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BLI-221 Library, Information and Society
(Block-1)
Unit 1: Libraries, Information and Knowledge-based
Society
● 1.0 Objectives
○ Learning Outcomes
■ Explain modern society's characteristics.
■ Identify institutions meeting societal needs.
■ Understand libraries’ roles.
■ Discuss evolving library dimensions.
■ Define the information society.
■ Explore the knowledge society’s economic impact.
■ Review the National Knowledge Commission (NKC) recommendations.
● 1.1 Introduction
○ Role of Libraries in Modern Society
■ Modern society relies on institutions (education, healthcare, research).
■ Libraries are critical cultural institutions, providing knowledge access for
diverse users.
■ They support formal/non-formal learning, research, and leisure.
■ ICT advances drive shift to information/knowledge-based frameworks.
● 1.2 Modern Society: Some Characteristics
○ 1.2.1 Role of Libraries in Society
■ Libraries function as:
■ Collections
■ Resource-sharing hubs
■ Access providers
■ Embedded systems (Brophy, 2007)
■ Promote literacy, lifelong learning, and social development.
■ Paradigm shifts:
■ From book custodians to service-oriented providers.
■ Embracing multiple media.
■ Offering global access (Table 1.1).
■ Must adapt to just-in-time information demands.
○ 1.2.2 Information and its Impact on Society
■ Information transforms society across:
■ Education
■ R&D
■ Governance
■ Communication
■ Driven societal evolution: agrarian → industrial → post-industrial.
■ Information technologies revolutionized data processing in the 20th
century.
● 1.3 Information Society
○ 1.3.1 Information Society: Evolution of the Concept
■ Emerged in 1970s-1980s (Masuda, Stonier, Bell).
■ Bell’s post-industrial theory emphasized theoretical knowledge and IT’s
economic significance.
■ Technological utopianism (USA) envisioned decentralized, equitable
societies.
○ 1.3.2 Definition and Meaning of Information Society
■ Branscomb (1986): Most people create, gather, store, process, or distribute
information.
■ Kochen (1987): Stage toward a “world brain.”
■ Martin (1978): Linked to post-industrial societies with high computerization
and data transmission.
■ Critique: Underdeveloped definitions (Webster).
○ 1.3.3 Factors Determining the Arrival of Information Society
■ Driven by:
■ Data explosion
■ Growing information dependence
■ IT advancements
■ Requires telecommunication-based infrastructure reaching critical mass
(Cawkell, 1987).
■ Bell’s four stages of computerization:
■ Science-based
■ Management-based
■ Society-based
■ Individual-based
○ 1.3.4 Different Perceptions of Information Society
■ Webster’s categories:
■ Technological: IT-driven.
■ Economic: Knowledge sector growth.
■ Occupational: Information jobs dominate.
■ Spatial: Network connectivity.
■ Cultural: Media-saturated society.
○ 1.3.5 United Nations World Summit on the Information Society (WSIS)
■ Held in Geneva (2003) and Tunis (2005).
■ Two approaches emerged:
■ Technology-driven (industry-led).
■ Human-centered (social justice, human rights).
■ Civil society emphasized people-centric policies.
○ 1.3.6 Alternate Definitions or Proposals
■ Critiques technocratic views.
■ Advocates for pluralistic societies where information is a public good.
■ Emphasizes human needs, cultural diversity, and social justice (Burch,
2005).
● 1.4 Knowledge Society
○ 1.4.1 Definition of Knowledge Society
■ Knowledge is a core resource for economic growth and social progress.
■ Emphasizes human development and continuous knowledge creation
(Stipanov, 2005).
■ UNESCO prefers “knowledge societies” (pluralistic, inclusive).
○ 1.4.2 Characteristics of Knowledge Society
■ Marked by:
■ Exponential knowledge growth.
■ Increased literacy.
■ Global ICT connectivity.
■ A networked society (Castells).
■ All people have access to information, capacity to interpret, and opportunities
to use it.
○ 1.4.3 Establishment of Knowledge-based Society
■ Requires political decisions, benchmarks, and indicators.
■ India’s NKC provides a blueprint for reforming knowledge institutions.
○ 1.4.4 Knowledge-based Economy (KBE)
■ Knowledge replaces labor and capital as key economic resource.
■ Includes: know-what, know-why, know-how, know-who (Lundvall &
Johnson, 1994).
■ OECD and World Bank emphasize innovation, education, and infrastructure
(OECD, 1996).
○ 1.4.5 Developing Countries and KBE
■ Developing nations lag in KBE tools.
■ Opportunity: leverage human capital for wealth creation.
■ Needs: Policy frameworks, capacity building for knowledge incubation and
social equality.
● 1.5 Summary
○ Key Takeaways
■ Summarizes libraries’ role in modern society.
■ Covers evolution of information and knowledge societies, and their impacts.
■ Emphasizes libraries' adaptation to ICT-driven changes.
● 1.6 Answers to Self Check Exercises
○ Exercise Responses
■ Provides answers on libraries’ role, information society attributes, economic
implications, and knowledge society characteristics.
● 1.7 Keywords
○ Terminology
■ Information Society
■ Knowledge Society
■ Knowledge-based Economy
■ ICT
■ National Knowledge Commission
● 1.8 References and Further Reading
○ Cited Works
■ Bell (1973), Machlup (1962), Porat (1977), OECD (1996), and others on
information and knowledge societies.
Unit 2: Types of Libraries
● 2.0 Objectives
○ Learning Outcomes
■ Understand definitions, functions, and services of various library types.
■ Includes public, academic, special, digital, and virtual libraries.
■ Understand their transformation into hybrid libraries.
● 2.1 Introduction
○ Overview of Library Types
■ Libraries serve diverse societal information needs.
■ Internet enabled digital and virtual libraries.
■ Traditional libraries transforming into hybrid models.
● 2.2 Public Libraries
○ 2.2.1 Definition and Functions
■ Provide free access to information for all.
■ Promote literacy, education, and community engagement.
■ Offer books, digital resources, and lifelong learning programs.
○ 2.2.2 Services and Impact
■ Offer reading programs, workshops, and digital access.
■ Foster social inclusion and cultural development.
● 2.3 Academic Libraries
○ 2.3.1 Definition and Functions
■ Support academic institutions (schools, colleges, universities).
■ Provide resources for teaching, learning, and research.
○ 2.3.2 Services and Resources
■ Include scholarly journals, databases, and study spaces.
■ Often integrate digital tools for remote access and research support.
● 2.4 Special Libraries
○ 2.4.1 Definition and Functions
■ Serve specific organizations/industries (e.g., corporate, medical, law).
■ Provide specialized information for professional needs.
○ 2.4.2 Services and Specialization
■ Offer tailored resources (technical reports, patents, industry data).
■ Often have expert staff for customized services.
● 2.5 Digital and Virtual Libraries
○ 2.5.1 Definition and Features
■ Digital libraries: Store electronic collections.
■ Virtual libraries: Provide online access.
■ Hybrid libraries: Combine physical and digital, leveraging ICT.
○ 2.5.2 Role and Advantages
■ Enable global access, instant retrieval, and scalability.
■ Reduce physical constraints, enhance user convenience.
● 2.6 Summary
○ Key Takeaways
■ Summarizes diversity of library types and their roles.
■ Highlights transformative impact of digital and virtual libraries.
Unit 3: Information Institutions
● 3.0 Objectives
○ Learning Outcomes
■ Understand evolution, structure, and functions of information institutions.
■ Focus on de-institutionalization and disintermediation in the digital age.
● 3.1 Introduction
○ Overview of Information Institutions
■ Information institutions (data centers, analysis centers, referral centers)
complement libraries.
■ Provide specialized information services.
● 3.2 Evolution of Information Institutions
○ 3.2.1 Historical Development
■ Evolved due to growing electronic information and societal needs for
specialized data.
■ Driven by ICT advancements and research demands.
○ 3.2.2 Key Milestones
■ Growth of institutions like CSIR, DRDO, NASA.
■ Reflects need for organized information systems in science, technology,
industry (Rajagopalan & Rajan, 1986).
● 3.3 Structure and Functions
○ 3.3.1 Organizational Framework
■ Institutions: CSIR, DRDO, ICAR, ICMR, ISRO, NASA, SAIL.
■ Provide specialized information services.
■ Dedicated staff and infrastructure for research support.
○ 3.3.2 Services Provided
■ Offer data analysis, technical reports, and referral services.
■ Tailored to specific sectors (agriculture, medicine, space, industry).
● 3.4 De-institutionalization and Disintermediation
○ 3.4.1 Changing Information Access
■ Digital access reduces reliance on traditional institutions.
■ Enables direct user access via Internet, bypassing intermediaries (Chase,
1998).
○ 3.4.2 Implications for Institutions
■ Institutions must adapt by offering value-added services (curated data,
expert analysis).
■ Crucial for relevance in a disintermediated environment.
● 3.5 Summary
○ Key Takeaways
■ Summarizes role of information institutions in complementing libraries.
■ Highlights their evolution due to ICT.
■ Addresses challenges of de-institutionalization.
● 3.6 References and Further Reading
○ Cited Works
■ Chase (1998), Drucker (1988), Matarazzo & Connolly (1999), Rajagopalan &
Rajan (1986), and others.
Unit 4: Laws of Library Science
● 4.0 Objectives
○ Learning Outcomes
■ Explain Ranganathan’s Five Laws and their characteristics.
■ Apply them in traditional and digital contexts.
■ Assess their relevance amidst ICT changes.
● 4.1 Introduction
○ Context of Five Laws
■ Ranganathan formulated in 1928 to provide scientific basis for library
practices.
■ Based on observations from 1924 London training (Ranganathan, 1931).
● 4.2 The Five Laws of Library Science
○ 4.2.1 First Law: Books are for Use
■ Shifts focus from preservation to use.
■ Impacts:
■ Accessible location, user-friendly working hours.
■ Functional building/furniture design.
■ Knowledgeable, courteous staff.
○ 4.2.2 Second Law: Every Reader His/Her Book
■ Advocates universal access.
■ Requires:
■ State support (legislation, funding).
■ Library authority (book selection, competent staff).
■ User education.
■ Emphasizes reference services and resource sharing (Ranganathan, 1931).
○ 4.2.3 Third Law: Every Book its Reader
■ Promotes:
■ Open access
■ Shelf guides
■ Book exhibitions
■ Well-designed catalogs
■ Encourages proactive promotion for resource use.
○ 4.2.4 Fourth Law: Save the Time of the Reader
■ Emphasizes efficient services through:
■ Open access
■ Classification
■ Modern systems (barcode, RFID)
■ Poor cataloging/staffing wastes user time.
○ 4.2.5 Fifth Law: Library is a Growing Organism
■ Views libraries as dynamic, requiring growth in:
■ Collections
■ Staff skills
■ Reader services
■ Infrastructure
■ Advocates for weeding obsolete books and computerization.
● 4.3 New Insights and Wider Interpretation of Five Laws
○ 4.3.1 Modern Applications
■ Scholars reinterpret laws for digital libraries, the Web, and open-source
software.
■ Gorman’s Five New Laws and Noruzi’s Web Laws extend principles:
■ Gorman’s: Serve humanity, respect all knowledge forms.
■ Noruzi’s: Web resources for use, save user time.
■ Cana (2003): Open-source software alignment.
○ 4.3.2 Proposed Extensions
■ Retting (1992): Sixth law, “Every reader his freedom.”
■ Kuromen & Pekkarinen (1999): Two new laws for virtual libraries:
■ “Every reader his library”
■ “Every writer his contribution”
● 4.4 Summary
○ Key Takeaways
■ Ranganathan’s Five Laws provide framework for library functions, growth,
user focus.
■ Remain relevant in digital and Web contexts (Noruzi, 2004).
■ Guide professional values and decision-making.
● 4.5 Answers to Self Check Exercises
○ Exercise Responses
■ Covers implications of First, Second, Third, Fourth, and Fifth Laws (e.g., staff
qualifications, book selection, open access, time-saving methods, modern
applications).
● 4.6 Keywords
○ Terminology
■ Book
■ Growing Organism
■ Information
■ Information Society
■ Knowledge
■ Reader
■ World Wide Web (WWW)
● 4.7 References and Further Reading
○ Cited Works
■ Ranganathan (1931), Gorman (1995), Noruzi (2004), Cana (2003), and
others on relevance and reinterpretation of the Five Laws.