable booths not make it soundproof whiteboards bookable
booths study carrels all walls”
20 “the library helped me in the course of looking for sources and writing my mphilphd improve 1.720000000002
thesis”
21 “i think that you re missing some books that would be good for your collection” 1.6811594202898
22 “a lot of the sockets in the library are not functioning which leads to no power for laptops” 1.6800000000002
23 “would be amazing to have extra get away rooms for take a glance at organizations or
1.66
organization initiatives with the proper providers of white board and markers”
24 “i think the printers on the nd floor should be moved somewhere else away from a study
1.65
area as they are quite noisy and people keep using them i d really appreciate it”
25 “instead of spending money on buying new books you can collect from our library” 1.6
26 “thesis should be available to take away from the library” 1.59
27 “availability of books journals magazines and newspapers was not sufficient university
1.56
should increase the collection”
28 “i relied on the change machine for using in the laundrette in the village park however i am
1.54
aware that the change machine has been removed from the library recently it has been a
big hassle to my mates and i to i would real appreciate it if the management could bring the
change machine back i would like to hear back from you”
29 “i would like to see more recent materials on conflict resolution peace social movements and 1.52173913043478
social justice”
30 “your collection is so tiny i have never yet searched for anything in your card catalogue and
1.52
found that you actually have a copy”
31 “need cash machine in library” 1.52
32 “put benches outside the library” 1.52
33 “please can you consider positioning more printers on floor this is the most populated floor 1.5072463768
long queues at the printers are too frequent at nearly all times”
34 “give students access to the roof and have outward facing desks” 1.48
35 “it would be amazing if the journals could be printed and viewed from home using a ul id no” 1.4347826086
36 “more copies of books for construction project management are needed” 1.420289855072
37 “please could you improve access to academic journals” 1.4
38 “make it easier for me to publish open access” 1.4
39 “need additional support for researchers in special collections archives” 1.36231884057971
40 “does special collection archives have a scanner i can use” 1.33333333333333
41 “the special collection of specific subjects the manuscripts or the archives needed the 1.3333333333333
university”
42 “i think the payment system should be different the first few prints each day should be very
1.33
cheap but then the more we print in a single day the faster theprices should climb this would
discourage people of printing or photocopying large book that they should borrow instead”
43 “you need a working clock visible to the public” 1.32
44 “there are not enough copies of books that everyone in my class needs” 1.32
45 “my laptop battery is faulty ican t buy another one need more plugs” 1.30434782608695
46 “need to have reliable access to a computer fixed pc” 1.30434782608695
47 “not just large open areas for s of desks smaller segregated areas like the ones between 1.2898550724637
bookshelves and windows”
48 “dedicated desks for wheelchair users are a necessity” 1.28
49 “a lot of sockets and plugs aren t working” 1.28
50 “has there been any thought given to installing standing desks” 1.28
51 “whycan ti book somewhere to study online” 1.24
52 “more laptop loans since there is often a queue of people waiting for one to become 1.20289855072463
available”
53 “number of laptop loans totally inadequate” 1.2
54 “more space to work in groups” 1.17391304347826
55 “more individual desks with screens and power more nooks and crannies to hide away and 1.1739130434782
study in”
56 “some of the wooden doors are banging when they close” 1.16
57 “severe shortage of core text” 1.16
58 “give the plasma screens the ability to give out sound” 1.1594202898550
59 “give us a stationary table near the printer” 1.1304347826086
60 “mattress during exam period” 1.12
61 “please can we be provided with spray to clean the whiteboards” 1.1014492753623
62 “searching for printing very old manuscripts” 1.101449275362
63 “add more pcs to the lower floors” 1.0869565217391
64 “bean bags for more comfortable reading seats” 1.0724637681159
65 “there should be locker room in the library” 0.44
Table 2 Sentence Scores of the Library Users’ Feedback
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RBU Journal of library & Information Science, V. 25, 2023
Top Ten Sentence Score of the Library
Users’ Feedback
The following figure (7) diagrammatically lists the
top ten sentence scores of feedback on library users’
feedback. The most highly scored sentence has been
observed to be “need fresh and updated new books
magazines” (2.580) followed by the other sentences.
Summary of the Library Users’ Feedback
The purpose of the model is to generate
summarised information by demonstrating the
generation of summary of the library users’
feedback. The output is presented in an outlined
box which includes ten (10) sentences. As
mentioned in the model that the output can be of
three different types outputs based on user
requirements. So, here the output is an extractive
summary which is library and information
science domain specific and having multiple
sentences. The number of sentences is solely
subjected to the need of the personnel who is
performing the summarisation task
Figure 7 Top Ten Sentence Score of the Library Users’
Feedback
“need fresh and updated new books magazines. we need to know more about data management and what systems are
available for storage of our research data. need more relevant book now. is it feasible to create extra look at room space
currently there are most effective to be had and with the an increasing number of assignments that require organizations
participation makes it tough while there s nowhere else on campus to look at or do work. how do i access high quality content
that is not included in the library s journal subscriptions. our library is just stuffy building with long rows of cases filled with
books it s high time to renovation and new collection. we need more books and more spaces to use the actual library. there
must a printer that may be used for ucl students it isn t perfect to visit the principle constructing to print a few jobs then come
back. run virus scans at the computer systems in the library many human beings use the computer systems and it looks like
they re getting slower. the library needs a better collection of popular books.”
IMPLICATIONS OF THE STUDY
Creating automatic summaries using natural
language processing (NLP) undoubtedly enhances
library efficiency. These summaries not only save
time for both library staff and users but also ensure a
quicker response. Manual summarisation of lengthy
texts is laborious and prone to context loss due to
individual variations between authors and staff.
Conversely, automated summaries eliminate the need
for staff to read entire documents, offering instant
summaries through predefined Python commands
utilizing NLP techniques. Traditionally, users request
summaries, leading to time-consuming processes
where libraries analyse and distil texts manually,
demanding patience. In contrast, automated
summaries generate prompt responses, harnessing
NLP's precision in detail preservation. Efficiency
gains are twofold: libraries save time and can
allocate resources elsewhere, while users swiftly
receive summaries, aiding their academic pursuits.
Automation eliminates human error by employing
computational methods, avoiding fatigue or
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boredom. NLP diligently maintains context,
benefitting both libraries and users. Consequently,
the integration of automatic summaries through NLP
empowers libraries to be more efficient, responsive,
and error-free, amplifying their role in enhancing
user experiences and facilitating research.
Conclusion
The invention and implementation of state-of-the-art
techniques in computer science and information
technology is helping libraries to evolve for
betterment of itself. Library as a service-oriented
organisation need to find ways to provide efficient
services to the users for their satisfaction. There are
various types of libraries holding distinct types of
users but the commonality among all the users of
various libraries is the need of information. Now a
days all the information is available on internet and
need for visiting libraries are only to avail the
services. The time crunch and need for authentic
information is only the reason users are visiting
libraries in recent time. So, the libraries have to make
it as the main agenda and need to make it perfect.
The creation of automatic summaries will provide
solution to the many problems libraries are facing
like diminishing users in the libraries. It will not only

Sarmah, Handique & Chutia: Artificial Intelligent Text ...
save the time of the users but it will also provide the
users which internet cannot provide them which is
creation authentic summaries and that also wasting
very less amount of time.
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Dr. Mukut Sarmah
Dr Sarmah is working as an Associate Professor
(HOD) in Department of Library and Information
Science at Assam University. He has participated in
various seminars, conferences, and workshops at
national and international levels. He has contributed
more than 80 research papers in different
seminar/conference proceedings, journals, and edited
books. He has completed two Research Projects
sponsored by UGC. He visited University of
Colombo, Sri Lanka for delivering a theme paper in
International Research Symposium in 2012. He also
visited National Taiwan Normal University, Taiwan
for delivering a research paper in ICLIS
“International conference on Library and Information
Science” His fields of interest are: knowledge
organisation, IT applications in libraries, library
automation, information retrieval, web applications,
bibliometric analysis, blended learning, e-publishing
and digital library
Dr. Mousum Handique
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About Author
Dr Handique is working as an Assistant Professor at
the Department of Computer Science and
Engineering, Assam University, Silchar, Assam,
India. He received his Bachelor of Engineering (B.E)
in Computer Technology from Nagpur University, in
2002 and Master of Technology (M.Tech) degree
from Tezpur University, Tezpur, Assam in 2005. He
has received his Ph.D. degree in the year 2020 in the
field of VLSI Testing and Reversible Computing
from India Institute of Technology Guwahati (IITG),
Guwahati 781039, Assam, India. His current
research interests include Testing and Synthesis of
Reversible and Quantum Circuits, Formal System
Verification, Machine Intelligence, Workflow
Automation, and Queueing Theory.
Mr. Rajesh Chutia
Mr Chutia is a Ph.D. scholar at the Department of Library
and Information Science, Assam University, and a
Librarian at Govt. Model College, Borkhola, Cachar,
Assam. He has studied at the prestigious “Jawahar
Navodaya Vidyalaya (JNV).” He has a degree in
“Bachelor of Business Administration”; and a master’s
degree in “Masters of Library and Information Science”
RBU Journal of library & Information Science, V. 25, 2023
from Assam University. He has also completed his M.Phil.
and pursuing a Ph.D. from Assam University.
He has published research papers in Scopus Indexed
Journals and showcased his research works on
international platforms, the recent being the National
Taiwan Normal University, Taipei. He has initiated
collaborative research projects with scholars from Spain,
Taiwan, Japan, Indonesia, and the USA. His research
interest encompasses “Library Anxiety, Biblio-Tourism,
Natural Language Processing and any ICT application in
Library and Information Science”

Author Index
Arora, Surbhi -117
Baishya, Kankana-53
Barman, Badan-53
Chakravarty, Rupak -117
Chande, Poonam -77
Singh ,Manendra Kumar-87
Swain, Nirmal Kumar-45
Ta, Pratyusha-100
Tamang, Prayash-36
Verma, Aman-95
Chutia, Rajesh-137
Das, Arijit-61
Das, Madhumita-12
Gudadhe, Vaishali P. -126
Gudi, S.P.-28
Handique, Mousum -137
Hatua, Sudip Ranjan- 100
Jaiswal, Babita-95
Krishnamurthy, M.-1
Lalruatpuii, Esther-19
Mandal, Shrutilata-109
Mohanty, Basudev-109
Naskar, Snigdha-12
Ngurtinkhuma, R.K.-19
Paradkar, P.M.-28
Patel, Dimple-77
Patra, Sukanta Kumar-69
Sahoo , Jyotshna -109
Sarmah, Mukut -137
Satija,M.P. -1
Sethy, Mrutyunjay-109
Shashi-45
147
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Subject Index
Adaptive Educational Resource-77
Altmetrics-61
Article Citation-61
Artificial Intelligence-137
Arts & Humanities-19
Attitude-126
CAS-28
Citation analysis-95
Citation Count-61
Computer science-Classification-45
Correlation-61
Data Citation Standard-117
Datasets-117, 120
Dataverse-117, 119
Dewey Decimal Classification-45,
Doctoral Dissertations-19
Dublin Core-69
Emoji-12
Engineering college, Pune City-28
ETD-MS-69
Geography- subject heading-12
Guru-Shishya Relation-1
Half-life estimation-99
Half-life-95
Harvard Dataverse Project-117
Indigenous Knowledge-19
Information need-36
Kaula-1
KM practices-126
KM tools-88
Knowledge café-88
Knowledge Classification-45,
Knowledge management-87,126
Knowledge Organization-45
KOHA-12
Library history—India-1
Library Service-28,137
LIS Education in India-53
LIS Major-53
LIS Minor-53
Lotka’s Inverse Square Law-95
Metadata Harvester-74
Metadata Standards-73
Metadata-69
National ETDs-72
Natural Language Processing-137, 140
NDLI-69
NDLTD-69
NEP 2020-53
NEP 2020-Library Science-53
New education Policy-viii
Nobel Laureates in Peace-109
148
OAI-PMH-74
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OER-77,78
Open Access Repositories-77
Open educational resources-77
OpenDOAR-83
Organic Agriculture-36
Vocabulary Control-12
WAVE-81
Web accessibility-77
Web citations-95
Webometrics-95
Organic farmers-36
Peer Assist-88
Perception-126
Public library- Darjeeling -36
Public Library-87
Ranganathan-1
Research Data Management-117
SDG-100
SDI-28
Shodhganga-19,69
Social Impact-61
Social indicators-66
Social networks-88
Social Science-19,
Sustainable Development Goal 2030-100
Text Summarisation-137, 140
Trend Report-100
UK-ETD-69
Universities in West Bengal-61
University- India-126
URL permanence-95
User Satisfaction-28
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)