University of Arizona
ROLE OF COLLEGE LIBRARIES IN CAREER GUIDANCE
A Study of Government and Autonomous Colleges Affiliated to Andhra University
A Thesis Submitted to the Andhra University for
The Award of the Degree of Doctor of Philosophy
In Library and Information Science
By
MOLY T.M, M.A.,M.L.I.Sc, PGDLAN
Lecturer in Library & Information Science
CH.S.D.ST. Theresa’s Autonomous College for Women, Eluru
Under the Guidance of
Prof. Dr. R.S.R. VARALAKSHMI, Ph.D
Department of Library and Information Science
ANDHRA UNIVERSITY
VISAKHAPATNAM – 530 003, INDIA
2007
DECLARATION
I hereby declare that the research work entitled “Role of College Libraries in Career Guidance: a Study of Government and Autonomous Colleges Affiliated to Andhra University” submitted by me for the award of the Degree of Doctor of Philosophy in Library and Information Science of Andhra University, Visakhapatnam, is original and it has not been submitted earlier in part or full to this or any other University, for degree, diploma or prize..
Place: Visakhapatnam (MOLY T.M)
Date: Lecturer in Library & Information Science
CH.S.D.ST. Theresa’s College for Women
Eluru
CERTIFICATE
This is to certify that the thesis entitled “Role of College Libraries in Career Guidance: a Study of Government and Autonomous Colleges Affiliated to Andhra University” was carried out by Moly T.M. under my guidance and I am satisfied that this thesis is worthy of consideration for the award of the degree of Doctor of Philosophy in Libray and Information Science. This work is original and to the best of my knowledge this thesis or any part thereof has not been submitted for the award of any degree, diploma, associateship, or other similar titles.
Place: Visakhapatnam (Dr. R.S.R. Varalakshmi)
Date: Research Director
Department of Libray and Informaiton Science
Andhra University Visakapatnam
DEDICATED TO
MY DEAR AND NEAR ONES
ACKNOWLEDGEMENT
I am deeply indebted to my guide Dr. R.S.R. Varalakshmi, Professor of the Department of Library and Information Science, Andhra University, Visakhapatnam. The rich fund of knowledge and experience of Dr. R.S.R. Varalakshmi has been of immense use in this research work. In all phases of the study, she has willingly and patiently guided me and enabled me to complete the study.
I am thankful to Mrs. J. Vijayakumari, Associate Professor and Head of the Department of Library and Information Science, Andhra University and Prof. K. Somasekhara Rao, Chairman, P.G. Board of Studies in Library and Information Science, Andhra University and the other faculty members of the Department of Library and Information Science Dr. C. Sasikala, Professor and Honorary Librarian, Dr.V.S.K Library, A.U, Dr. P. Bhaskara Rao, Associate Professor and Dr. N. David Livingstone, Associate Professor for their assistance. A word of thanks to them will certainly not convey my deep sense of appreciation for their goodness.
I am indebted to University Grants Commission (India) for giving me this opportunity to do this work under their Faculty Improvement Programme.
I acknowledge my deep sense of gratitude to all the Principals and Librarians of the Government and autonomous colleges affiliated to Andhra University for their help and cooperation.
I extent my sincere thanks to the Principal, Dr. Sr. Thressia Cherian, Correspondent, Dr. Sr. Marietta Pudota and Vice Principal Sr.Marietta D’mello of St. Theresa’s Autonomous College For Women, Eluru, for giving me this opportunity.
I take this opportunity to thank all the staff of Dr.V.S.K. Library, A.U for their co-operation and support in completing this research work.
I honestly appreciate the help, encouragement, moral support and personal sacrifice extended by my family members.
- Moly T.M
CONTENTS
Page No.
CHAPTER- 1
INTRODUCTION: THE CONCEPT OF CAREER GUIDANCE 1-17
1.0. Introduction
1.1. Career development: an overview
1.2. Related Terminology
1.3. Career guidance in Higher Education Institutions
1.4. Role of libraries
1.5. Need for the study
1.6. Chapterisation
1.8. Conclusion
References: Chapter 1
CHAPTER- 2:
CAREER GUIDANCE TRENDS – A BRIEF GLOBAL REVIEW 18-55
2.0. Introduction
2.1. Evolution of the concept and overview of development
2.2. Principles of Career Guidance
2.3. Objectives of Career/Vocational Guidance and Counseling
2.4. Career Guidance Services
2.5. Methods of disseminating occupational/career information
2.6. Conclusion
References: Chapter 2
CHAPTER- 3
CAREER GUIDANCE IN HIGHER EDUCATION:
ROLE OF COLLEGE LIBRARIES 56-106
3.0. Introduction
3.1. Career guidance and higher education: an overview
3.2. Career guidance and higher education – in India
3.3. Role of college libraries
3.4. Library as a Career Information center
3.5. Nature of career information collection
in higher education institutions
3.6. Organization of career information in libraries
3.7. Career Information services in higher education institutions
3.8. Role of librarian in the knowledge society
3.9. Role of college librarian in Career information
3.10. Conclusion
References: Chapter 3
CHAPTER - 4
LITERATURE REVIEW, STUDY DESIGN AND METHODOLOGY 107-130
4.0 Introduction
4.1. Literature review
4.2. Study Design
4.3 The Study area
4.4. Objectives
4.5. Hypotheses
4.6. Scope
7. Sample
4.8. Methodology
4.9. Limitations
References: Chapter 4
CHAPTER -5
ROLE OF LIBRARIES IN CAREER GUIDANCE:
ANALYSIS OF DATA 131-305
5.1.0. Need and importance of career information in the knowledge era
5.1.1Nature of college
5.1.2 Medium of instruction
5.1.3 Strength of the College
5.1.4 Academic programs and courses
5.1.5 Year of establishment of the college libraries
5.1.6 Working Hours
5.1.7. Finance
5.1.8. Organizational structure: Library Committee and the role of librarian
5.1.9. Information sources
5.1.10. Technical processing 5.1.11. Information services
5.1.13. Location of the library 5.1.14. Information technology infrastructure
5.1.15. Career Guidance Cell in colleges
5.1.16. Visit to library for career information
5.1.17. Use of Internet for career guidance
5.1.18. Methods adopted to provide career information in colleges where
there is no career guidance cell
5.1.19. Career information sources
5.1.20. Guidance Activities and college libraries
5.1.21. Librarian has role in career guidance activities in colleges
5.1.22. Personal characteristics required for a librarian to offer career guidance
5.1.23. Soft skills
5.1.24. Librarian as career guide
5.1.25. Career guidance programs, problems of implementation
5.1.26. Comparison with existing guidelines for career guidance (CCEAP) 5.1.27. Conclusion
5.2. Role of College Library in Career Guidance: Students’ Opinion
5.2.1. Sample size
5.2.2. Response rate to questionnaire
5.2.3. Collection of data
5.2.4. Analysis of data
5.2.5 Career Information Service
5.2.6. Role of library in career guidance
5.2.7. Role of librarian in career guidance
5.2.8 Suggestions
CHAPTER - 6
SUMMARY, SUGGESTIONS AND CONCLUSIONS 306-330
6.0. Summary of Research Findings
6.1 Findings of the study on role of college libraries in career guidance
6.2. Testing of hypotheses
6.3 Suggestions
6.4. Career guidance cell for a college library: proposed model
6.5. Conclusions
BIBLIOGRAPHY 331-339
ANNEXURE i-xix
PREFACE
In our contemporary society career guidance is gaining importance as education is expanding its frontiers making it difficult for an individual student to make a choice of courses and careers without expert guidance. Occupational scene too is changing so rapidly that due to the development in computer and communication technologies. Knew vistas of knowledge are opening due to fission and fusion of various subjects. Quite a number of students are at the threshold of the college or university is not skilled in managing their own affairs. They lack self-awareness which may enable them to form realistic life-goals and plans. Career guidance programme needs to be well organized in higher educational institutions to meet the varied needs of the students. It is the felt need of the hour and college libraries can play a pivotal role in this field as it contains the vast ocean of knowledge which is organized and made available to the students at their convenience. The present study is an attempt to find out the resources and infrastructure available in college libraries to provide career information to students and also to see the role of libraries in other career guidance activities of the colleges. 40 college libraries under Government and private aided autonomous colleges affiliated to Andhra University, Visakhapatnam have been selected to assess the role of libraries in career guidance.
User satisfaction is an obvious measure to evaluate the performance of the libraries. Therefore, the present work seeks to study the ‘provision’ of library services and the ‘utility’ of the same by the under graduates. Literature search revealed that career guidance activities in western countries are much ahead of developing countries. In India the development is slow even though authorities are issuing guidelines to educational institutions in this regard it is not taken up effectively. Keeping in view the state-of-the- art, suggestions have been made to improve the situation in the present day college environment.
LIST OF ABBREVIATIONS AND ACRONYMS USED
AACR : Anglo-American Cataloguing Rules
APA : American Psychological Association
A.P : Andhra Pradesh
APSCHE : Andhra Pradesh State Council of Higher Education
AUCET : Andhra University Common Entrance Test
B.A : Bachelor of Arts
: Bachelor of Commerce
B.Ed : Bachelor of Education
B.L.I.Sc : Bachelor of Library and Information Science
B.Sc : Bachelor of Science
CAS : Current Awareness Services
CAT : Computerized Adaptive Testing
CC : Colon Classification
CCC : Classified Catalogue Code
CCE : Commissioner of Collegiate Education
CCIS : Curricular/Career Information Services
CD-ROM : Compact Disc – Read Only Memory
CIDS : Career Information Delivery System
CIG : Career Information and Guidance
DDC : Dewey Decimal Classification
DSC : District Selection Commission
DVD : Digital Versatile Disc
EDCET : Education Common Entrance Test
E-print : Electronic print
ETS : Educational Testing services
GET : Graduate Employability Test
GMAT : Graduate Management Admission Test
GRE : Graduate Record Examination
HE : Higher Education
IAS : Indian Administrative Services
ICT : Information Communication Technology
ICET : Integrated Common Entrance Test
IFS : Indian Foreign Services
IME : Indian Marine Engineering
INE : Indian Navy Entrance Exam.
IPS : Indian Police Services
IT : Information Technology
ITES : Information Technology Enabled Services
LCD : Liquid Crystal Display
LSAT : Scholastic Assessment Test
M.A : Master of Arts
MBA : Master of Business Administration
MCA : Master of Computer Application
: Master of Commerce
M.L.I.Sc : Master of Library and Information Science
M.Sc : Master of Science
NAAC : National Assessment and Accreditation Council
NCERT : National Council of Education Research and Training
NDA : National Defence Academy
NET : National Eligibility Test
OPAC : Online Public Access Catalogue
PO : Probationary Officer
RBI : Reserve Bank of India
RRB : Railway Recruitment Board
SLET : State Level Eligibility Test
OECD : Organization for Economic Co-operation and Development
SAT : Scholastic Assessment Test
SDI : Selective Dissemination of Information
SME : Small Medium Enterprises
TOEFL : Test of English as a Foreign Language
UGC : University Grants Commission
UK : United Kingdom
UNESCO : United Nations Educational, Scientific and Cultural Organization
UPSC : Union Public Service Commission
USA : United States of America
LIST OF TABLES
Table No. Title Page No.
5.1.1 Response rate to the questionnaire 135
5.1.2 Nature of College 136
5.1.3 Medium of instruction 137
5.1.4 Faculty strength of the colleges 138
5.1.5 Total number of students 139
5.1.6 Year of establishment of the library 141
5.1.7 Working hours of the college 142
5.1.8 No. of working hours in college libraries 143
5.1.9 Circulation hours of the Library 144
5.1.10 Lunch break and library hour 145
5.1.11 The Sources of Grant in College Libraries 146
5.1.12 Percentage of library budget allocated out of the total college
budget during the period 2003-2004 to 2004-2005 148
5.1.13 Budgetary details of college libraries
from 2003 – 2004 & 2004 – 2005 149
5.1.14 Staff Pattern in college libraries 151
5.1.15 Qualifications of Library Staff in colleges 152
5.1.16 Details of Experience of Library staff in Colleges 153
5.1.17 Strength of Reference Book in College Libraries 156
5.1.18 No. of Current Periodical Subscription in College Libraries 158
5.1.19 No. of News Papers available in the libraries 159
5.1.20 Availability of Audio-visual material in college libraries 160
5.1.21 Classification system in college libraries 162
5.1.22 Cataloguing work in college libraries 163
5.1.23 Provision of information services in College libraries 167
5.1.24 Location of college libraries 168
5.1.25 Reading Accommodation in College Libraries 169
5.1.26 IT infrastructure in the college libraries 171
5.1.27 Career Guidance cell in colleges 173
5.1.28 Career Guidance cell and college libraries 174
5.1.29 Librarian as a collaborator in college career guidance activities 175
5.1.30 Librarian as a member in the college career guidance cell 176
5.1.31 Other members of career guidance cell in the college 177
5.1.32 No. of Students visit the library for career guidance in a week 178
5.1.33 No. of Students who use internet for career guidance in a week 179
5.1.34 Career services provided by the librarian’s
own interest where there is no career guidance cell 181
5.1.35 Sources available for career guidance in the college libraries 182
36. Topics in which literature available for career guidance
in college libraries 184
5.1.37 Resources available for career guidance in college libraries 186
5.1.38 Periodicals subscribed by the college libraries for
career guidance 188
5.1.39 Availability of resources to prepare for Entrance tests 190
5.1.40 Competitive tests for which guidance is given by the
college librarians 191
5.1.41 Guidance activities in the college library 193
5.1.42 Assistance in organizing workshops/seminars on
soft skills in college libraries 195
5.1.43 Opinion of librarians regarding their role in Career guidance 196
5.1.44 Type of librarian’s role in career guidance 197
5.1.45 Level of collaboration of librarian in Career guidance in colleges 198
5.1.46 Personal characteristics required of a librarian
to offer career guidance 199
5.1.47 Soft skills required for the librarian 205
5.1.48 Librarian’s opinions in support of librarian as career guide 211
5.1.49 Problems of library in providing career guidance 217
5.2.1 Sample size 227
5.2.2 Distribution of Responses received from the degree
college students 228
5.2.3 Visit to the college library 233
5.2.4 Visit to libraries other than the college library 234
5.2.5 Purpose of visiting the library 238
5.2.6 Time spend in each visit 241
5.2.7a Rank Distribution of information sources used by students 243
5.2.7b Chi-square values for Table 5.2.7a 243
5.2.8 Rank Distribution of information services used by students 246
5.2.9 Level of satisfaction in the use of library facilities 250
5.2.10 Use of Internet by the student community 255
5.2.10.1 Use of internet at college 256
5.2.10.2 Use of Internet facility in the college library 257
5.2.10.3 Use Internet at home 259
5.2.10.4 Use Internet at browsing centre 260
5.2.10.5 Browsing of websites for career information 261
5.2.11 Student’s interest in Career Development 263
5.2.12 Career goal 265
5.2.13 Awareness of different courses 266
5.2.14 Preparation for Competitive Examinations 268
5.2.15 Availability of resources in the library to prepare
for competitive examination 270
5.2.16 Visit to libraries other than the college library
for career information 271
5.2.17 Awareness of different job opportunities in the market 273
5.2.18 Knowledge about resume preparation 274
5.2.19 Preparation for facing an interview 275
5.2.20 Helpfulness of Internet to get career information 276
5.2.21 Need assistance to browse internet for career information 278
5.2.22 College Career guidance cell 281
5.2.22.1 Organization of seminars on career counseling,
interview technique, personality development, resume writing etc. 282
5.2.22.2 Attended the sessions 283
5.2.22.3 Usefulness of the session 284
5.2.22.4 Content of the session 285
5.2.22.5 Presentation of the session 286
5.2.22.6 Competence of the Staff 287
5.2.23 Availability of career information in the college library 288
5.2.24 Availability of career collection in the college library 291
5.2.25 Assistance of library staff to find career information 292
5.2.26 Expectations from college library for career information 293
5.2.27 Role of Librarian in career guidance 295
LIST OF FIGURES
Fig. No. Title Page No.
5.1.1 Response rate 135
5.1.2 Academic programmes and courses offered 140
5.1.3 Book strength in college libraries 155
5.1.4 Problems of library in providing career information 218
5.2.1 Students response rate to questionnaires 229
5.2.2 Response rate- gender wise, course wise and year wise 230
5.2.3 Students’ opinion on level of satisfaction of library facilities 248
5.2.4 Use of Internet – rural and urban students 255
5.2.5 Availability of Internet in the library 258
5.2.6 Interested in career development 264
5.2.7 Aware of different courses 267
5.2.8 Preparing for competitive examinations 269
5.2.9 Need assistance to browse Internet for career information 279
5.2.10 Students’ opinion on role of librarian in career guidance 303
Chart 1 Colleges under Study 133
Chapter 1
INTRODUCTION: THE CONCEPT OF CAREER GUIDANCE
1.0. Introduction:
The choice of career is possibly one of the most critical decisions of a person’s life as it shapes one’s future and determines one’s lifestyle. Career is not a chance, it is a choice but most often it is made on the basis of chance and not by choice. Career is defined as the way of making a livelihood. It denotes the profession or vocation adopted by a person. A good career improves the standard of living of the person and also the members of dependent family. Once a person enters into adulthood he has to make a choice about his career. Sometimes the decision is made for him much earlier by somebody else – by his parents or other relatives. Yet times the career decision is influenced by existing conditions in the society. In a communist society the state makes the decision. In an underdeveloped country the choice of career is mostly by chance. In a rural economy too people are not aware of different careers and how to prepare themselves to reach certain positions. Earlier career guidance was provided only in schools but now the need for it in higher education too realized.
Globalization and liberalization made the world a global village. Technological development especially in the field of information and communication helped to reach out to the people in the remote area of the world. These developments influenced the area of career guidance too. A nation’s greatest renewable resources are its human resource. India is poor in economic terms, but rich in intellect, skills and the spirit of enterprise. Since beginning of planning in India, the youth have been recognized as the most vital section of the community. Currently the Indian youth contributes in IT economy either through outsourcing or migration. ‘Projections show that by 2020 all developed countries will be short of working age people. Even China, which had forced a decline in its birth rates, will experience shortfall in the proportion of working age people by 2020. However, India will have a huge surplus of 47 million people. Some other countries with (much smaller) surpluses will be Pakistan, Bangladesh, Indonesia, and Egypt. While this huge surplus in India should be a source of great concern, for jobs must be found for all these people, it is also India’s opportunity to provide knowledge-based services to the developed world.’ (Maira, 2002). This projection have been supported further by various statistics. India is set to overtake China as the world's most populous nation by 2050. India’s population is expected to grow from 1.08bn to 1.63bn people, overtaking China, which is forecast to reach 1.44bn from 1.3bn currently. India, will also have the highest working population in the World — 700 million people out of 1.1 billion people are young; the young population will continue till 2050. ().
The statement of Chandrasekhar et al. (2006) explains the issue further –
“India is and for some time will remain one of the youngest countries in the world. A third of India’s population was below 15 years of age in 2000 and close to 20 per cent were young people in the 15-24 age groups. The population in the 15-24 age groups grew from around 175 million in 1995 to 190 million in 2000 and 210 million in 2005, increasing by an average of 3.1 million a year between 1995 and 2000 and 5 million between 2000 and 2005. In 2020, the average Indian will be only 29 years old, compared with the average age of 37 years in China and the US, 45 in west Europe and 48 in Japan. The demographic process, this implies, would create a large and growing labour force, which is expected to deliver spin-offs in terms of growth and prosperity through a number of routes. The most obvious positive effect is that a higher growth trajectory is not likely to run into bottlenecks set by labour inadequacy. Of course, this assumes that the growing workforce of youth can be trained to acquire the skills needed by the newer and technologically more dynamic industries.”
To direct this large number of younger generation career guidance in higher education is important. However the focus on career development in the country is lopsided. There is variation between urban and rural and within the urban centers. There are, occasions where in students join for a course either without sufficient awareness or by compulsion, may be by parents. Such students neither have interest in the subjects nor an aptitude towards it. In future, these students neither want to go for further studies, nor they are eligible to take up a good job, due to lack of interest in the subject matter. Thus the human resources are wasted, which can be checked by giving them proper guidance, by initially recommending various courses for students with varied interests.
The youngster who seeks to make the most rational choice of career is faced nowadays with many obstacles and uncertainties, since the world of employment has become increasingly large, complex and specialized. Faced with the task of assessing his own abilities for a wide range of career possibilities, the youngster usually lacks adequate data on different careers, expert neutral guidance in career selection, and information about training in terms of quality, time and personal expertise. Although career planning by individuals and manpower planning by employers may be a never-ending process, career information is most useful and effective if it is available in the right form at the right time.
The secret of happy and successful life depend on one’s career. It is our path and pace setter in life. With the boom in information technology, accessing knowledge and information on career have become easy, but at the same time it is difficult for an individual to take decisions about his job or further studies simply because of the overloaded information. In the age of Internet there has been dramatic increase in the availability and accessibility of information. However, the mere availability of information may not be of much use. Comprehension, use and application usually determine its impact. Under these circumstances they require guidance. Today the options and opportunities are unlimited. In such an environment the success and failure of one’s life depends on how early and how well the person plan for his/her career. Hence the requirement for career guidance is felt in colleges and universities and necessary steps have been initiated to guide the youth in deciding their careers.
1.1. Career development: an overview
Career development helps people to focus on their ambitions, interests, qualifications and abilities. It helps them to understand the labour market and education systems, and to relate this to what they know about themselves. Comprehensive career development tries to teach people to plan and make decisions about work and learning. Career development is important in institutions of higher education because it helps the students to have a clear idea of career objectives, persist in their academic goals, gain career-related work experience, and find employment in their chosen fields and also to inculcate interest in life-long learning. A good quality guidance and better information can help most students to make correct career decisions when they complete their graduation. The massive structural changes that are taking place in the world of work at global level mean that high quality career guidance is important than ever before.
St. John-Brooks (1996) opined that “Career guidance involves a large number of different activities, including giving information, advice and counselling; assessing individuals’ interests, attitudes, skills and aptitudes; advice on the choice of career; job-placement; and advocacy”. Grubb (2002) stated that the knowledge revolution has changed the nature of work, shifting away from occupations rooted in industrial production to occupations associated with knowledge and information. This shift has both increased the skills required for new occupations and updated the three R’s (Reading, Writing and Arithmetic), shifting the skills required toward “higher-order” or core skills or key skills including communications skills, problem-solving, and reasoning — the “skills of the 21st century”. “Careers for all” (Watts, 1998) is one of the keys to economic prosperity and social cohesion in the new millennium. Effective career information and guidance is the key to making lifelong learning a reality for all. They can help to make best use of human resources in the labour market as well as in education by allowing better matches between people’s skills and interests and available opportunities for work and learning.
Sinz, (2003) has made a detailed study on college graduates and concluded that “the career development is a lifelong process that can be fostered through education programs at all levels, but specifically during the beginning of one’s college years. It is very common for college freshmen to ponder about their choice of major and to pick a specific career during semester one of college. Therefore it is extremely important for colleges to offer career guidance aimed to help students make more informed and consequently better educational and career choices”.
Therefore this study deals with career guidance at college level.
1.2. Related Terminology
There are many different terms used across the world in the field of career guidance. For the purpose of this study each of the terms is defined below.
1.2.1. Career:
Chambers dictionary (2000) define career as “progress through life, one’s profession or occupation; progress or advancement in one’s profession or occupation”
Concise Oxford English Dictionary (2004) define career “an occupation for a significant period of a person’s life, usually with opportunities for progress”
According to Webster’s New World College Dictionary (2000) career is “one’s progress through life or in one’s work.”
According to Handbook of Career counseling by UNESCO (2002) “career is the interaction of work roles and other life roles over a person’s lifespan including both paid and unpaid work in an individual’s life. People create career patterns as they make decisions about education, work, family and other life roles.”
Roget’s Thesaurus (1995) gives the meaning for career an “activity pursued as a livelihood.”
1.2.2. Career awareness service:
According to Jalaja and Dineshan Koovakkai (1997) “Career Awareness Service is a sort of reference service. It provides information regarding a particular job on request. In this sense Career Awareness Service is a Current Awareness Service. It alerts the potential candidates, to the current employment opportunities in various sectors.”
1.2.3. Career counseling:
“Career counseling helps individuals to achieve greater self-awareness, develop a life/work direction, increase their understanding of learning and work opportunities and become more self-directed in managing learning, work and transitions. Career counseling facilitates the acquisition of skills, interests, beliefs, values, work habits and personal qualities enabling each participant to create a satisfying life in constantly changing cultural, social and work environments.” UNESCO (2002)
According to Canadian Career Development Foundation (2002) “Career Counseling refers to an individual or group process that emphasizes self-awareness and understanding, and facilitates persons to develop a satisfying and meaningful life/work direction as a basis to guide learning, work and transition decisions, as well as to manage responses to changing work and learning environments over the lifespan.”
1.2.4. Career development:
Career development is a term that enjoys rather wide usage in the professional literature of the day. In most instances, it refers to a specific theory of occupational choice by which individuals make career decisions and the sequences by which careers are built.
According to Handbook on career counseling published by UNESCO, "career development is the total constellation of economic, sociological, psychological, educational, physical and chance factors that combine to shape one’s career” (Sears,1982).
Career development “is the total constellation of psychological, sociological, education, physical, economic, and chance factors that combine to influence the nature and significance of work in the total lifespan of any given individual” (Maddy-Berstein, C., 2000).
1.2.5. Career exploration:
Dictionary of education (1973) defines career exploration as ‘investigative activities or inquiries undertaken inside and outside the classroom to search out the necessary information about a future occupational or professional interest or goal.’
1.2.6. Career guidance:
Dictionary of education (1973) defines career guidance as ‘career planning based on a student’s values, needs, interests and abilities and involving various information resources.’
According to International Association for Educational and Vocational Guidance (1992) “Career guidance refers to assistance given to individuals, or groups of individuals, in addressing problems related to occupational and life choices, offering full opportunities for personal development and work satisfaction. Career guidance is a continuous process, the fundamental principles of which is the same irrespective of the age of the individuals involved, and with due regard for the characteristics of those individuals and their opportunities.”
1.2.7. Career guidance services:
World Bank (2003) in its report mentions that ‘Information, guidance and counseling services (hereafter referred to as ‘career guidance services’) comprise services intended to assist individuals, of any age and at any point throughout their lives, to make educational, training and occupational choices and to manage their careers. These services are an integral part of lifelong learning (World Bank, 2002) and may include services in schools, in universities and colleges, in public employment services, in companies, and in the voluntary and private sectors. The services may be on an individual or group basis, and may be face-to-face or at a distance (including web-based services). They include career information (in print, ICT-based and other forms), assessment and self-assessment tools, counseling interviews, career education programs and work taster programs.’
1.2.8. Career information:
Dictionary of Education (1973) defined Career information as ‘any information, occupational, educational or personal-social that has implications for an individual’s career decision-making activities at any time in his life.’
According to Canadian Career Development Foundation (2002) “Career Information is information related to the world of work that can be useful in the process of career development, including educational, occupational and psycho-social information related to working (e.g., job search, availability of training, the nature of work, the status of workers in different occupations).”
1.2.9. Career information service:
According to Jalaja and Dineshan Koovakkai (1997) “Career Information Service refers to that sort of information service which is aimed at providing the occupational information such as entry qualification and skills, initial training requirements, employment situation, job content etc., to those who are in search of a suitable employment.”
1.2.10. Career planning:
Career planning refers to the experiences provided, students, both group and individual, which are designed to help them understand, analyze and select a personal career goal. A definition of this kind suggests the input of the total information, counseling and placement services of a guidance program.
Dictionary of Education (1973) defines Career planning as ‘the development by the student, with the assistance of counselors and teachers, of well – considered steps in his progression toward entry into a specific job or profession; a process which unfolds at varying rates for different individuals.’
1.2.11. Counseling:
Handbook of Career Counseling defines counseling as “actively listening to an individual’s story and communicating understanding, respect and empathy; clarifying goals and assisting individuals with the decision-making process. Counseling is a mutual relationship between a counselor (a professionally trained helper) and a client (a consumer of counseling services).” (UNESCO, 2002)
1.2.12. Guidance:
According to The new Encyclopaedia Britanica (2002) “Guidance is the process of helping an individual to discover and develop his educational vocational and psychological potentialities and thereby to achieve an optional level of personal happiness and social usefulness.”
According to Webster’s New World College Dictionary of the English language Guidance is “an act of guiding or direction or something that guides; advice or assistance, as that given to students by vocational or educational counselors.”
Concise Oxford English Dictionary (2004) mentions guidance as “advice or information aimed at resolving a problem or difficulty”
According to Baquer Mehdi (1966) guidance is the process which is concerned with the development of the total personality of the individual and the welfare of the society. He says it is a developmental process or activity aiming at –
1. Developing an individual’s potentialities in such a way that he is able to understand himself and his environment as well as his relationship with his environment which enables him to successfully face the reality.
2. Helping the individual in such a way that he constantly makes efforts on developing his own self and achieves success.
Bhatnagar (1966) mentioned that guidance services have four functions to perform.
1. Helping the students solve their problems, understand and interpret their environment including its events, people and things correctly and take correct decision and make right choices.
2. Helping every student in such a way that he is able to achieve maximum satisfaction in life and contributes his best to the progress of the society.
3. Helping the students in such a way that they are able to develop their potentialities which contribute to their future adjustment in life’s situations.
4. Helping each and every student in developing his physical, mental, emotional, social and ethical, i.e. every aspect of his life to the fullest.
He considers guidance as an essential aspect of education.
1.3. Career guidance in Higher Education Institutions
Educators are constantly searching for better ways to serve students – to achieve academic and technical skills; helping them to understand themselves and their direction in life; to meeting their emotional, social and mental needs. Changing nature of society today requires a constant updating of skills and knowledge through a flexible process of lifelong learning. The need for a coordinated and comprehensive career guidance program has grown as a result of the greater variety of jobs and skills required in modern society and greater awareness of how widely people differ in interests and abilities. For the overall development of personality of individual, one must have self knowledge so that he can understand his own abilities, aptitudes, intelligence and personality in order that he can choose his own path. After the completion of graduation, most of the individuals find themselves at the cross roads. Having right choices in the selection of courses from the beginning will help one to get proper employment and to achieve success in life. Hence career guidance in higher educational institutions is the need of the hour. A systematic career guidance and information services may result in a drastic reduction of the wastage that occurs at many levels of educational and occupational ladder. This also helps to reduce dissatisfaction and frustration in students.
To face the ground realities the University Grant Commission (UGC) (India) has given the green signal to a plethora of value-added, job-oriented diploma programmes in colleges and varsities. Higher education institutions welcomed UGC’s project and started many vocational courses to meet the employment requirement in the country. Career Guidance cell is established in colleges to provide career advisory service to students. Guidance cell help students to clarify career goals, to understand the world of work and develop career-management skills;
It also provide personal advice, guidance or counseling to assist with decisions about initial courses of study, courses of vocational training, further education and training, initial job choice etc.
1.4. Role of libraries in career guidance
Libraries can play a much important role in imparting career guidance. In formal education, library is described as ‘heart of education’. The library system in higher education is committed to provide independent learning environment to student. From the book houses the libraries have gone to an individual residence to share the shelves of knowledge. Therefore, it can be inferred that the success of career guidance in educational institutions depends upon the efficient library system. Therefore the system of education has to take care of strengthening the library system and thus disseminate career information.
Librarians with their abilities in knowledge organization and dissemination skills can play a profound and enduring role in encouraging and assisting young people to follow their hearts and to pursue their dreams. In developing countries like India college librarians can play a major role in the career development of the youth who comes to the library for guidance and support in their study and to prepare for their future career opportunities.
1.5. Need for the study
In this knowledge society career development became an important concept in life long learning and life long work. Review of literature reveals that a few studies on the subject have been made in India, but not a single systematic study has been made to identify the role of college libraries and librarian in career guidance. This study aimed at exploring and understanding the role of college libraries in career guidance and also to find the hindrances faced by them in higher education institutions in providing career information to students. This study may help to create awareness among the college management the vital role a library can play in career guidance and among librarians to identify what more they can do in serving the user communities and how they can create an imprint in the life of the youth under their care.
1.6. Chapterisation
This study has been organized in 6 chapters.
Chapter 1. (The present chapter) deals with introduction: the concept of career guidance.
Chapter 2. Career guidance trends – a brief global review.
Chapter 3. Career guidance in higher education: role of college libraries.
Chapter 4. Literature review and methodology.
Chapter 5. Role of libraries in career guidance: analysis of data.
Chapter 6. Findings, summary and suggestions.
1.8. Conclusion
Library is the logical location for the storage of most of the information needed to provide career information service. As new occupations are created in areas such as information technology and multimedia and as existing jobs change, previously reliable sources of information need to be re-evaluated. Better and timelier ways need to be found for young people and those who advise them to learn about the realities of work and jobs. In such a labour market career guidance is important in helping young people to understand themselves; in developing the tools that they need to understand available work opportunities; and developing the skills that they need to link themselves to these opportunities. Rapid developments in information technology such as World Wide Web and multi media have created exciting new possibilities for sharing information and providing career guidance. The modern college libraries are well equipped with information and also they have the means to access information, so they are in a better position in assisting and guiding the students at college level and university level.
REFERECES
1. Baquer Mehdi (1966). Some misunderstandings about vocational guidance. Naya Shikshak, The quarterly journal of the Department of Education, 9(1), 39-40 (Tr). Quoted In R.P. Bhatnagar, and Seema Rani. (2003) Guidance and Counseling in Education and Psychology. Meerut: Surya Publication.
2. Bhatnagar, R.P. (1966). Guidance services in education. Naya Shikshak, The quarterly journal of the Department of Education, 9(1), 32-38 (Tr). Quoted In R.P.Bhatnagar & Seema Rani. (2003) Guidance and Counseling in Education and Psychology. Meerut: Surya Publication.
3. Canadian Career Development Foundation. (2002). Career development – a primer and a glossary. Canada: Canadian Career Development Foundation. Retrieved August 12, 2005, from World Wide Web
4. The Chambers Dictionary (2000). New Delhi: Allied Chambers (India) Limited.
5. Chandrasekhar, C P; Ghosh, Jayati & Roychowdhury, Anamitra (2006). The demographic dividend and young India’s economic future. Economic and Political Weekly December 9, 5055-5064.
6. Concise Oxford English Dictionary (11th ed.). (2004). New Delhi: Oxford University Press.
7. Goetz, P.W. (Ed) (2002) New Encyclopaedia Britannica, 15th ed. Chicago: Encyclopaedia Britannica.
8. Grubb, Norton W. (2002) Who am I: the inadequacy of career information in the information age A paper prepared for an OECD review of policies for information, guidance and counselling servicesCommissioned jointly by the European Commission and the OECD. Retrieved June 15, 2005, from World Wide Web .
9. India: Truth alone triumphs. Retrieved April 20, 2007, from World Wide Web .
9. International Association for Educational and Vocational Guidance (1992). Important documents concerning vocational guidance and counselling. Educational and Vocational Guidance Bulletin, 53, 46-65.
10. Jalaja, V & Dineshan Koovakkai. (1997). Career Awareness Service in Libraries: a proposal. Kelpro Bulletin, 1(1), 16-19.
11. John-Brooks, Caroline St. (1996). Educational and Career Guidance: What Works [Electronic version]. The OECD Observer, 202, 37-40
12. Maddy-Bernstein, C. (2000). Career development issues affecting secondary schools. The Highlight Zone: Research @ Work, 1, 1-8. Retrieved September, 21, 2002, from: Quoted In Sinz, Amber A. (2003). Factors that influence career uncertainty in college freshmen: Research Paper,p.4 Retrieved July 15, 2005, from World Wide Web .
13. Maira, Arun (2002). Incredible young India inside. Retrieved March 21, 2007 from World Wide Web .
14. Philosophical Society. (1961). Oxford English dictionary. London: Philosophical Society.
15. Sears, S. 1982. A Definition of career guidance terms: A national vocational guidance association perspective, Vocational Guidance Quarterly, 31, 137-143. Quoted In United Nations Educational, Scientific and Cultural Organization. (2002). Handbook on career counseling: A practical manual for developing, implementing and assessing career counselling services in higher education settings, Follow-up to the World Conference on Higher Education (Paris 5-9 October 1998). Paris: UNESCO. Retrieved April 28, 2005, from World Wide Web .
16. Sinz, Amber A. (2003). Factors that influence career uncertainty in college freshmen: Research Paper. Retrieved July 15, 2005, from World Wide Web .
17. United Nations Educational, Scientific and Cultural Organization. (2002). Handbook on career counseling: A practical manual for developing, implementing and assessing career counselling services in higher education settings, Follow-up to the World Conference on Higher Education (Paris 5-9 October 1998). Paris: UNESCO. Retrieved April 28, 2005, from World Wide Web
18. Watts, A.G. (1998) Reshaping career development for the 21st century. Retrieved March 2, 2006, from World Wide Web
19. Webster’s New World College Dictionary (4th ed.). (2000). New Delhi: Wiley-Dreamtech India.
20. World Bank (2002). Lifelong learning in the global knowledge Economy: Challenges for developing Countries. Washington, DC: World Bank. Quoted In World Bank (2003) Public policies for career development: policy strategies for designing career information and guidance systems in middle-income and transition economies. Washington, DC: World Bank, p.2. Retrieved August 3, 2005, from World Wide Web
.
23. World Bank (2003) Public policies for career development: policy strategies for designing career information and guidance systems in middle-income and transition economies. Washington, DC: World Bank. Retrieved August 3, 2005, from World Wide Web
.
Chapter 2
CAREER GUIDANCE TRENDS – A BRIEF GLOBAL REVIEW
2.0. Introduction
The contemporary work environment is complex and multifaceted and necessitates career guidance to young adults. In some countries a programme of long-term preparation for career choice is an integral part of the framework of education. For e.g. USA. Most career orientation courses present work as an important part of an individual’s life. These courses help students to make a realistic choice both by theoretical study and practical experimentation. Career guidance programmes may be considered as forming a bridge between world of education and world of work.
2.1. Evolution of the concept and overview of development
Industrial revolution brought forth many changes in the society like division of labour and complexities in work. In the first place industrial revolution became the cause for changes in modes of working, living and thinking, which made career guidance an essential factor in educational institutions.
Thus the concept is old but informal. In the ancient times, guidance was given to the young by elders or parents in the family. Even today, in our society parents and elders make decision for the young ones.
It is difficult to trace the beginnings of vocational guidance. Many persons have appreciated vocational guidance through reading Plato’s Republic and yet have done nothing to work out any plan. In 1670, Pascal stated the importance of a wise choice of occupation.
Guidance, as an organized professional activity, dates back to 1905 and the credit for the same goes to Frank Parsons of Boston, U.S.A. At the end of his career, Parsons actively engaged himself in social work in a Boston settlement house where he worked directly with young people struggling to find work for themselves. He helped to find the Vocation Bureau and wrote his classic ‘Choosing a Vocation.’ Parson’s work made him to be the pioneer in the guidance movement in America. He used this term for aiding young people in choosing their vocations and preparing for them. But, at that time, i.e. in the earlier stages of vocational guidance it was confined only to giving of occupational information. During the third and the fourth decades of 20th century, however, state government in America gave recognition to guidance and implemented its programmes. After the II world war progress of guidance services in America became more rapid and US Office of Education and US Employment Service helped considerably in the rapid expansion of guidance movement.
The word ‘vocational guidance’ first appeared in print, according to the best evidence available, in a brief report dated May 1, 1908, by Frank Parsons, director of the Vocation Bureau of Boston, Mass (Allen, 1927). The bureau was organized in January, 1908, as an endowed enterprise connected with the Civic Service House of North Boston. The earliest reference to educational guidance found in the Reader’s Guide dated April, 1912. The reference was to an editorial bearing this title in the Elementary School Teacher. However, this editorial was not correctly named since it dealt wholly with vocational guidance as it was then defined.
Credit for the earliest serious use and discussion of educational guidance as something different from vocational guidance belong to Truman L. Kelley, (1914) whose Doctoral dissertation entitled Educational Guidance was published in 1914. Kelley’s purpose was to develop a more scientific method of classifying high school students. He was interested in making it possible “to determine, before courses in high school are taken, what the probable ability of the pupil in question will be in them.” In using the term ‘educational guidance’ he was thinking in terms of aiding the pupil in the selection of high school subjects. He looked upon this as a basis for later vocational guidance. The term ‘moral guidance’ have found its way into educational literature in 1912 when Jesse B. Davis (1912) presented before the National Education Association a paper entitled “Vocational and Moral Guidance through English Composition.” In more recent years the terms ‘civic’, ‘social’, ‘health’, ‘recreational’ ‘religious’, and ‘leadership’ as applied to guidance have come into use. All these terms, having grown out of vocational guidance, can be understood better if there is a clear understanding of the original term.
2.1.1 Career guidance movement in different countries:
The provision of career information and guidance through out a citizen’s life has become an issue of great importance worldwide, as societies prepare themselves to meet the challenges that the transition to knowledge-based economies represents.
2.1.1.1. USA
Since 1910 a number of professional organizations made significant contributions to the development of guidance movement in America. The National Education Association helped a lot in giving adequate recognition to guidance during annual conventions of this association. The National Society for the Promotion of Industrial Education conducted and published vocational surveys and urged legislation to promote vocational education. The efforts of these agencies were rewarded through the passage of an act in 1917 which provided federal aid to certain types of vocational education in public schools. The first national conference on vocational guidance was held at Boston in 1910 when the National Vocational Guidance Association came into being to meet the educational needs of guidance at the higher secondary level.
During the next twenty-five years, a large number of independent guidance associations were formed. The number of these associations was so large that a Council of Guidance and Personnel Association was set up in 1934 to co-ordinate their work. In 1951, it was felt necessary to co-ordinate separate associations specifically and exclusively interested in the guidance movement and to form another association of guidance workers. This was the beginning of the American Personnel and Guidance Association with the Personnel and Guidance Journal as its official magazine.
The World War I indirectly made a significant contribution to the development of guidance movement. It necessitated scientific selection and training of men. Intelligence tests had to be devised for use with many people at a time. A large section of the male population was given intelligence and other tests. Later, a number of studies were conducted which had significant implications for guidance. A number of aptitude tests were devised which further streamlined the guidance movement. Besides these, the measurement movement, introduction of cumulative records, the interesting improvement of personnel in their respective fields and the federal government assistance helped the guidance movement.
The emphasis in the beginning was on the vocational guidance and training and it did not take too long for the leaders to recognize the importance of educational guidance and training in preparation of a career. In 1914, Kelley made an analysis of the values of tests in helping a student to select a high school curriculum. He also stressed the role of educational guidance in vocational choice. Gradually, the concept of guidance expanded to include civic guidance, social guidance, religious guidance, recreational guidance and health guidance.
Today, there is a network of guidance clinics of different types and innumerable centers for the training of guidance personnel in U.S.A. The review and revision of guidance techniques and procedures are clear indications of the increasing popularity of guidance work in America. The guidance movement, in fact, has been the greatest single force in improving the educational practices in America where it has assumed the shape of an educational, social and cultural movement.
Vocational guidance is a simpler concept. The National Vocational Guidance Association has defined this term with great care. Whatever may be the reason, the mere fact that it is a more sharply defined and generally understood concept makes vocational guidance a good point of departure in considering other kinds of guidance.
Federal and state policies and legislation related to the provision of career services tend to be less comprehensive in colleges and universities. Although the Higher Education Act Amendments, for example, support the provision of career development services in colleges and universities, the impact is less apparent than the impact of professional policies and guidelines such as the CAS Standards and Guidelines for Student Services/Development Programs (1986) or the CAS Standards and Guidelines for Career Planning and Placement (1988). The Council for the Advancement of Standards (CAS) is a consortium of 21 professional associations in higher education that collectively devise and publish the standards and guidelines that recommend criteria for evaluating some 16 components of student services in colleges and universities, including components dealing with career planning and placement (Herr et al., 1993).
2.1.1.2 Great Britain:
It was accordingly at the turn of the 20th century that the first vocational guidance services began to appear both in the USA and in Europe (Brewer, 1942; Keller & Viteles, 1937). In the UK, the early services were focused exclusively towards young people, and were strongly placement-oriented: their concern was to help young people to make the transition to work. Following the II World War, these Juvenile Employment Officers were merged into a national Youth Employment Service, embracing young people up to 18, with central government providing the service, if local authorities chose not to do so. The service had responsibility not only for guidance and placement but also for the administration of unemployment benefit to young people (Heginbotham, 1951; Killeen & Kidd, 1996). Meanwhile, limited services began to appear within universities and schools. The origins of university appointment boards can be traced back to 1892; by the mid-1950s all universities had such a service, offering advisory interviews, information about careers, employers and jobs, and placement activities (UGC, 1964).
In schools, careers teachers were mentioned from the late 1920s, and by the 1960s were being widely appointed: their tasks included managing information and providing facilities and support for the work of the youth employment officer (Daws, 1972). In colleges of further education, career guidance services appeared more slowly, mainly because it was assumed that students had already made a vocational commitment prior to entry (Marks, 1975). It was in the 1960s and early 1970s that career guidance services began to develop in a more rapid and extensive way. The growth of educational and vocational options extended the range of choice for many young people, and increased the demand for help in making such choices. The Employment and Training Act 1973 transformed the Youth Employment Service into a Careers Service, and made it a statutory duty for Local Education Authorities to provide such a service. Responsibility for the administration of unemployment benefit was removed. Subsequently, recognition was given to the provision of guidance ‘at appropriate stages during … educational life’, signaling a move away from a focus on the single point of transition to work. Youth employment officers were retitled as careers officers, and required to complete an approved full-time training course (Killeen & Kidd, 1996). A Europe-wide study of such services in higher education classified them in terms of the relative emphasis they attached to educational, vocational and personal guidance, and also in terms of whether they were part of the formal teaching function, were linked to this function but with some degree of specialization, or were separated from it and offered by specialists (Watts & Van Esbroeck, 1998). In further education, guidance pre-entry, on entry, during and on exit from learning programs has been mandated as part of the funding, audit and inspection mechanisms; in higher education, a quality-assurance framework for guidance and learning support based on the same broad four-stage model was developed by the Higher Education Quality Council (1995).
In Britain, counseling centers, guidance clinics and bureaus have been doing useful work and the guidance services are undergoing a rapid process of improvement, refinement and expansion. The remarkable progress made during the present century by people in the west in the fields of education, science, arts and industry is, to a large extent, the result of proper organization and utilization of their guidance services.
In UK, the Learn direct helpline was launched in February 1998; by the end of 2000 it had responded to over 2.4 million calls in two years (Watts & Dent, 2002). In principle, flexible but integrated use of helplines, websites and email, linked closely with face-to-face facilities, opens up new strategic opportunities for the delivery of career information and guidance. It means that individuals can initially access help in the form which is convenient and comfortable for them, and then where appropriate be moved on to other media to maintain the dialogue. A further dimension is likely to be added by the moves towards ready domestic access to videophones or interactive digital television. All of these could be regarded not as alternative services but as alternative portals into a wide, flexible and well-harmonized network of services. Public policy could proactively support such harmonization. (Watts, 2002)
2.1.1.3. Australia:
Vocational guidance was first advocated in Australia in the 1920’s, but it was not accorded official recognition until 1930’s. The state of New South Wales, containing the large industrial city of Sydney, made more progress than any other state.
World War II influenced guidance in Australia in several ways. To illustrate, the war directed attention to problems of scientific selection and placement of men and thus stimulated the further growth of psychological methods. The war also led to the development of new procedures by the Vocational Department of Labor and National Service and to the use of these procedures elsewhere. After the close of the war, the extensive testing and counseling of men being separated from the military services resulted an improvement in guidance techniques.
The success of psychological personnel work in the military services, the vocational guidance provided in the rehabilitation of service men and women, and the availability of counselors trained during the war and immediately thereafter-all, it was anticipated, will tend to make a permanent place for vocational guidance in postwar Australian life. Although the techniques used there are mainly those developed in the United States and England, a considerable amount of test construction is being carried on by such agencies as the Australian Counsel for Educational Research. (Humphreys & Traxler, 1954)
2.1.1.4 Canada:
The growth of vocational guidance in Canada has been considerably influenced by the guidance movement in the United States. Because the control of education in Canada is vested in the governments of the nine provinces, the development of vocational guidance in the schools has varied from one province to another. In the main, the provincial departments of education have formally recognized, developed, and directed vocational guidance only within the last ten to twelve years. However, the federal government has, to some extent, provided for the guidance of school children and youth through the dominion-Provincial Youth Training Program.
2.1.1.5. France:
National recognition of vocational guidance was first given by government decree in 1922. Under the decree, vocational guidance offices were established. They co-operated with the national public placement offices in a programme to place adolescents, particularly, in appropriate occupations. According to Humphreys & Traxler (1954) “the National Institute of Vocational Guidance was founded in Paris in 1928 and was recognized by decree in 1930. It functions under the Division of Vocational Education and the Ministry of Education.”
In France, just as it has in the United States, private philanthropy has influenced the development of guidance. The Chamber of Commerce of Paris, for example, has created a central office of vocational guidance for the benefit of all children leaving school. Vocational guidance in France is carried on under the supervision of the Ministry of Education and in cooperation with the Ministry of Labour.
2.1.1.6. Germany:
Different factors contributed to the origin and development of vocational guidance in Germany. An important factor so far as the guidance of women was concerned was exerted by forward-looking women’s organizations; these groups, about 1900, created special information services for women who wished to get started in a vocation. Another important factor toward the provision of guidance was World War I. To meet wartime needs, the government set up a public agency that provided employment services and vocational guidance services, particularly for apprentices. The legal base for this agency was a government edict, issued in 1918.
For a number of years, both governmental and private agencies provided guidance in the field of employment. But in 1927 the government enacted the Unemployment Insurance Law. This law made vocational guidance an obligatory part of public employment services; it also stipulated that no chare was to be made for such services. The 1927 law tended to reduce the importance of the services offered by private agencies.
Prior to 1933, Germany developed a fairly extensive system of vocational guidance. The government established vocational guidance offices in more than 500 cities; many of these offices provided psychological services including aptitude testing. However, Germany failed to develop comprehensive vocational guidance programs in either its elementary or its secondary schools. (Humphreys and Traxler, 1954)
In the West German state, the development of guidance programmes in which objective information about individuals will be utilized has been stimulated by the establishment of centers for test construction and research.
2.1.1.7. Japan:
Vocational guidance in Japan has developed from two main sources. One of these is the Department of Education, its practical work having been conducted in the schools; and the other is the Department of Domestic Affairs, with the employment bureaus as its agency. Activities, therefore, are embraced in two phases: the work of the employment bureaus, which are seeking chiefly to assist in finding jobs and in after-care, and that of the schools, which function generally through educational guidance as well as preparatory vocational education. It must be added here that in Japan, because of the great scarcity of schools in the country, “vocational guidance” includes also educational guidance. (Keller & Viteles, 1937)
In 1922, the education department established a lecture class in vocational guidance; and in 1927 it formed a National Association of Vocational Guidance. In the 1920’s the education and the domestic affairs departments reached an agreement on a program of vocational guidance; since then, they have worked cooperatively to carry out this program on a nation-wide basis.
2.1.1.8. China:
With the industrial and business development many new occupations came into existence and it became necessary for the individual to make a choice. Modern education, which is based on individual training for practical life, also has forced the problem of selection and preparation to the front. The need for guidance was soon felt, but it was not until 1919 that the term ‘vocational guidance’ was formally introduced to the country by Education and Vocation, a monthly journal published by the National Association of Vocational Education of China.
A committee including some leading educators in the country was organized, and surveys of principal industries and leading educational institutions were started as a basis in actual guidance. In 1924, under the direction of the committee, a Vocational Guidance Week was held in each of the four cities, Shanghai, Nanking, Tsinan, and Wuchang, to arouse the interest of the educational world in guidance work. The program consisted of lectures to school officials as well as to students.
In 1927 the division of the association in charge of vocational guidance was transformed into a bureau and became known as the Shanghai Vocational Guidance Bureau. The work it aims to do embraces all phases of guidance, such as testing, training, counseling, placement, and follow-up. The bureau also gave importance to educational guidance too.
During the summer months, when preparations for transfers and admissions into schools and colleges have to be made, a large number of students seek information and guidance. Directories of schools and colleges are compiled every year, and personal interviews held with the applicants. In addition, lectures on educational guidance were given to students who are planning for a change in their educational program.
The first college to inaugurate guidance was Tsing Hua College (now Tsing Hua University) at Peking (now Peiping). In 1923 a Department of Vocational Guidance was organized to assist the students who, after graduation, were sent to the United States for advanced study in their selection of courses of study and institutions. Information about American institutions of higher learning was gathered and individual counseling given. But when the college was reorganized into a university, the department was abolished and the record of its work became history.
In 1934 the National Service Bureau for intellectual and Technical Employment was established under the Ministry of Education and the National Economic Council for the vocational adjustment of college graduates.
In 1984 W. Zhang introduced the concept of career counseling and addressed the importance of the development of career programs for high schools in China. In 1985, the Chinese Vocational Education Association began a column featuring career guidance and counseling in its journal, Education and Vocation. The journal then published a series of articles on career guidance and counseling models in Western countries. In 1987, workshops and seminars were organized by university professors and Chinese scholars returning from abroad to introduce career counseling and guidance at Beijing Normal University, Central China Normal University, and Shanghai Normal University. In 1987, the first National Conference on Career Guidance and Counseling was held in Shanghai, sponsored by the State Education Commission of China.
Career guidance and counseling were conducted through career guidance and counseling activities, including interest groups, competitions, career talks, career days, career rooms, psychological tests, and career counseling. In October 1990, the Second National Conference on Career Guidance was held in Shanghai, sponsored by the State Education Commission of China, the Chinese Vocational Education Association, and the Shanghai Education Bureau. In 1993, the Guangdong Province College of Education formed a research team on career guidance and counseling with support from the State Education Commission of China (Pope, 2002).
2.1.1.9. India:
As far as India is concerned, the techniques of guidance – informal and incidental – can be traced far back to ancient times. The Panchtantra and Jataka Tales are well-known for their moral stories, parables and question-answer techniques in learning. Even before the time of Socrates, these were used in India. The teacher – taught relationship was that of Guru-Shishya. The word ‘Guru’ means the one who guides.
While in America the guidance movement started as an attempt to fulfill the practical need of employers and teachers, in India it began as an academic discipline. Calcutta University was the first Indian University which introduced guidance as a section of its Department of Applied Psychology in 1936. Vocational guidance may be considered to have had its beginning with this effort of Calcutta University which attempted an analysis of certain occupations and classification of major occupations into four categories according to the level of intelligence and the type of abilities required to fill these jobs. From Calcutta the movement spread to Bombay. The programme of guidance was initiated in 1941 by Batliboi, a retired accountant; he established the Batliboi vocational guidance to the people. It was, perhaps, the first institution of this kind in the country. In 1945 Patna University set up the Department of Psychological services and research. Besides educational and vocational it helped students with the personal and social problems. Another landmark in this field was Parsi Panchayat Vocational Guidance Bureau established in 1947 in Bombay with the help of Indian Institute of Education and Headmasters Association of Bombay. The Bureau did a great deal of pioneering work in guidance. “It was this bureau which organized a career conference for the first time to disseminate occupational information. It was also the first institution to organize a course for career masters. The Bureau also started publishing the Journal of Educational and Vocational Guidance which provided the guidance workers with a professional organ of communication and interchange of ideas and information regarding research and practice in the field.”(Kochhar, 1984) In the same year as recommended by Acharya Narendradeo Committee Report on Education, the Government of UP established a Bureau of Psychology at Allahabad. One of its objectives was to provide educational and vocational guidance to the school going students of the state as well as to other young people in need of such help. It had a network of regional and district bureaus which at a later stage were closed down. The West Bengal (1953), Orissa (1955), Bihar, Gujarat and Madhya Pradesh (1956) Rajasthan (1958), A.P and Assam (1964) Delhi (1965) also established such guidance bureaus. Earlier in 1954, the central government at Delhi had established a Central Bureau of Educational and Vocational Guidance. The Bureau of Vocational Guidance Bombay was set up in 1950 which placed emphasis on occupational information and vocational guidance unlike Uttar Pradesh Bureau of Psychology which emphasized programmes of educational guidance and development of psychological tests. The Vocational Guidance Bureau Bombay is now known as Institute of Vocational Guidance, Mumbai.
Besides these bureaus the National Employment Service provides guidance to young people seeking jobs. It has taken over the responsibility of collecting occupational information and disseminating it through its various employment units. In 1961-62 it initiated a program of employment service to university students. The Directorate of Employment and Training, a department of the Central Government has set up guidance section in a number of employment exchanges.
Central Bureau of Educational and Vocational Guidance: In 1954, the Ministry of Education, Government of India, set up the Central Bureau of Educational and Vocational Guidance in Delhi. The Bureau offered financial and technical assistance to different states to set up and expand their own bureaus. This Bureau also runs a 9-month course for guidance workers in counseling. At present the Bureau is functioning under National Council of Educational Research and Training.
Specific functions of the bureau include:
i) Production and distribution of tools and aids serviceable for guidance work in schools.
ii) Technical assistance in setting up educational and Vocational guidance bureau in the states.
iii) Training guidance personnel, particularly psychologists and counselors.
iv) Coordinating guidance activities throughout the country.
v) Preparation of manuals dealing with educational and vocational guidance careers and occupations.
vi) Coordinating with the Occupational Information Unit of the Directorate General of Resettlement and Employment in the preparation of occupational information material and its distribution in schools.
State Bureau of Educational and Vocational Guidance: These are established to perform the following functions:
i) Organization of sample group guidance activities for a few schools.
ii) Collection of occupational information and production of information material
iii) Development and adaptation of translation of tests, questionnaires, check lists, etc.
iv) Training of guidance workers.
v) Planning, coordination and supervision of guidance service within the State
vi) Consultative and field services.
University Grants Commission (UGC) (India): The University Grants Commission (UGC) is the apex body for the promotion of higher education in India. UGC was established in 1956 by an Act of Parliament (University Grants Commission Act, 1956) as a statutory body for the determination and maintenance of standards of teaching, examination and research in universities. In addition, it inquires into the financial needs of universities and allocates and disburses grants to universities and colleges. The UGC serves as a vital link between the Union and State Governments and the institutions of higher learning. India has one of the largest system of higher education in the world with 353 universities (which include 20 Central Universities, 217 State Universities, 106 deemed universities and 10 Private Universities) and 17625 colleges (as on 15-3-2007) spread across the country (ugc.ac.in). ‘An outlay of Rs.3014 crores has been proposed in the 10th plan for promoting quality and relevance in higher education in the context of current socio-economic conditions. The aim is to initiate skill oriented add-on courses. The career development of students will be done by encouraging courses with professional focus. The UGC has already initiated a major programme of vocationalization at the undergraduate level in 35 subjects.’ (Planning Commission, 2001)
Although in some institutions certain aspects of the service are delivered through academic departments, traditionally career guidance has not seen as an important element of graduates education and in most cases is not integrated into curriculum.
The Andhra Pradesh State Council of Higher Education (APSCHE) came into existence on 20th May, 1988 through an Act (No. 16 of 1988) of the state legislature to advice the government in matters relating to Higher Education in the state and to over see its development with perspective planning and for matters connected therewith. The APSCHE, the first of its kind in the country, set up as per the recommendations of the National Educational Policy 1986, is primarily a coordinating and liaison body between the UGC and the State Government and the universities.
Andhra Pradesh Government has recognized the need for career guidance in colleges and the C.C.E (Commissioner of Collegiate Education), A.P., Hyderabad had issued guidelines in 1994 (Rc.No.3/Acad.cell-3/94) and later in 2000 (Rc.No.63/AC-III/2000 dated 18/5/2000) (Enclosed in Annexure III) to establish counseling wing and career guidance wing in the colleges and also send a letter bearing Rc.No.11/AC-1/2001 (Enclosed in Annexure IV) dated 11/4/2001 requesting the Principal’s to give a detailed report on structure and functioning of the ‘Student Counseling Centre’. The C.C.E in its 1994 guidelines given the following objectives –
1. To guide the students through their learning problems.
2. To provide counseling to those who suffer from social and emotional problems.
3. To guide the students in identifying the abilities and aptitudes.
4. To guide the students in their opportunities in higher courses and future career.
5. To motivate the students for taking their studies earnestly.
Under the counseling cell structure it mentioned that librarian will be one of the members. And it specially mentioned that the librarian/lecturer incharge of library will collect all the information on higher courses and career opportunities. Again under functions it clearly given the information pertaining to all higher courses and career opportunities will be collected and displayed and discussed with the students.
C.C.E in its 2000 guidelines mentioned about starting of career guidance wing and here again it specially mentioned that librarian will be a member of the career guidance wing. Under career guidance wing it mentioned that information pertaining to higher educational avenues and employment opportunities shall be regularly collected and made available to the students. And it also mentioned that it is possible that this wing can be developed into a placement wing by interacting with the employment agencies around. Further, it also suggested creating a data bank of alumni to be developed so that it can be useful for development of the college in the long run. Another important suggestion worth mentioning is that it is highly essential to arrange regular guest lecturers/interaction on relevant topics by experts and officials concerned. And also co-curricular activities such as debates, public speaking, essay writing, quiz, mock interviews etc. shall be conducted to correct defects in students and to promote inborn talent in all students.
The Regional Joint Director of Collegiate Education, Rajahmundry in his letter bearing Rc.No.1152/A4/2002 dated 17/4/2002 requested the Principal’s of Government and aided colleges to open Career Guidance Corners in their colleges. From 2002-2003 career guidance and counseling cells have become effectively functional in many of the colleges.
Another notable development in the area of career development of students is that the Renaissance SoftLabs and APSCHE have come together to impart soft skills for students aspiring for professional careers and to train trainers (Hindu Business Line, Internet edition June 29, 2005). The APSCHE-Renaissance communication skills initiative is aimed at bringing industry, academia and students together on a common platform. This forms part of the effort to bring in convergence among various agencies aimed at consolidating human resources.
To assess student’s proficiency in communication and problem solving skills both analytical and quantitative the APSCHE is conducting Graduate Employability Test (GET) in information technology and IT enabled services (ITES). GET was developed in collaboration with the Educational Testing Services (ETS), a US organization that has designed GRE, TOFEL, GMAT and other tests in the past. Under GET, the student's skills in verbal reasoning, analytical reasoning, speaking, writing, quantitative analysis and basic computing skills would be tested. The certificates to be jointly issued by APSCHE and ETS to the successful candidates would indicate the individual's proficiency in these specific areas thus highlighting the candidate's areas of strength that would help the industry. (APSCHE, 2007).
2.2. Principles of Career Guidance
Handbook on career counseling Published by UNESCO in 2002 put forward various assumptions underlying the practice of career counseling. These include the following perspectives:
“1. People have the ability and opportunity to make career choices for their lives. The amount of freedom in choices is partially dependent upon the social, economic, and cultural context of individuals.
2. Opportunities and choices should be available for all people, regardless of sex, socio-economic class, religion, disability, sexual orientation, age, or cultural background.
3. Individuals are naturally presented with career choices throughout their lives.
4. People are generally involved in a wide range of work roles across their lifespan. These roles include both paid and unpaid work.
5. Career counselors assist people to explore, pursue and attain their career goals.
6. Career counseling basically consists of four elements: (a) helping individuals to gain greater self-awareness in areas such as interests, values, abilities, and personality style, (b) connecting students to resources so that they can become more knowledgeable about jobs and occupations, (c) engaging students in the decision-making process in order that they can choose a career path that is well suited to their own interests, values, abilities and personality style, and (d) assisting individuals to be active managers of their career paths (including managing career transitions and balancing various life roles) as well as becoming lifelong learners in the sense of professional development over the lifespan.
7. The reasons why individuals enter particular occupations vary according to the amount of importance placed on personal preferences, such as interests, or external influences, such as labour market trends or parental expectations.
8. Career decision-making is not something that happens only once in a person’s life but, rather, it is an ongoing process that might take place at any age.
9. All forms of work are valuable, and contribute to the success and wellbeing of a society” (UNESCO, 2002).
2.3. Objectives of Career/Vocational Guidance and Counseling
The main objectives of career/vocational guidance and counseling are:
1. “Helping students make educational choices i.e. helping them in choosing a more suitable course of study.
2. Helping students make vocational choices i.e. helping them in choosing a more suitable vocation for themselves.
3. Helping students in making adequate adjustments in the educational institutions, in the home and in the society.
4. Helping students in developing all aspects of his personality, i.e. helping them in developing to the optimum level their physical, mental, emotional, moral and ethical powers.
5. Helping students solve their emotional problems so that anxiety and stress so common in life may not hinder their success and progress.” (Bhatnagar and Seema Rani, 2003)
2.4. Career Guidance Services
Career guidance is an integral part of all educational set-ups. There is an essential need for organizing a comprehensive program of guidance services in educational institutions. Such program should become an integral part not only of the schools but also of the college level. Information is at the core of career guidance and education; indeed, it tends to prevail over other guidance functions. From the point of view of the client, information should lead to improved knowledge about self, about the labour market, about education and training opportunities and pathways, and about the ways in which all these elements interact together. Much of the information is distributed free of charge through educational institutions, labour offices, career fairs and exhibitions and community based organizations and libraries.
“The range of career information used to provide guidance is vast. It comprises career planning information and job information. Career planning information has two phases: specific career information and educational information.” (Joshi, 1995).
According to IQRA Society for Career Guidance (2002)
“sources of information about education and career may be grouped into eight categories: (1) the regulatory authorities; (2) career guides written by career counselors; (3) directories of educational institutions in specific disciplines published by private agencies; (4) education and career information pages in newspapers; (5) admission advertisements; (6) news items on education; (7) job advertisements; and (8) education and career websites. In addition, other relevant sources are: (1) texts of acts and corresponding rules relating to statutorily established regulatory agencies, (2) information brochures of the three statutorily established professional bodies, viz., the Institute of Chartered Accountants of India (ICAI), the Institute of Company Secretaries of India (ICSI), and the Institute of Cost and Works Accountants of India (ICWAI); (3) prospectuses of individual educational and training institutions; (4) information bulletins relating to entrance tests conducted by various agencies.”
A large number of guidance services may be organized in educational institutions. Some of the significant guidance services are:
• Individual inventory service
• Educational information service
• Occupational information service
• Counseling service
• Placement service
• Follow-up service
2.4.1. Individual inventory service:
This service attempts to compile detailed information about each student regarding one’s abilities and achievements in various areas. In the opinion of Bhatia (2002) following information are required for individual inventory:
(i). Data about identification: It is the information which gives elementary introduction about the individual, such as his name, name of parents, full address, date of birth, place of birth etc.
(ii). Health and physical development: It pertains to full record of the health and physical development of an individual from his birth up to the present time. It contains many factors of information such as weight, height, ailments of infancy and childhood, physical deformities etc.
(iii). Social environment: It contains characteristics of the family, environment of neighborhood and environment of community and society.
(iv). Achievements: It contains the result of examinations, scholarships, achievement s in sports and achievements in co-curricular activities.
(v). Attitudes: It includes all kinds of attitudes, such as attitudes in studies and attitude in sports.
(vi). Interest and aversions: It contains those things which are liked by the individual as well as those things which are disliked by him.
(vii). Personal and social adjustment: It pertains to the development of the individual through personal and social adjustment.
(viii). Educational and Vocational Goals: It contains the aims and goals of the individual regarding his education and vocation.
(ix). Intelligence Standard: It contains the normal intelligence standard of the individual. This standard can be ascertained by intelligence tests.
2.4.2. Educational information service:
Educational information service is very useful for the students. Four types of information that helps them in making decisions are:
(i). information about colleges and training opportunities
(ii). information about correspondence courses
(iii). information about scholarships and other financial help available
(iv).information about facilities available for preparation for competitive examinations.
2.4.2.1. Sources of educational information:
1. Prospectus from different colleges, universities, professional colleges, institutions of technology, polytechnics etc.
2. Directories of various types of colleges and universities.
3. Books/brochures containing information on scholarships and loans
4. Books, brochures, leaflets on developing study skills.
5. Illustrative materials as films, filmstrips, posters, charts etc. regarding educational facilities and processes.
2.4.3. Occupational information services:
This service is useful for those who completed their studies and looking for job opportunities. This service provides information about available occupations. Such information may be collected from papers and magazines, government notifications, information centres of Employment Exchanges and so on. Occupational information refers to facts concerning the importance of vocations, entrance requirements, opportunities for promotion, health and accident hazards, compensation and other working conditions that are usually met in specific vocations or related group of vocations.
2.4.3.1. Need and importance of occupational information service: The aim of guidance work in the field of occupations is to assist the pupils in securing educational experience through understanding his role in the field of work.
1. To provide necessary information: Before making choice or planning regarding occupations, students need information about jobs, work processes, training institutions, the contents of training, avenues of employment after training, the average income, status of work, future prospects etc.
2. Wise and effective vocational choice: In order to help the individual in making wise vocational choice, occupational information is needed.
3. Necessary for educational planning: Occupational information can contribute much to educational planning. New courses can be developed according to new occupational and industrial trends. Hence educational planning can be done according to job opportunities.
4. Rapidly changing demands of life: Occupational information assists the pupils to develop attitudes in harmony with the modern ever-changing demands of our social and economic life.
5. To revise the old courses and develop new ones: Analysis of long range occupational and industrial trends can prove helpful in redesigning the courses and starting new ones.
2.4.4. Counseling service:
It is regarded as the ‘heart’ of the guidance program. This service must assist an individual in identifying, understanding and solving problems that confront him. Counseling can be done by a well-trained counselor. ‘The usual process of career counseling involves facilitating greater self-awareness, linking individuals to resources containing labour market information, increasing awareness of options available (including further study/training opportunities, work shadowing/experience/volunteer work as stepping stones towards long-term goals), assisting with the decision making process, and teaching job search strategies.’(UNESCO, 2002). The Handbook on career counseling by UNESCO (2002) clearly explains different aspects of career counseling such as –
(i) Self-awareness: When individuals are considering career options, it is useful to assist them in attaining greater self-awareness by asking about their interests, values, and skills in order that they might better understand which jobs are suited to them and which ones are not a good match. Someone who is well matched to the job is likely to be more motivated and successful in his/her work, and to enjoy the job more than the person who is poorly suited.
(ii) Labour market information: Individuals need to gather information about the kinds of jobs that are available to them. This kind of information may be found through books or websites, as well as through a labour market information service that tracks current labour market trends and opportunities in the region or country. Along with using books and websites or a labour market information service, students can talk to family members, potential employers, and members of the community to ask questions about work options available.
(iii) Decision-making/ setting goals: In making a decision about the kind of work to pursue, it is important to integrate self-awareness with labour market information to arrive at the best fit for the person. It is often useful to engage in a discussion and weigh the costs and benefits of the various choices. Setting both short-term and long-term goals is also a useful activity for students to engage in.
(iv) Job search: Individuals may need assistance with job search strategies such as writing a resume and cover letter, learning interview skills, and knowing where to look for jobs that are advertised as well as those jobs that are not advertised.
2.4.5. Placement service:
The service implies help to the individual in obtaining employment. There are three stages of this service.
(a) Assessing the abilities, aptitudes and interests of the individual student.
(b) Analyzing several occupations, particularly the ones in which the student expresses his interest.
(c) Relating occupations and abilities
2.4.6. Follow-up service
:
This implies continuation of the guidance given to a particular individual. Follow-up service enables the authorities to check the effectiveness of guidance provided in educational institutions.
2.5. Methods of disseminating occupational/career information
Two types of techniques are vogue to disseminate occupational information to students. They are Group techniques and Individual techniques.
2.5.1 Group techniques:
2.5.1.1 Imparting occupational information as regular subjects: To keep the student up to date with occupational information, it is necessary to impart information regularly. With the accumulation of science and technology, new fields are coming up by fission and fusion. As a result, new occupations and jobs come into existence. Therefore, to keep the aspirants abreast of information related to new occupations, up to date occupational information it is worth to adapt it as a regular course/subject. Further there is revolutionary change in the global work environment with the emergence and adaptation of Information and Communication Technologies. The diversity of employment opportunities demands multi skilled candidates who can respond dynamically.
2.5.1.2.Through career conferences: Career conferences as series of meetings are useful as various professional experts in different occupations participate and make available their intimate knowledge of requirement and opportunities in their field of work.
2.5.1.3. Through career talks: Career talk, on specific occupations, training etc. aim to provide knowledge of the why and how of vocational choices. Talks may be arranged for specific faculties in a college. This is one of the best ways of giving occupational information. The talks may be delivered by subject specialists and experts in different occupations. Some occupational films can also be developed as are available with Directorate General of Employment and Training.
2.5.1.4. Through field trips and visits to places of work: By visiting the places of work students can get first hand information. They can actually watch various processes in various industries and can get knowledge about working conditions.
2.5.1.5. Through library: ‘Library is the heart of any institution. People can get information at one place within small interval of time. By providing a separate section for occupational information in the library the students can have better access to the resources.’ (Bhatia, 2002)
One of the useful ways of organizing job information material in library is to prepare a job folder. A job folder contains all relevant information about particular job at one place. A good job folder describes the activities, duties and responsibilities of the job, the personal qualities and educational requirements for the job, details about special training requirements, if any, prospects for advancement, salary, employment outlook etc.
For selecting jobs to be included in the job folder the following should be considered.
1. Jobs in which most of the pupils are interested
2. Jobs available in the community in which pupils live
3. Jobs which pupils can take up soon after they complete their studies.
4. Jobs in which large numbers of openings are available for those who completed their studies and also those who do not want to continue their studies.
In the library students can get career information from following sources
(i) Occupational abstracts, briefs, guides
(ii) Occupational files and dictionaries
(iii) Career information manuals.
2.5.1.6. Through Display or exhibition: Posters, charts, leaflets, monographs, news letters, notifications of jobs and training courses, advertisements of scholarships etc. may be displayed in the display centre of the college if they have to serve the purpose well. Bulletin boards, display racks, display windows etc may be used for the display of these materials. Posters and charts can be pasted on cardboards and hung in the guidance corner or occupational information room, if there is one. Otherwise, they may be displayed in the reading room or in the classroom, or in the verandah where a large number of pupils are likely to see them. Copies of handouts received from UGC, different ministries and social agencies, University Employment Information and Guidance Bureaus can be displayed for students.
2.5.1.7. Through co-curricular activities: Leisure time activities and hobbies which can be organized in groups can be helpful in imparting occupation information.
2.5.1.8. Through Radio and T.V: Time to time expert talks on different occupations is given on T.V and Radio. If the time of program falls within class hours, then teacher can arrange for Radio and T.V; so that students can get information. If the time does not suit, then teacher can record that program and the next day, information can be given to students.
2.5.1.9. Work Sample project: Project method can also be used for this purpose. A group of students can opt for project according to their interest. The students may spend one or two days to carry out the project of a certain job. This will give them first hand experience and they will be familiar with working condition of that job.
2.5.1.10. E-packages on career guidance: Western countries are using E-packages like SIGI3, SIGI Plus, Discover, Choices, Focus etc. to provide career guidance to the students.
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SIGI PLUS system offers links to the best Web sites with information about colleges and graduate/professional schools. It is a comprehensive, up-to-date educational and career planning program. It helps the user to pinpoint their career options based on their interests, values and education. It searches and creates printouts of occupational information with critical major and education requirements. Provides links to the best educational and career planning Web sites. It also features college and graduate school selectors to help the user to make the best match.
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SIGI3 helps students and other job seekers create a career plan that's right for them. It integrates self-assessment with in-depth and up-to-date career information that is easy to use and provides students and adults with a realistic view of the best educational and career options for their future success. It also helps each user examine key motivators and matches work-related values, interests, and skills to educational and career pathways. Individuals explore a range of options based on their personal choices.
SIGI3 is a rewrite of SIGI PLUS that maintains the content and philosophy of the older product while providing a more modern and more efficient student interface. All of the great features of SIGI PLUS remain (or are enhanced), and navigating through the software is much easier.
Discover is widely used software for career planning in High Schools and Colleges.
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DISCOVER provides comprehensive career planning program, combines the power of research-based developmental guidance model with the convenience of multiple delivery options. It helps the user in their career assessments where by to find out one’s interests, abilities and values. It gives databases of information i.e. occupations, majors and programmes of study, career/technical schools, two – and four year colleges, graduates schools, schools offering external degrees/distance learning, apprenticeable occupations, military occupations. It also covers job-seeking preparation such as contacts, leads, and networking tips, resume writing, cover letter writing, job application preparation and interviewing tips. Related Internet links about occupation-related sites, school/college web pages, financial aid/scholarship sites, resume sites and job openings.
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Another important package is CHOICES which helps in college preparation, choosing a college, financial aid, debt management, college success etc.
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The FOCUS career planning and guidance system is provided by Madisonville community college as a service to their students, staff and community. FOCUS helps to broaden the user’s horizons and map out career and educational goals and plans. It provides the user with a complete picture of their interests, values, personality and skills and leisure activities, using self-assessment questionnaires, interest inventories and personality testing.
These E-packages make it easy for the students and also to the career guidance personnel to get career information and also to direct the student in choosing the right career.
2.5.2. Method of dissemination information individually: Counseling through interaction in person or offline method can be used for disseminating occupational information individually.
2.6. Conclusion
Career information and guidance contributes in building positive work habits and attitudes in graduates. Students need to identify and learn skills enabling them to manage and develop their careers effectively. Some students are able to set clear life goals and devise plans for achieving those goals, but many more are not able to do this without assistance. In the present environment the advancement in the field of information technology opens new vistas in the world of work and careers, hence there is a need for well planned career information and guidance services in the colleges. That paves way for the graduates to meet the ever-changing global labour market.
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Chapter 3
CAREER GUIDANCE IN HIGHER EDUCATION: ROLE OF COLLEGE LIBRARIES
3.0. Introduction:
Education is the process of acquiring general and specialized knowledge by means of study and learning that develop intellectual powers of reasoning and judgement. Human educational growth and development is a life-long process as it includes acquisition of skills for executing various professional and vocational functions.
Contemporary times have witnessed that knowledge is the key factor in economic development and there is a change in the nature of work, shifting away from occupations rooted in industrial production to occupations associated with knowledge and information often called as Knowledge economy. This transformation made the global economy to realize the importance of higher education to acquire the necessary skills and aptitude which is needed to meet the present requirement of the job market. The number of enrolment to higher educational institutions is growing in an alarming rate. Due to this situation the graduate unemployment is escalating as higher education is not geared either to meet development or employment objectives.
Indeed the issue of job skilling has become a crucial theme in the conference and seminar circuits in higher education. And the chorus within academia is chanting a new mantra: ‘make graduates and postgraduates employable’ (Thakore, 2007).
reports that the new survey by the National Sample Survey Organisation (India) shows that the unemployment rate among the educated (secondary and above) was higher than that among those whose education level was lower than secondary in both rural and urban areas. The unemployment rates for females are found to be higher than that for males, and highest among urban females. On the other hand, the unemployment rate was much higher among the youth (15-29) as compared to that in the overall population. It also informs that among the educated youth, the unemployment rate was predominantly high in both the rural and urban areas. As many as 133 youths per thousand are unemployed in rural areas as against 91 in the urban belt. In case of females, the respective figures are 267 and 208 for rural and urban areas respectively. (Global Broadcast News, 2006). There is growth of employment positions in various sectors, but they are looking for suitable candidates. Thus the prevailing situation in the country necessitates focus on career guidance.
The recent past witnesses shrinking of boundaries between countries and cultures. The twenty first century belongs to the global village. People and materials are sourced from one part to the other depending on the requirement and availability. To comply and conform to the rules of the new world order, one has to be equipped with the best of professional education. In this economic scenario there is a need for career guidance in higher education institutions to give the young aspiring minds the freedom to dream and to go after this dream without any inhibitions. There are so many new jobs in the market in the area of Information Technology and Information Technology-enabled services, retail banking, insurance, healthcare and hospitality industries, fitness, entertainment, and education etc. But for all the new jobs being created there still remains millions of graduates unemployed – not for lack of jobs, but unemployability. There are mismatches between the supply and demand of professionals in terms of skill-sets learning and fresh entrants in the job market. Those who step out into the vast cavernous world of work need to look ahead with purpose. There is a need to concentrate on the areas best suited and it requires clear focus on one’s career direction. Career guidance would help one to figure out the necessary skills and to develop according to the jobs/areas that are in demand today, and hold good for the future.
3.1. Career guidance and higher education: an overview
The fundamental right of every individual as enshrined in our constitution is – education. After graduation, the options available are numerous and the right choice plays a very important role in shaping the future and career of the student. Students should be given all available career options, either further study or job. Students embark upon further study for a variety of reasons: for some it is a chance to learn new skills. For others it is simply a way to keep on studying a subject they love. Whatever may be the reasons one must think before selecting a post-graduate course. Those who are aspiring for job, need information on how to search for a job, how to prepare the resume, cover letters etc. In either case career guidance is necessary in higher education.
According to Gruen (1968) ‘one of the major purposes of higher education is to give the late adolescent or young adult college student as much equipment as possible to help him fashion his own orientation toward the world and to help him live happily and productively in the varied areas of life. In recent times many colleges and universities have taken on the responsibility of helping young people develop personally as well as intellectually, vocationally as well as academically.’
Career guidance in its traditional form has four aims and activity areas, known as DOTS (Law & Watts, 1977): Decision making skills, Opportunity awareness, Transition skills and Self-awareness.
Rowley and Purcell (2001) explains ‘students need help in identifying the full range of career options available to them; in assessing their own strengths and weaknesses and formulating realistic career aspirations in order to target potential employers effectively: in developing their competences in relation to the recruitment processes that they will face; and in acquiring the work-relevant skills that employers seek.’
Today most of the western countries provide career guidance facilities at different levels of education. They are free to select the area of work according to their choice, need and efficiency. So they are successful in building a bright future. In India, much focus is not given to this area in spite of some informal efforts. The present generation is finding it increasingly difficult to make a career choice from the plethora of options available for them. Parental and social pressures as well as media influences only serve to make it more complex. To avoid wastage of money and energy and to make use of the valuable human resources, career guidance is necessary. College career guidance cell can work wonders for students if implemented with heart and mind in it. It must be recognized that the achievement of educational excellence is a function of student commitment to personal excellence. When there is commitment, the individual action can be directed to effective decision making, planning and preparation. This demands vocational guidance and assessment. Educational excellence is shaped by and reciprocal to the confidence of students in their ability to pursue programmes that challenge their abilities, provide access to opportunity and rest upon self-knowledge and informed choice. Quality information, flexibility delivery system and active user services are fundamental components of systematic career information development, delivery and use. The goal of education is that individual must be given opportunity to grow so that he gains a sense of self-worth and realizes his uniqueness and his responsible role in the community. According to Watts and Sultana (2003)
“in several countries career guidance services in tertiary education are inadequate or non-existent. Ironically, guidance roles within education tend to be least strongly professionalized in higher education, which is the sector responsible for much of the professional training in the field as a whole. In some countries such guidance as is available is confined largely to choice of studies: the assumption seems to be that students can manage their own transitions into the labour market without any support. This may have been sustainable when their student body covered small academic elite, who normally entered a narrow field of work related to their studies. It is much more questionable when the number of students is much larger and more diverse, and when the links between their studies and the fields open to them are much more complex. There is accordingly increasing recognition of the need to strengthen career guidance services in tertiary education. These include not only central career services, but also developments in the curriculum including career management courses, opportunities for work experience, and profiling and portfolio systems, extending and enhancing earlier such provision in schools.”
Career guidance in higher education should help the graduates to develop career management skills through out the lifespan. Internationally, career guidance is higher on the public policy agenda than ever before.
In USA, an influential model has been developed at Florida State University. Originally developed within the university’s own career centre - a centre open to the local community as well as to the university’s own students (Reardon, 1996; Reardon & Minor, 1975) to provide career guidance to graduates and adults.
The European Commission considers career guidance one of the crucial elements for achieving the four public policy goals related to the Lisbon Strategy: life long learning, social inclusion, labour market efficiency, and economic development. Career guidance is also considered as one of the key levers for open, attractive and accessible learning environments, and for supporting learning at all ages and in a range of settings, empowering citizens to manage their learning and work. The Commission therefore sees effective information, guidance and counseling services as important factors in achieving these goals (Scheerens, 2004).
OECD (2004) in its policy issues reported that “there is little or no career guidance available for many students in tertiary education. Often, services are thin on the ground, with students not having access to the range of services they require to make informed educational and career decisions”
The above reports reveal that policy makers are aware of the existing situations regarding career guidance in higher education institutions.
Brennan et al. (2001) while mentioning about the method of job search among UK graduates states that “the development of services designed to assist students to make the transition from higher education into work has until very recently been a matter left to the discretion of individual institutions. As a result, there is a wide variety between institutions in the visibility of their career advisory services, the extent of the information and guidance that they offer and the professionalisation of their approach. Using the career office of the university or college is a more popular method of job search for UK graduates than for other European graduates.”
In UK according to Watts (1997) many higher education careers services, have moved away from a service centered on advisory interviews to an open-access model, with information rooms supported by brief informal interviews, and long interviews available as a residual resource for those who need it.
In Ireland Tertiary institution provide counseling and career services in different ways. The support system includes lectures, personal tutors, administrative staff, career seminars, counselors or chaplains and student services staff. Access officers have been approved in all third level colleges (OECD, 2002).
3.1.2. Career guidance in colleges: There was a belief that college constitutes a selected group; they did not require the same kind of guidance as did non-college youth. The needs of college youth did not appear to be sufficiently outstanding to arouse widespread public demand for guidance services to meet them.
College students, moreover, seems to need practical guidance in vocational choice and adjustment much less than did non-college youth – for instance, adolescents who had dropped out before completion of high school. In this context, several activities are initiated for career guidance in colleges in both abroad and in India. As a result, the development of guidance received little or no attention within the colleges themselves or from ‘outside’ organizations. For some years, the only group that was greatly interested in this matter was the Association of Collegiate Alumnae. Most of the American colleges concentrated upon the preparation of young men for the profession. Because the number of these professions were limited, the problem of vocational choice was not difficult. Furthermore, in early days the major educational goal was the development of the character and the intellect of young men.
After 1900, the number of college students began to increase rapidly because more and more young men as well as young women wished to obtain the benefits offered by institutions of higher learning. This rise in college enrollments was partly due to the improvements in economic conditions and partly due to the increased demand for college-trained personnel. Because the standards of training for admission to many occupations were rising, it became more and more difficult for young untrained men to get and hold responsible jobs in such occupations.
The increased size of the classes created difficulties of adjustment for many students and it was difficult for the faculty members to get well-acquainted with the students. Teachers were unable to carry on the informal advisement and guidance to students that teachers had conducted almost naturally in the earlier colleges. To meet such conditions as the foregoing, there arise a need and a demand for organized personnel services for all college students.
College and university students are searching for self-awareness. In their quest for a variety of identities, so much a part of the developmental pattern of late adolescence and early adulthood, the task of career identification takes on major significance during the college years. Because of external institutional, societal, cultural, and familial pressures, the question of career identification becomes crucial for college students. (Gruen, 1968)
OECD (2003) review reveals that the changing face of tertiary education – expanded participation; increased diversity, choice and competition – poses major challenges for career guidance that few countries seem well equipped to handle. In tertiary education such services are generally limited both in scale and in focus, and inconsistent in quality. For e.g. the Careers Advisory Services of Trinity College Dublin () provides a wide range of services to students, graduates, academic staff and employers. In general the students get personal advice; students have access to a comprehensive library collection and wide range of online resource material, which are also available elsewhere on campus and off-campus. The college organizes careers days that enable students to make contact with employers to discuss post-graduation employment. It provides students with access to job vacancies, and helps to arrange internships, work experience and vacation employment. Regular seminars are held throughout the year on job-seeking skills, including video rehearsal of interview skill (OECD, 2004).
3.2. Career guidance and higher education – in India
After independence several commissions, committees and conferences have been organized for the improvement of education system in India. New pattern of Education was suggested by Education Commission (1966) and National Policy of Education (1986). The major change is vocationalization of education and introducing vocational courses. The new system of education has increased the importance of guidance services at various levels. Higher level technical and vocational education have been encouraged which requires vocational guidance services at college and university level of education.
3.2.1. Career guidance movement in Indian universities: In India employment opportunities are meager and those that are available are many a time unknown to the concerned persons. It was in 1956 that a Study Group on Educated Unemployed recommended the establishment of Bureaus in universities to provide their alumni with employment information and career guidance. Later, in 1957, the scheme for the setting up of the Bureaus was prepared by the Directorate General of Employment and Training. The scheme envisaged Bureaus to be primarily employment counseling agencies but they could function as placement agencies for professional and highly qualified persons. Besides, a large number of Universities Information and Guidance Bureaus set up in various universities, efforts are being made to open many more such agencies to meet the vocational needs of the youth. The vocational rehabilitation program is also being carried out at the Directorate of Employment, Training and Rehabilitation. Indian Education Commission, 1964-66 has observed in this connection:
“The Employment, Information and Guidance Bureaus of the National Employment Service and the student advisory bureaus which have been existing in a number of universities have been doing useful work. The former have been collecting, compiling and making available to the students occupational and employment market information, information regarding preparation for different careers, training facilities, apprenticeships, scholarships, etc. They have also been helping students in employment. In the absence of counseling service with fully qualified counselors, they have also been offering advice and help to the students in planning their careers. The Student Advisory Bureaus were originally set up by the Ministry of Education to provide information regarding facilities for higher education abroad, but now also provide information regarding facilities in India. Since educational and occupational information is closely interlinked, it is recommended that these Bureaus may be combined to form an information and employment centre which should function directly under the supervision of the Dean of Students’ Welfare.”
3.2.1.1. Functions of Employment Information Bureaus:
(i). Creation of awareness among students – Bureaus create awareness among students regularly according to their present status. They also help them to plan about their future.
(ii). Disseminating information – Guidance Bureaus collect necessary data and information for the benefit of the students. They disseminate this information to students, teachers, research workers and others engaged in the work of guidance.
(iii). Guidance to foreign students – Guidance Bureaus helps foreign students. Such students have special needs. It is also from the university information and guidance bureaus that necessary information regarding educational and vocational centres can be collected.
(iv). Maintaining information libraries – Guidance bureaus maintain educational and vocational information libraries for the use of students.
(v). Adapting tests – The individual lies at the centre of guidance activity. So the bureau requires to collect information or data about the individual. For this purpose they prepare their own tools or adopt standardized tools to suit their own requirement. Bureaus also train persons for the use of these tools on the basis of which guidance can be given.
(vi). Research – Research is an important function of Guidance Bureaus. Research is undertaken to find out new techniques, ways and means for proper guidance.
(vii). Holding orientation courses – Another function of guidance bureaus is to hold orientation courses for the benefit of students passing out of secondary schools or colleges or universities.
(viii). Publishing – Guidance Bureaus perform a commendable function of publishing various career magazines, journals as well as vocational trends. Sometimes literature on employment opportunities is also published and this is of great benefit to school or college leavers. State-level guidance agencies are also engaged in such activities.
Majority of the universities establish their own career guidance programmes and the placement cells established in each college. For example, the Careers Counseling and Development programme run by Student Support Services at Andhra University, Department of Adult and Continuing Education, placement cell. The programme provides a free and confidential counseling service available for all currently enrolled students and on a limited basis for past students of the University. A free service facility is also available to those not enrolled at Andhra University. Student Support Services assists students in various ways like –
➢ Make informed decisions about career direction, related course choices and career planning.
➢ Understand your interests, values and abilities and how these relate to career choice.
➢ Explore possible graduate employment options.
➢ Plan for the job search process.
➢ Determine the availability of appropriate undergraduate and postgraduate study options at university or other relevant training organizations; and
➢ Understand the complexities of general university requirement.
3.2.2. Career guidance in colleges: In relation to the need for guidance in the selection of subjects in colleges Sharma (2003) mentioned that ‘at the time of admission to the college, if educational guidance is provided to the pupils, many of them can be diverted towards more useful activities. This will reduce the burden on university education too. Guidance helps the pupils selecting their subjects of specialization which help later on in choosing their vocation.’
Andhra Pradesh Government has recognized the need for career guidance in colleges and the Commissioner of Collegiate Education, Andhra Pradesh, Hyderabad had issued guidelines (Rc.No.63/AC-III/2000 dated 18/5/2000) to establish counseling wing and career guidance wing in the colleges and also send a letter bearing Rc.No.11/AC-1/2001 dated 11/4/2001 requesting the Principal’s to give a detailed report on structure and functioning of the ‘Student Counseling Centre’.
Different structure of guidance will have to be planned to suit different set-up in colleges. Every college should have a Career Guidance Cell. The basic purpose of Career Guidance Cell is to assist the student community to empower themselves in an effective manner to transform as efficient manpower. Career is an outcome of hard work, consistency, dedication, loyalty and continuous planning. The Cell could undertake the following activities:
• Supply of academic information at Under Graduate and Post Graduate level.
• Guide students for higher educational opportunities in India and abroad.
• Distance education programmes for career building.
• General counseling capacity building.
• Preparation of resumes/Biodata/Curriculum vitae.
• Organizing seminars, lectures, etc.
• Motivation and Career Planning
• Aptitudinal Assessment
• Personality Development and Communication skills.
• Performance levels and Career Planning.
• Maintaining databank of alumni.
The individuals responsible for the education of young people have attempted to meet the need of helping them to find the right career by various techniques. In spite of many efforts, omissions in information exist unless there has been a coordinated service. A complete information service fills this need by providing meaningful information about the environment at a strategic time and in an effective manner and here comes the role of librarian.
3.3. Role of college libraries
Education is an effective instrument which can bring about social changes and renaissance in the society. Education is the largest single activity in the world involving crores of students, teachers and supporters. Necessities, priorities and excellent principles depend upon the development of education. The modern trend in education is to develop a thinking individual who should prove to be a self-reliant person in every walk of life. The aim is to have resourceful, skilled youth who can meet the demands of present day employment market and pave ways for future with their initiatives and innovations. Such a kind of potential individuals can be created only if they are initiated into the channels which lead him in right directions for proper development of his mind. This can be achieved by wide reading, which helps to form independent judgment. This, in its turn, can be attained by having recourse to the vast mine of knowledge contained in the wares of a library i.e., books, periodicals and other materials. The light of education could spread only by bringing to light the hidden knowledge, talent and skills among library users. Library, which is the right medium for accomplishing this task, nourishes the talent, efficiency and experience in man.
While inaugurating the World Book Fair in New Delhi in 1988, Dr. Shankar Dayal Sharma, the then Vice-President of India observed that “a library is more important than a university because a library can function without a university, where as a university cannot do without a library”. Human resource development has been accepted beyond doubt as a basic constituent for building a prosperous and progressive nation and setting up suitable infrastructural facilities is a prerequisite for realizing this goal. In the field of education such facilities include libraries as a basic and essential component. (Nagaraj, 1994).
Different commissions and committees and individuals of higher learning and those who have pondered in thought, speech or writing on higher education, universities and libraries have called the library by impressive terms such as ‘the heart of the University’, ‘fulcrum of university education’, ‘the workshop of the scholars’, ‘laboratory of the learned’, ‘people’s university’ and similar phrases
“Libraries have a central role in education, learning, and vocational training with the purpose of increasing knowledge. The rapid evolution of information and communication technology in the learning field imposes supports and stimulates the re-engineering of the library, and the functions, the tools and the heritage of libraries must therefore be adapted to the new context of study, work and ultimately life.” (Bargellini, ML & Luciana B, 2001)
A modern library is regarded as a service institution, its aim being enabling the users to make use of the resources and services available in the library. This type of library acquires material, processes it and makes it available for use rather than preservation.
There is no need to say that libraries command respect in our society. Their value is acknowledged without reservation and considerable amounts of public money and resources are made available for library purposes. Libraries are the storehouse of humanistic, scientific and technological knowledge. They preserve the records of civilization and of mankind’s achievements and discoveries. Not only do libraries conserve our culture, but as agencies of communication they play an important role in its transmission.
The credit for a good library goes to the librarian. The librarian is rightly called the friend, the philosopher and the guide. The library consists of the trio i.e., the books, the readers and the librarian. The college library plays a vital role in the life of young people who seek the hospitality of the portals of colleges. In order to make the students avail the leisure in a more useful, meaningful and purposive manner; in order to apprehend more comprehensively the subjects they are learning, in order to be more self-reliant; and in order to discover themselves, they have to make a beehive to the college library.
The observations of Kothari Commission (1966) are worth note in this context. The Commission says;
“A collection of books, ever a collection of good books, does not constitute a ‘library’. Given enthusiastic teachers who teach with books, and librarians who can co-operate with them in converting the library into an intellectual workshop, even comparatively small collection of sensitively chosen books may work wonders in the life of students. Without such staff, the most luxurious building or extensive book collection may have no effect at all. The object of library planning is not to build a collection of books unrelated to class-work, laboratory, research and conference room. The object is rather to relate book selection, organization books, conditions of access and all library activities to the daily needs and activities of the academic community, both professors and students. The selection should be oriented towards supporting instruction and research. The teaching and library staff should determine the titles and copies of books to be purchased and periodically work together to discard obsolete books. Many of these can be replaced with microfilm and micro cards.”
Ranganathan (1965) lucidly explains - “In the library, each student will have the freedom to grow at his own speed and along his own lines, to his own fullness, with the help of books just suited to him under the guidance of the teacher and the librarian.”
The face of academic librarianship is changing. While much attention has been focused on the impact of new technologies, new sources of information, and new ways of management, perhaps the most significant change is in the faces across the desk. Students in higher education are becoming more multicultural, their needs and demands shifting, their personal backgrounds and values diversifying. Today multiculturalism includes such factors as race, national origin, religion, gender, age, physical and mental enablement, and socioeconomic status.
3.3.1 Purpose, goals and objectives of college libraries: Library is a central organ of a college on which the entire character and efficiency of the parent body is judged. Primary objective of college libraries is to support the teaching learning program of
the college. College library is considered as an instrument of instruction. In order to fulfill the obligation towards its parent institution, it has to serve the needs and requirements of teachers and students adequately for their studies. Thus, the fundamental function of college library is to support and assist its parent organization to carry out its programme successfully, which is possible if adequate reading resources, facilities and services are made available. Indeed, the goals and programmes of the academic library vary depending upon the instructional and scholarly life of the college. Their objective is –
➢ to meet the curricular needs of the undergraduate students and additional information for the students requirements; and
➢ to provide resources that enable the faculty to keep appraised of the latest advancement in their fields.
➢ further, the college library also aims to make available the standard works representing the heritage and civilization.
The objectives of a library in an institution of higher education, as set out by the Education Commission (1966) are –
➢ Provide the resource necessary for research in the fields of special interests of the college.
➢ Aid the teacher in keeping abreast of developments in his fields.
➢ Provide library facilities and services necessary for the success of all formal programmes of instruction.
➢ Open the door to the wide world of books that lie beyond conditions which encourage reading for pleasure, self discovery, personal growth and the sharpening of intellectual curiosity.
3.3.2. Functions: A college library has certain functions in order to fulfill its objectives. Some of them are listed out by Kaul (1965). They are –
➢ To secure, organize and service books and other materials required for instructional programme.
➢ To provide the reading materials for keeping the teacher abreast of their field of teaching and to do individual research.
➢ To instruct students in the effective and efficient use of library and library material.
➢ To encourage students to develop the habit of self education in order that books and libraries may contribute to their intellectual development.
➢ To co-operate with other libraries in the community, region and else where.
3.3.3. Services: At present a college library generally provides the following services to its users –
o Circulation of documents – Books, Periodicals, Newspapers etc.
o Orientation to new members
o Inter-library loan service
o Personal assistance to locate reading material
o Helping to use the catalogue/classification or shelf arrangement etc.
o Bibliographical services.
o Current Awareness Service (CAS) and Selective Dissemination of Information (SDI) services.
o Reprographic services.
The main purpose behind all the services offered in the library, will consist of ensuring that users are given access to academic, community and social information, as well as to entertainment. Even in the changing scenario some of the services like loan, reference etc. will remain.
Wood and Walther (2000) mention that “the move toward digital collections and services forces librarians to focus on helping users:
o navigate the Internet;
o understand unorganized sites;
o consider certified sources on the Internet.
3.3.4 Users: The primary users of a college library are teaching staff, students and other supporting staff. Each cadre will have varying information requirements.
3.4. Library as a Career Information center
Contemporary times have witnessed gaining importance of career information particularly in this era of knowledge assimilation, where managing one’s career is the major decision in an individual’s life. Career information is available early on in most schools, colleges and universities in Western countries as evident from the literature; no comparable situation exists in India. Until recently our educational system gave much importance to imparting knowledge at the academic level and at the same time it neglected the area of equipping the students in basic skills to face the challenges of this fast changing world of work. The multidimensional proliferation of human activity circle has necessitated changes in all aspects of library work. One significant aspect, thus far virtually neglected is the career information, which has increasingly vast scope in the library work, particularly in college libraries. As high technology social institutions, libraries and information centres have the responsibility of providing right information to their clientele at the right time. Collection, storage and dissemination of information are the major functions of library or information centre.
“The timing of information delivery is critical and more potentially interested and influential parties could usefully be targeted. Good delivery depends on the skills of guidance professional - skills which training might enhance. Information publishers might usefully be persuaded to produce material of more help in guidance quarters. Career choice must be recognized as the result of various influences, but in an educational context careers information deserves a more central role” Greer (1993)
According to Hodkinson (1998) “good quality guidance and better information can help most young people to make correct career decisions.”
Leide (1981) expressed that ‘librarians are now recognizing that they are the information experts and that they have a vital role to play in guiding the users through the complexities of the information explosion’
This can hold good in the case of career literacy too. Now there is lots of information available in print and non-print forms and also many web sites are there to give career information. As an information specialist a college librarian can help the students to get the right information at the right time.
Generally the library has been identified as the logical location for the storage and dissemination of information. Hence the library provides an ideal environment for career guidance but its effectiveness will depend entirely on proper planning, direction and organization. In one respect the library may be regarded as a medium for implementing guidance; in another respect it may be considered as the main functionary of group guidance procedure.
National Assessment and Accreditation Council (NAAC) (India) in its ‘guidelines on quality indicators in library and information services: affiliated/constituent colleges’ mentioned that library is the fulcrum of support for the entire range of academic activities on an educational campus. In today’s high-tech learning environment, the library as a learning resource is taking up increasingly more academic space and time in the life of a learner.
National Assessment and Accreditation Council (India) has after wide consultations evolved a set of guidelines on quality indicators, to help academic libraries to be always in their best form. Under best practices for libraries it suggests “providing career/employment information/services” (NAAC, 2005).
Bhatia (2001) pointed out that ‘library is the heart of any institution. We can get information at one place within small interval of time. There should be a separate section for occupational information so that student can utilize the library more easily.’
3.5. Nature of career information collection in higher education institutions
Career collection is a special reference section for career planning. This browsing collection includes encyclopedias, books for career exploration, resume writing, interviewing, career change and general job search information.
The National Vocational Guidance Association of USA has categorized various career information sources into the following categories –
“1. career fiction, 2. biography, 3 single job information 4 job family information; 6 jobs in specific business, industry or services; 6 recruitment literature; 7 orientation – world of work; 8 special groups; 9 bibliography; 10 directory; 11 financial assistance; and 12 other types”. (Norris et al 1972)
It is important for a career resource center to have specific resources available for students so that they can access information independently to help them in their career decision – making. The amount of resources available depends partly on budget as well as availability of such resources.
The resources can be in the form of
• Books: those that provide information about different types of jobs such as educational requirements, amount of pay and description of the work. The information should be up to date.
• Videos: Videos can be made available on various career topics for students to watch. Videos can be on the topic of interviewing skills, where student can watch examples of how to answer questions in a job interview situation.
• Well-classified information on careers/jobs: Related jobs could be grouped together. This information should be up to date, relevant, easily accessible and reflective of the nature of the work world and current possibilities for students. There should be information regarding self-employment, part-time work, contract work and managing career transition.
• Career tests/assessments: In career counseling, career tests and assessments are often utilized to provide information regarding variety of areas, such as interests or personality style.
• Colleges and universities calendars: Colleges and universities typically print calendars describing programs offer. It is useful to have local, national and international information regarding the various educational programmes that are available. These resources can be accessed through CD-ROM or the Internet.
• Electronic Resources: CD/DVD collections with textual and videos on interviews etc. A number of career guidance systems are available on CD that can be purchased. Career Search, an online database for career information enables users to develop customized list of employers.
• Web-based information: Through the Internet, individuals can easily obtain career information from all around the world. There is also CD-ROM or web-based career guidance systems that may be purchased. Website addresses are almost endless.
Besides conventional print media, increasingly large numbers of sources are now being brought out in audio-visual media. Career related information communicated via audio-visual media can often provide a refreshing break from traditional resource materials. Career Search an online database for career information enables users to develop customized list of employers.
The study undertaken by the Organization for Economic Co-operation and Development (OECD) (2003) revealed that much information is on Information Communication Technology (ICT), which is either on CD-ROM or increasingly on the Internet. This has many advantages:
• It is easy to link different types of information: information on education and training on the labour market, on the content of jobs. Thus ICT offers an opportunity to address the common problem of poorly integrated career information.
• The information can be updated quickly at minimal cost, especially when web-based.
• The information can be readily linked to personal assessment tools.
• The information can be designed so that it is easier for individuals to search and navigate through it than in the case of print based career information.
3.6. Organization of career information in libraries
Information regarding various careers should be organized in a proper way. To facilitate organization the library should be centralized as a special guidance reading room where students can find up-to-date pamphlet material, books on how to get a job, how to improve ones personality; college catalogues and university directories. On the other hand the library may be decentralized; each classroom is equipped with a bookshelf of guidance material. A combination of these two organizational patterns is desirable.
In the libraries students should be able to find vocational information in books, on bulletin boards, exhibits of book covers, in pamphlets, in magazine articles.
Included in library materials are the special studies and government reports. The Dictionary of occupational titles, articles clipped from current magazines and newspapers dealing with occupational information are useful.
All library materials except books, magazine and catalogues can be placed in file folders and labeled with the name of the vocation or the field of which it applies. Information regarding the subject located in books, magazines and websites can also be placed in the folders.
Documents should be classified and kept in a separate shelf for easy access and perusal. It will help the students to get right information without wasting time in searching for information.
Turner (1979) pointed out that the “nature of career information source is very complex. Most of them are ephemeral and quickly replaced. They include, leaflets produced by professional and track organizations and employers; broadsheets written by the career service (locally or centrally) and prospectuses for educational institutions.” So there is a need for constant updating of career information. Library staff should take special care in this regard so that students can receive latest information on careers.
3.7. Career Information services in higher education institutions
Career information services by libraries can energize the graduates who stand in the threshold to step into the world of work. In today’s global economy successful societies will be those that can develop, manpower suitable to ever changing circumstances and adapts flexibility. Higher education has to be the centre of the manpower production. It has an important role in equipping individuals to face the future with greatest self awareness and improved ability to adapt to a variety of opportunities.
Information service is that part of a program of guidance services devoted to an analysis of the current and future environment of the student with emphasis upon information that is occupational, educational and social. It is the organized programme concerned with the identification, evaluation, and presentation of relevant information in all three information areas. Information and guidance services must provide accurate information on future educational options; develop young people’s understanding and realistic knowledge of the world of work; and assist them to make satisfying job choices. Some young people can make confident educational and job choices with little assistance, but others need more intensive and often individual assistance. Some youngsters also require assistance with study and personal difficulties during the transition phase in order to benefit from career guidance and information services, and others need help in the process of job search. These tasks further complicate the demands made upon information and guidance services, raising difficult questions about the organization and delivery of information and guidance, about roles and responsibilities, and about qualifications and training.
3.7.1 Need for career information services: Students who undergo different courses in different subject are in need of specific career information in their field of knowledge. In India majority of students are finding it difficult to get career information for the following reasons.
- globalization and liberalization of economy.
- technological changes in the society.
- opening of new avenues in different work area.
- users are not aware of available career opportunities.
- proliferation of career information sources.
- lack of awareness of available career information sources.
- users are not specific in their need for career information.
- career information sources are not easily available.
- career information sources are costly and majority of the users cannot purchase them.
- availability of Web based career information, to which some may not have access.
- exponential growth of career information on the World Wide Web.
- career information sources obsolete very fast.
- it is necessary to update career information sources every now and then.
All these problems contributed to the need for an intermediary to collect, organize, retrieve and disseminate career information to the needy. Already libraries are providing information services and they also are meeting the career information need of their clientele in an unorganized manner; but still there is a necessity to improve and provide right information to the right person at the right time to fulfill the career information needs. The library being a social institution should rise up to meet this challenge, considering the signs of the time and library staffs have to equip themselves to face this challenging task. Most of the libraries are providing only routine and traditional services. Serious effort to develop new products and services to cater to the actual and emerging career needs is still quite rare.
3.7.2 Methods of disseminating career information: Most of the libraries are providing only informal services. There is a need to develop new way of disseminating career service to meet the present needs of the users.
Modern libraries provide a number of services to meet the current as well as anticipated needs of their clientele. Apart from the routine services like issuing books and providing reference service, many of the libraries today provide user oriented services like current awareness service (CAS), selective dissemination of information (SDI), retrospective search services, data services, information repackaging and other similar specialized services.
In United States, Great Britain and other European countries, where public libraries and academic libraries consider career guidance as one of their major services. The Curricular/Career Information Services (CCIS) of the Florida State University is a typical example of career guidance service in an academic environment (Clack, 1979). Another example is State library of Queensland’s Online Service, which includes links to dozen of useful web resources about various topics.
Columbia College Chicago Library has a career corner. Here current career related books which cannot be checked out and so are always available for browsing. Its collection includes – career or vocational guidance, Job hunting or job hunting skills, Interviewing, Resume writing & Cover letters, Internships, Summer employments & Work/Study abroad, Financial aid, Scholarships & grants, Test study guides for GRE, GMAT, LSAT, CAT, TOEFL. The specific field of collection includes – Art & design careers, Management, Careers, Dance careers, Film/Video careers, Marketing & advertising careers, Music/music business careers, Photography careers, Radio & Sound careers, Teaching careers, Theater careers, TV careers, Writing careers which includes fiction, non-fiction and poetry etc.
University of Strathclyde Library (Jordanhill Library) provides career guidance and vocational development to its users. Its career resource cover the following topics – Career choice – getting started, Labour market, Postgraduate study, Graduate occupations, Vacancies, Job seeking skills, Summer/Gapyear/Voluntary work/Employers, Working overseas, Equality issues, International student issues.
Post graduate study resources include UK Postgraduate prospectuses, Course directories (including internet access to course Discover Online) and funding information and also provide general help and advice about studying in USA. Under Graduate Occupations it provides information on a wide range of occupations, covering the nature of the work, means of entry, training, career prospects, professional bodies etc.
University of Illinois at Chicago’s library got an electronic reference shelf for career and job information which includes career sites, statistics, salaries, resumes etc. Northern Illinois University Library has web sources to provide career information which includes information on career and job planning, occupational information, specific profession – databases, and websites for resumes/cover letter, interviews, Internet job and career information and Internet company information.
Beaver Campus Library has books like occupational outlook handbook, encyclopedia of careers and vocational guidance etc. It also has a career information center which contains information on 2000 jobs, Electronic resources and web resources about careers.
Arrowhead Library System, Janesville, Wisconsin, Arizona State University Library (Fletcher library), University of Houston – Down Town, University of Tennessee Libraries etc too have their own websites to give information on careers.
In a country like India, where the unemployment problem is very acute, almost every one of the educated unemployed and those who are undergoing education in various higher educational institutions are engaged in the preparation for various competitive examinations. Some public libraries such as the Connemara Public Library, Chennai and majority of university libraries have a separate wing in their reference section primarily meant for those who prepare for civil service examinations if not a separate service department. However college libraries are far behind in providing systematic and efficient career information services to the users. Recently government and public are aware of this need and trying to help these users by starting career corners or career guidance cell in colleges too. It is high time for public and academic libraries to think of providing career information services more effectively covering a wide range of users. Some of the important methods which a college library could follow are:
3.7.2.1 Career Awareness Service: Information has a very significant role in helping people to make career decisions (Greer, 1993). Career information appears in a variety of media and primarily it is the responsibility of public and academic libraries to collect, organize and disseminate such information in an efficient and effective way. Jalaja and Dineshan (1997) proposed for Career Awareness Service in the library.
“Career Awareness Service is a sort of reference service. It provides information regarding a particular job on request. In this sense, Career Awareness Service is a Current Awareness Service. It alerts the potential candidates, to the current employment opportunities in various sectors.”
The methods used in providing current awareness service can be useful for providing Career Awareness Service too. The methodology followed in organizing the Career Counselling Information Services of the Florida University sets an example in this context (Clack,1979). Lary (1984) examines the need for a career materials centre in academic institutions. Among the different methods for CAS, the most efficient and acceptable ones are –
i. Notification Lists: By this method a user can be alerted to the posts/courses relevant to him advertised. The name of the periodical in which the advertisement appeared along with date and page number of the periodical is to be sent to the user. A user profile consisting of the name, qualifications, experience, job preferences, etc. of each user has to be maintained for this. A post card/e-mail can be used to give information about posts advertised.
ii. Current Awareness Bulletin: In this method, the library has to scan the relevant periodicals and other sources of current information received in the library and identify the employment notifications/competitive examinations/entrance tests etc. relevant to its users. The details are to be collected and classified under various categories of jobs/courses and within each, further grouped on the basis of headings such as government sector, semi-government sector, private sector etc. Announcement regarding applications for different competitive examinations and courses in universities and colleges also can be included. The list can be photocopied and circulated among the users.
This bulletin may contain the name of the post, qualifications and experience required, age limit, scale of pay, address of the employer, mode of applying, proforma of application forms if any, last date of receiving application etc. A brief description of the establishment can also be provided. Index may be provided on the basis of qualification required for the post.
iii. Newspaper clipping service: Newspapers are considered to be the most potential source of career information since most of the vacancies are advertised in newspapers. Libraries provide a variety of information services based on newspapers, one of which is newspaper clipping service.
In this service, each of the newspapers subscribed by the library is to be scanned and the job advertisements, information regarding various competitive examinations, admissions opportunities to different higher educational institutions etc. is to be identified. These advertisements should then be cut and pasted on a sheet of paper. After arranging these cuttings photocopies can be taken and circulated among the users.
The success of career awareness service depends mainly on the timeliness, since the life of such advertisements is very short. Considering this as a very responsible job, knowledgeable and efficient persons are to be put in charge of this service. If promptly and efficiently organized, this service would be the most sought after among the information services in a library. As the modern librarian is well qualified and equipped with all technical knowledge and information he/she can play a major role in providing career awareness service in academic libraries.
3.7.2.2 Selective Dissemination of Information for career seekers: Selective dissemination of information (SDI) is aimed at providing relevant information according to one’s choice and requirements (Guha, 1983). The career/job interests of the college students range from further educational and job facilities of top class services like Indian Administrative Services (IAS), Indian Police Services (IPS), and Indian Foreign Services (IFS) etc. to the lower clerical cadre in the government sector and various placements in the private sector in the home country as well as in foreign countries. According to their interests they can be grouped in order to provide the relevant information about education and job opportunities. The same technique of providing selective dissemination of information (SDI) to scientists and researchers can be used for providing SDI service to career seekers in a computerized environment. The main activities involved are the creation of user profile and document profile, matching, notification, feedback and readjustment.(Jalaja and Dineshan, 1999).
i. User profile: The preparation of user profile in this context means representation of interest field/job according to one’s qualification, taste etc. For this the career seekers are to be interviewed and asked to express their specific choice.
ii. Document profile: This profile can be represented by the terms for specific courses/jobs advertised, the institution/sector where the opportunity available etc. Whenever new advertisements of educational information/job vacancies appear in various publications, they are to be added to the computer database of educational information/job opportunities using standard terms.
iii. Matching: At regular interval the match between the profile of career seekers (User profile) and the profile of career information (Document profile) are to be determined. As these notifications have only very short life span, the matching has to be done at the shortest possible intervals, preferably daily. The matching is done by the computer.
iv. Notification: If relevant match between the interest of the career seekers profile (user profile) and the career information file (Document profile) are found that is to be notified to the career seekers. The notification may be a list of advertisements with details of the publications in which they appeared.
v. Feedback and readjustment: The user (career seeker) is expected to answer the questions relating to the relevance of the notified items. When the feedback is received in the library, it is to be analysed to find out whether necessary modifications in the user profile are necessary. If the notification is relevant, it is safe to continue with the present profile.
3.7.2.3. Internet services for career seekers: The internet is becoming a complementary resource tool for career planning and job searching (Anderson, 1996). The employment resources on the internet are diverse and to get comprehensive listing of jobs and other career building information, one has to explore all its possibilities. (Crumlish,1998). The different types of career information available on the internet are the individual company web sites, career hubs (web-based job search databases), web sites for particular types of jobs, job matching etc.
The internet is useful for career seekers in various areas such as browsing of different web sites devoted for career related information, publishing personal resumes, communicating through e-mail etc.
3.7.2.3.1. Browsing the web: The job and recruitment information are increasingly available on the internet. (Anderson, 1996). Most of the important web search sites have special section devoted to jobs, careers and employment issues. All the major search sites such as Yahoo, Excite, Infoseek, Lycos etc, present employment information in a specific way (Crumlish, 1998).
3.7.2.3.2. Publishing personal resumes: One of the most important advantages of the internet is that, job seekers can even publish their personal resumes through the net where prospective employers can look at person’s qualification (Anderson, 1996). One can create a simple home page describing the qualifications, experience, competence etc. and the photograph. The probable search terms employers will search for specific type of employees, are to be used for the title of the web page (Crumlish, 1998). This will help the career seekers as well as the employers to get the correct match. Job seekers will, thereby, get the right positions and employers will get the right persons.
3.7.2.3.3. E-mail: Another important application of the internet in career selection is through e-mail. Job seekers can establish an electronic presence in the job market in the form of resume file that can be sent via e-mail. This personal resume can be circulated through job banks and prospective employers’ web sites. The most important advantage of having an e-mail address is that job seekers can communicate with the employers in a speedy way regardless of their location. More over there are group discussions through listservs and bulletin board system on career and job related topics (Anderson, 1996).
It is evident that career related information has a great demand in a country with crucial unemployment problem. In addition to providing various resources generally available in all libraries, in the electronic environment, libraries can provide various services to career seekers in a speedy way. The internet facility is a great boon to career seekers as it provides information about employment opportunities in a global level. Modern libraries cannot abstain from providing such services as long as they have social commitment.
3.7.2.4. Career information literacy: There is a need to create awareness among the graduates regarding how to search, evaluate, and select career information from the vast ocean of information. They should be educated about the requirement of labour market. Those who are involved in career information literacy should have some foresight to learn the future demand in the job market arena. Students, especially the first years should have an opportunity to attend these classes/seminars to make decision about the courses to be taken and also in the selection of their future careers. As we are in an internet era graduates have to learn how to search the web sites and also which are the important sites they should look in for career information. It is necessary to conduct courses in soft skills such as oral and written communication skills, resume writing, cover letter writing, web searching, sending e-mails, sending attachment files, posting of resumes in the net, etc. Present day librarians are information specialist and they are not only store keepers and providers of information but also they are teachers who can guide and direct the youngsters in all the above activities. Librarian can conduct seminars or tutorials to help the students to develop self knowledge – i.e. skills to maintain a positive self-concept, effective behaviors etc., to facilitate educational and occupational exploration – skills to enter and participate in education and training, skills to participate in work and lifelong learning, skills to locate, evaluate and interpret career information, skills to prepare to seek, obtain, maintain and change jobs etc., and to plan careers in which to develop skills to make decisions, understanding the impact of work on individual and family life, skills to make career transition and also to have leadership skills, teamwork skills, management skills etc., so that they will become productive and efficient members of the workforce.
3.8. Role of librarian in the knowledge society
From the ancient time librarian was custodian of books and his main work was to preserve them. It was not until the 19th century that library collections became universally accessible and library science began to codify standards for describing and organizing resources and librarians began to move beyond merely keeping and preserving books.
“Now, libraries are transforming rapidly to meet the demands of the e-age. Terms such as cybrary, hybrid library, virtual library, and digital library frequently appear in recent library literature to characterize today’s academic libraries. As the internet is becoming increasingly the basis for the student educational experience, academic libraries should emphasize online delivery of resources and services to keep the library a viable and relevant part of student educational life. Changes are taking place in all functional areas of libraries, as libraries are moving away from being only “a place” to “a collection of services”.(Hua Yi, 2005).
Librarians are part of a global world that is increasingly being shaped by electronic networks and information technology. They are also influenced by professional organizations, educators, senior practitioners and role players from other industries such as IT, Publishing, Software and Database industry.
Librarians have to secure a future in cyber space among cybrarians, web masters, knowledge managers and knowledge officers. They have to deal with a growing number of contexts for information like e-commerce, competition intelligence, as well as growth in the information needs of ordinary citizens. At the same time librarians are expected to deal with the needs of the digital divide, the information poor and the illiterate. Between the rich and the poor, the haves and the have-nots, demanding business related needs and survival needs, wireless access and Internet connections and a lack of basic electricity supplies, librarians must see their future role and position. Librarians should strike a balance between the traditional role and the new roles.
Fourie (2004) listed out few examples of current developments that may influence the role of librarians.
- increasing pervasiveness of the internet and the rapid development of digital libraries
- A shift in service orientation from just in case to just in time, to just-for-you.
- Growing emphasis on client relationship management.
- New information sectors and information users.
- Changes in the reasons for information seeking and how information is used.
- Increase in access to document delivery and customer service.
- Move towards collaborative work and collaborative learning.
- Increased demand for teaching by librarians (e.g. information literacy, information research skill, and media literacy.)
- Need for services for remote users and distance students
- Move towards problem-based and resource-based learning.
Services have continued to develop into the myriad of activities now found in most academic libraries. In addition to the original ‘sole’ service – circulation of materials, including inter library loans, following other major services are reference information services, including bibliographic instruction, all technical process with their objective of delivery of services for users; and provision of space and facilities. Librarians are now recognizing that they are the information experts and that they have a vital role to play in guiding the users through the complexities of the information explosion.
Fourie (2004) mentioned some of the important roles of librarian in modern society such as –
3.8.1 Cultural role: Since early times librarians have been associated with cultural role in the promotion of reading. Now this has changed in to helping the users to use the internet effectively.
3.8.2. Teaching role: For a number of years the teaching role has been strongly promoted. It includes library orientation, bibliographic instruction and the teaching of information literacy, information research skills and media literacy. This role seems to be expanding to include the stimulation of social networks and collaborative information seeking and use, the actual use of information, in decision making, and training program for remote users.
3.8.3. Provision of access to information: The role played by librarians in the past in providing information has changed to one of providing access to information. This requires the selection of information (e.g. electronic collection, intranets and portals) the offering of access services to remote users, as well as new types of tailor-made information services. This bring to the fore the need for electronic document delivery services.
3.8.4. Space provision: Although there has been a move from the provision of physical library building to virtual libraries there will still be a need for libraries physically designed to function in the electronic age.
3.8.5. Negotiation/lobbying on behalf of users: There is a strong need for librarians to negotiate for better infrastructures for the information poor, to see to generally accessible global information infrastructures, to take care of the information needs of the poor and to act as information advocates within organizations and communities.
3.8.6. Publishing role: Apart from Website and intranets librarians also have to publish web training materials, help sheets, training manuals and subject guides.
3.8.7. Advising role: There will be a growing need for librarians to offer advice on issues concerning copyright, intellectual property, information standards and standards for information organization, Information management and knowledge management.
3.8.8. Project management: Effective time and project management is important in website design, intranet design and the development of digital libraries. This also requires the ability to collaborate with other role players.
3.8.9. Information organization: Subject access to a variety of information types is more important than ever before. These include access through websites, intranets, Web-enabled databases and portals. This will require information organization through indexing, classification, cataloguing and abstracting, as well as tailor-made information system for specific target groups.
3.8.10. Information retrieval and researching: Although the threat of disintermediation as a result of end-user searching has been debated for many years, there is strong evidence that information retrieval will be a core role for librarians – even more so with the growing demand for information in daily decision making and information seeking by ordinary citizens.
Librarians will also require service orientation. User-centered services have the mission of enabling people to seek meaning in an information-rich environment. The information service will however have to go beyond the interface to reach the user.
To play this new role the librarians ought to possess certain skills in information management, editing, information organization, value addition, customer relationship management, general management, IT project management, people management, budgeting as well as political, business and financial skills. Generic skills such as creativity, ability for risk-taking and self knowledge are also important.
The modern library is the focal point for housing all kinds of information that are to be utilized in the preparation of youth for the future. It becomes not only a vital element in the information service but it may well be the major resource reservoir from which the entire program must evolve. In the present networked environment libraries are extending their service in career literacy too.
3.9. Role of college librarian in Career information
Norris, et al. (1972) pointed out that “the library is the logical location for the storage of most of the information needed to provide career information service. The library staff is trained to provide effective service and there by, can add a significant component to the guidance program which usually suffers from lack of an adequate number of staff members.”
In supporting Norris’s idea Anderson (1992) mentions that in making career decisions, one needs right information at the right time. Libraries are one of the logical service providers for this role. Libraries with their strong core collection, knowledgeable librarians and modern technology can enhance the delivery of needed career information.”
Providing effective career resources is part of the mission of libraries on most college campuses. As the nature of career information documents are different from the ordinary subjects’ documents they should be organized properly. Librarian with his training and knowledge in the field of organization and management can do this work effectively and efficiently. At the same time there is a need for cooperation between librarians and career development professionals. This is strongly stressed by Anderson (1989) when he mentioned that “Cooperation between college librarians and career development professionals can strengthen available career information and enhance access, make career development professionals better counselors, and extend relevant library services to their clientele.” The same views are seen in McCarthy (2001) when he states –
“with in both education and labor market sectors across countries can be found a range of occupations and roles which support guidance workers in achieving the program objectives of guidance services. Examples of these are Youth Information Officer (Ireland, Romania), Information Officer (in tertiary/higher education), and Librarian. While many may possess training and qualifications related to information science and/or communications, their support role in the guidance service is learned on the job and without any foundation in educational or vocational psychology. Given the information explosion arising from the Internet, it is likely that such persons will increasingly play a key role in mediating information for guidance support purposes.”
Norris, et al (1972) opined that “The key personnel involved in the selection and use of the information should be organized into a formal unit. The exact personnel will vary but the librarian, counselor, vocational education coordinator and teachers of key guidance units should be represented”
Even in the earlier studies too some of the writers have mentioned the role of librarian in guidance. For example Willey and Andrew (1955) pointed out that –
“Without the cooperation of the librarian, it is very difficult to disseminate occupational material effectively. Librarian is in a unique situation to make a valuable contribution to the guidance program. In order to increase student’s awareness of guidance, many librarians in foreign countries have established guidance libraries, browsing tables, and special reading rooms devoted to stimulating information.”
College librarian has a definite role to play in the career guidance as they are working with all source of information and holds the key to the world of knowledge. Here the librarian can be the leader or can collaborate with other members in the guidance cell by helping them to get the necessary information.
Career guidance has been given prime importance in educational programs of Andhra Pradesh, for example career options for school children has been emphasized by Social Welfare Schools and specified the role of librarian.
“The social welfare residential schools cater to the needs of students coming from weaker sections and rural areas. These students have little information about various career options available in the society. So the society schools are provided with qualified librarian. These librarians are trained to enable them to take-up the role of career guidance counselors in the schools, in addition to their duties as librarian”
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Therefore, government has recognized the role of librarian in career guidance and the need of the hour is to extend the concept to higher education also.
To conduct guidance job efficiently librarian should train himself. In this regard Wiley and Andrew (1955) opined that to perform efficiently this role in the guidance program, the librarian should –
1. Familiarize himself with the services of the guidance program.
2. Secure and file unbound occupational and educational information.
3. Maintain an “occupational shelf” for bound materials.
4. Make the library a laboratory for pupils seeking guidance materials.
5. Acquaint counselors and teachers with new guidance materials reaching the library.
6. Cooperate with administrators, counselors, and teachers in making the library of service to pupils and staff members.
Unless the sixth duty is efficiently performed, the librarians cannot contribute their most valuable function. Though college and university libraries play only a partial role in providing career information, they are generally an underused resource. Cooperation between college librarians and career development professionals can strengthen available career information and enhance access, make career development professionals better counselors, and extend relevant library services to their clientele (Paula Quenoy 2003)
Collaboration between career services and libraries strengthens the quality of services for each entity and provides greater access to information for students.
According to Fourie (2004) to carry on their role the librarians should focus more on affective skills and characteristics such as –
- enthusiasm for life-long learning and new roles.
- will-power (because nothing will come easily)
- assertiveness
- creative thinking
- self-confidence
- innovativeness.
Innovativeness is an important characteristic in internet use and shaping attitudes (Finlay and Finlay, 1996)
Above statement explains that information officer/librarian have a role to play in college career guidance service.
Lynch (1994) also mentioned that “career related information appear in a variety of media. Collecting, organizing and disseminating such scattered information need appropriate planning and the use of modern technology. In the era of electronic information, librarians have to play different roles as a maintainer, interpreter, trainer, enabler, liaison and advisor.”
A librarian who is well versed in the field of information sources and services shall, in addition to indicating the location of material in the library ‘be able to provide guidance in identification of education on training experiences, in noting agencies which offer such opportunities, in indicating organizations to which one would write for additional information, and in suggesting other career choices which share similar preparations’ (Lary 1985). He is able to provide this intellectual assistance by virtue of his professional education and experience.
As the librarian is used with the techniques of current awareness service and selective dissemination of information it would be easy for him/her to provide career information by making use of the electronic media. Present day librarians are trained in information technology so they can make use of the fast developing internet facility for providing effective career information services.
To prepare young people to live in the world of tomorrow librarians must collect, organize and provide access to as much information on general career guidance as possible and as much information as possible on specific careers. College catalogues, professional careers information, and even post-graduate information should be available for maximum efficiency. In addition to career-oriented information, career resources also would include materials on clothing suggestions, business etiquette, resume preparation, and interview techniques. This means that every youngster should be given an opportunity to make occupational, educational and social decisions based on valid information which has been presented at an appropriate time in his development. If this is done there will be an effective information service which all may be proud of.
Librarian also should have specialized training and be able to provide specific information to individuals such as how to put together a resume and cover letter, what to expect in a job interview, how to find a job, and how to use the resources in the career counseling centre. Librarian may conduct workshops about these topics to groups of students as well as to advise students individually.
Librarian should be approachable, friendly, and interactive. As information specialists they are able to identify, analyze and assess the suitability and value of information relevant to career information. They are the right persons in:
- identifying, assessing, selecting and ordering information sources and material in both print and electronic formats.
- Organizing, classifying, maintaining and storing information, often using computer applications for access and retrieval.
- Searching for information, using paper, electronic format and the web.
- Answering information enquiries from service users.
- Providing information support to other guidance personals
- Marketing, advertising and publicizing the services
- Planning and giving presentation and information to students.
As a career resource person librarian can:
- help the students to explore various occupations
- provide current career and job market information
- facilitate the development of life career management skills,
- help students select appropriate work situations
- assist in the development of the life long career plans.
The role and importance of the library / librarian in the information service has taken on increased significance with the recent advent of innovations in the methods by which information can be made available. Modern technology has produced a wide array of mechanical system for the storage and retrieval of information that may eventually replace many of the materials and techniques of the past. General goals of computer technology in the information service are:
- increased the amount of informational materials
- Make the information available to more students
- Increase the accuracy of the information
- Make the exploration process more appealing to the students.
- Multimedia innovation – the same set of circumstances that triggered experimentation in computer technology resulted in a rash of projects using many different approaches to career development analysis. It is very easy to prepare PowerPoint presentations. Librarians can make use of this facility to provide career awareness service to the college students.
Some of the important web sites for career information are given below –
bfit.edu
adm.uwaterloo.ca/infocecs/CRC/manualhome.html
bgsu.edu/offices/careers/process/process.html
about/default.cfm
index.html
gradlink.edu.au/gradlink/home.asp
gsystems.ari.es/fadaecal
For job search following sites are helpful –
3.10. Conclusion
The provision of career information and guidance through out a citizen’s life has become an issue of great importance world wide, as societies prepare themselves to meet the challenges that the transition to knowledge based economies represents. Western countries are undertaking so many research activities in career guidance as guidance being seen as a key tool facilitating personal development and employment in relation to the need for a constant engagement with learning and training. Information is at the core of career guidance and education; indeed, it tends to prevail over other guidance function. From the point of view of the client, information should lead to improved knowledge about the self, about the job market, about education and training opportunities. One can without doubt say that as an information organizer and provider librarian can play major role in career guidance activities of colleges.
In an academic institution library is the focal point from which staffs and students are energized and strengthened with the power of knowledge. College libraries should extend its support in all sphere of knowledge and by providing career information in the library it will be helping the users to have an aim in their lives. A qualitative career service can help the students/graduates to find out their interests and abilities and to attain their dream job in the society. As a qualitative career resource centre college library can take pride in the development and well being of its users. To achieve this library staff should strive and adapt according to the signs of the time. It is necessary to provide career information through variety of services to the graduates so that they will be equipped with the knowledge about how to seek, evaluate and select career information and this will lead to better decision making for high quality life.
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Chapter 4
LITERATURE REVIEW, STUDY DESIGN AND METHODOLOGY
4.0 Introduction
In this chapter a careful review of the earlier studies carried out in the present area of research work has been presented. The literature review has been discussed under two headings – ‘career guidance programmes in higher education’ and ‘role of libraries’. The present chapter also includes study design, methods adopted and research tools employed in collection and analysis of data.
4.1. Literature review
A search for knowledge cannot yield something meaningful if its relation with the existing knowledge has not been examined. A research study is never conducted in a vacuum. So it is necessary to find out what was already done, what is still to be done and in what way the proposed study is going to search for the new. Under review of literature, studies which are related to the problems are abstracted and their contribution to the field presented, significant writings of authorities in the area of the study are also reviewed. An attempt is made to show how the present investigation arose from the inadequacies of earlier investigations. It aims to provide bird’s eye view of the development of the present problem as well as its present position.
The studies have been categorized under:
Career development need and role of higher education.
Role of libraries
4.1.1. Career guidance programmes in higher education: It is good to see the literature produced in international arena regarding career development and role of higher education. The following is the summary of such studies.
Willey and Andrew (1955) described the historical cornerstones of the guidance movement and role played by Frank Parson. They also explained the meaning of guidance and the principles of guidance. Rosenberg (1957) mentioned that faced with vast variety of occupation from which to choose, and possessing an inadequate knowledge of himself, future social needs, occupational requirements and rewards, the individual is compelled to make his own single decisions which he realizes, is lifelong in its implications. Lester (1966) supported the idea of Rosenberg when he wrote that the youngster or adult who seeks to make a choice of career is faced with many obstacles and uncertainties like wide range of career possibilities, lack of adequate data on different careers, expert guidance in career selection etc. To him counseling has dual purpose such as full development and satisfaction of the individual in his work and promotion of the most effective use of nation’s manpower resources. Sinz (2003) also made similar observations in his study ‘factors that influence career uncertainty in college freshman’ which revealed that college freshmen have a high level of uncertainty and additionally some indecision about careers and choice of major in college. The level of uncertainty and indecision is based on one’s experiences, preparation before college, interests, and pressures from others. One may have a particular major declared, but will also have no idea what career would best suit them.
Colleges and universities have a pivotal role in helping the students in building their careers. In relation to this Gruen (1968) opined that “the task of career identification takes on major significance during college years. In recent times many colleges and universities have taken on the responsibility of helping young people develop personally as well as intellectually, vocationally as well as academically. The major motivation of college students in pursuit of higher education is the preparation for a career. Career development is no longer thought of as an event, but as a continuous process and higher education should aid this process.”
Information technology can be made useful in order to provide career information as explained by Jones (1970). According to him the purpose of vocational guidance as to assist individuals to choose, prepare for, enter upon, and make progress in an occupation. Where as guidance is the assistance given to individuals in making intelligent choices and adjustments in their lives. He mentioned that the use of computers and other data processing machines may have a great influence on the work of the counselor in the future. Information storage and retrieval lends itself to the dissemination of occupational information and data processing machines can be used for the storage and retrieval of personal data and also occupational information.
There is a need to include career guidance a part of higher education in the opinion of Herr (1974). He opined that vocational guidance needs a regular place in curriculum. He states that many university counseling centers at first functioned as centers for the collection and dissemination of information on educational and occupational opportunities.
The key factor for educational excellence is students and their commitment to their own future for that there is a need for guidance. Drier and Ciccone (1988) explain that the achievement of educational excellence is a function of student commitment to personal excellence. When there is commitment, the individual action could be directed to effective decision making, planning, and preparation. This demands vocational guidance and assessment. Educational excellence, then, is shaped by and reciprocal to the confidence of students in their ability to pursue programs that challenge their abilities, provide access to opportunity, and rest upon self-knowledge and informed choice.
In the present environment there is a need for well planned career information system said McKinlay (1988). He mentioned that what was only an idea some years ago became accepted practice and an essential component of career guidance programs. Quality information, flexible delivery systems, and active user services are fundamental components of systematic career information development, delivery, and use. In Oregon, a consortium management structure has made it possible for the Career Information System to serve a varied user base. He observed that there is increasing evidence that user-controlled organizations such as the career information consortium are effective in helping agencies and institutions provide the career information that people need.
The role of higher education in preparing for "self-managing" their careers was highlighted by Stewart and Knowles (1999), with particular reference to small to medium-sized enterprises (SMEs) as potential employers. Looking in to the key trends in the graduate labour market, including the increasing numbers entering higher education and the possible consequences for graduate careers he explores actual and potential responses by HE institutions and related implications for the curriculum of undergraduate programmes. He provides a brief review of career theory.
Wessel, Chritian and Hoff (2003) studies reveal that the career development of students, demonstrated by students performing appropriate career developmental tasks, is important to institutions of higher education because career developed students are more likely to have career objectives, persist in their academic goals, gain career-related work experience, find employment in their chosen fields, and graduate. The purpose of this study was to determine if the career development of students by class level had been enhanced by participation in a career management plan specifically prepared for undergraduates. The intervention of a career management plan was successful, especially for seniors and middles, in enhancing the career development of undergraduates. Career management plans may help students that are academically undecided to become more connected to their majors by focusing more on academic and career matters.
Grubb (2004) pointed out that the interest in career information and guidance (CIG) has grown as part of many countries efforts to strengthen education to improve their workforce. While CIG may facilitate markets in education and training, the provision of CIG itself is subject to market failures. This paper examines the demand for CIG, the structure of supply, and the nature of markets. Based on the OECD Career Guidance Policy Review, it then examines ways that countries have tried to correct such market failures in CIG – clarifying the responsibilities of governments to create the foundations necessary for markets.
Watts and Kidd (2000) mentioned that the turn of the century is an apposite time to review the development of guidance in the United Kingdom. According to them, the concept of guidance, in terms in which it is now understood, is very much a 20th century notion. It draws on two distinct but related traditions: the development of the practice of career guidance; and the development of guidance as an educational concept. The article traced the history of these two developments, and the relationship between them. It also examined some of the conceptual issues they raise including the important but somewhat problematic interface with counseling. Challenges for guidance in the new millennium are discussed, in relation both to policy and practice and to theory and research.
However, a review by Watts (2002) reveals that in several countries career guidance services in tertiary education are inadequate. Career guidance roles within education tend to be least strongly professionalized in higher education, which is the sector that is responsible much for the professional training in the field as a whole.
Several studies have also focused on the functions and services to be provided by higher educational institutions for career guidance.
While mentioning about guidance services Traxler and North (1966) pointed out that the main functions of guidance services are providing information concerning colleges and relating information about the abilities and interests of individual pupils to information about the offerings of the colleges. Hopson and Hayes (1968) explained that counseling is a part of guidance and tried to define the important terms like analysis, information, orientation, counseling, and placement and follow up. They also explained the meaning of vocational guidance.
McCormac (1988) mentioned that the ever increasing demand on guidance and counseling programs has added new responsibilities to the tasks of the counselor specifically in the area of career development. Along with this increase in responsibility, the issue of accountability has been added. Career information delivery systems (CIDS) assist the counselor in meeting the need for accurate, relevant occupational and educational information that can be disseminated in a timely efficient manner. Therefore, CIDS should be a vital part of all comprehensive career guidance and counseling programs.
Davidson (2001) observed that career centers on university and college campuses are making use of the World Wide Web to help their users with a myriad of career related needs. The advantages of technological service delivery mode have been briefly reviewed in this article. As well, a computer emphasis has the potential for drastically changing career centers as we know them: their traffic patterns, staffing needs, resource procurement, and perhaps most importantly, their outcomes in the lives of the students who make use of them.
Coccaro (1997) explains that there are many considerations when investigating careers. Industries, occupations, necessary education and experience, salaries, and locations will be examined. Researching companies and writing resumes and cover letters are also a part of the career development process. There are many career guidance web sites to assist in these areas. Many of these sites are associated with college and university career counseling centers. They usually contain information specific to what their institutions offer, such as campus job fairs.
Yang, Eunjoo and others (2002) explained that the increased number of international students in United States universities and colleges have created the need for the development of services that appropriately reflect their needs and characteristics. Taking the Career Center at the University of Missouri, Columbia for career services exclusively for international students, he explained various career services such as individual services and online services; information on graduate schools and entrance examination practices; information on available employment opportunities and work permit policies; career assessments; and information about specific skills for obtaining a job in the United States. He further discussed several marketing strategies used to ensure international students' use of services.
There are good number of articles that throw light on impact of ICT on career guidance.
McCormac (1989) suggest that counseling can help to provide a meaningful frame of reference for career information. Computers and other technology offer an increasing variety of presentation methods, each having different impacts on individual clients. Counselors need to be knowledgeable about what information sources and resources are available. They also should be skillful in the use of information with clients who are operating along a continuum of developmental levels. The context of this information, the labor market, is constantly changing so counselors need to keep up to date in regard to career information resources and delivery services.
India: Career development is very important for graduates especially in a developing country like India. Here an attempt has been made to review the literature produced in India by Library and Information Science professionals and others on the vital aspect of career guidance.
Even though from the ancient times there was some kind of practice to provide career guidance like advice given by elders in the family or gurus to the young aspirant the system was not organized as in the Western countries.
At the higher education, University Grant Commission (UGC) has made notable initiatives for career guidance. Emphasizing the age old practices UGC (India) (1981) in its reports mentioned that it is the responsibility of the teacher to guide and inspire the students; to enrich his discipline to inculcate values which are in consonance with our cultural heritage and our social objectives.
Attempts towards defying the concept and underlying the importance of collaboration were the focus of works by Gupta et.al. Jaganatha Reddy (1974) mentioned about the history of guidance and counseling and also the role of counselor in providing counseling. He opined that guidance, counseling and student personnel services are American inventions, and endorses that Frank Parson fought against human waste from school drop outs through guidance. To provide effective and qualitative career guidance to individuals there should be collaboration between concerned agencies and personnel which can save much time and resources, observed Gupta (1985). He stated that guidance is found in that area of educational endeavour which involves assistance given by agencies or persons to the individual in making choices and in helping him to make the choice. He defined vocational guidance as a process involving organized assistance to individuals for the building up of a successful career without much wastage of energy and time. Mukhtar (1992) had given definitions of guidance as a personal assistance for the growth of innate power in harmony with the need of society and rendering guidance is not everybody’s job but a work of most competent, efficient, mature and able guide. He mentioned that guidance aims to stop wastage of human power and material resources which is very much needed in a developing society by helping their place in a society.
The 21st century authorship emphasized the methods of career guidance to reach out to user group. Singh, Antarpreet (2000) explains how to search job on the net. He had given some of the important international/Asian sites and Indian sites and also listed few of the free services offered by these sites such as searching for job on the databases maintained by the sites, posting resume on the net, names and addresses of leading job consulting companies, profiles of some leading companies, free job bulletins and premium packages like resume designing, searching jobs and informing the person concerned by e-mail etc. The need for well planned search strategy and seven tips for success are discussed.
Pankaj (2001) mentioned that a right career at right stage is, indeed a difficult task. Reasons are several and include lack of knowledge and awareness about the state-of-the art courses in relation to the employment avenues. He observed that parents also find it hard to advise their children about an appropriate career choice. Realizing this situation, he made an attempt to justify the case for establishing an expert centre to solve such problems. It is in this context a system design of an Expert Career Guidance Centre and an Online Current Affairs Magazine as an Internet accessible web-site, has been discussed.
The help a student can accrue from a Counseling Centre were presented by Avani Maniar (2002) specifically in the selection of educational courses, occupations, job placements, placements in the next stage of education and training, improvement of study skills, maintenance of mental health, counseling regarding personal adjustments problems, identifying the gifted, and backward.
Tadasad (2004) observed that it is difficult for an individual to take decisions about his job or further studies owing to the over loaded information and opined that under these circumstances they require specialized support from a counselor, in educational and allied matters. He also mentioned that due to varying job opportunities which are diversified in their requirements and also the market conditions, there are circumstances today, where traditional education will not be enough for students to get a job. There are also requirements to build up networking of counseling centers through internet/e-mail/ and networking of such services amongst universities/industries/outsourcing/placement centers/educational institutions and equalizing opportunities to all.
Above reviews clearly give a general view about what is going on in the field of career guidance activities and what more could be done in this area. As this study is mainly concentrated on the role of libraries there is a need to see what are the earlier studies in this field.
4.1.2. Role of libraries: Exhaustive Search for literature on role of libraries and librarian did not produce much result. Only few articles or references are found in this area.
Librarian and library staff have a role to play in the dissemination of career information to career information seeker. Supporting this idea Norris, Willa and others (1972) after defining various terms related career and its objectives pointed out that library is the logical location to store the information needed to provide career information and librarian and other staff in the library has a major role to play in the organization and dissemination of career information. They have identified some vital aspects of an occupation, which, interested persons would like to know before making their final career choice.
To provide career information services in the libraries it should improve its collection in this area as stated by Turner (1979). He explained that there is a large latent demand for information about careers. Among the services offered by the library, in addition to the main reference and information function, there are a current awareness bulletin to careers officers and teachers. He suggested that library’s stock should include complete set of prospectuses for all higher educational institutions, regional further educational colleges and specialist colleges like drama, agriculture, correspondence etc, as well as a complete set of course directories. There is also a large amount of background material on careers guidance and counseling, the quality of work, employment law, the education system, training, grants etc as they affect careers or further education choice.
In this networked environment one can make use of internet to get information regarding careers as noted by McMohan (1998). According to him the internet can be a great help to job seekers or career changers. He had listed some of the important career resource sites, government sites, career centers sites, commercial sites, and individual company sites. Internet is a powerful tool for patrons, librarians, and information professionals looking for career resources.
As an information officer librarian is the knowledgeable person to know the various career resources available in the market, so can work in collaboration with other members of career counseling cell. Lary, (1985) highlights the importance of career resource centre in providing career information to students. Information on any career holds a legitimate place in a career center. The librarian in conjunction with the counseling staff is in the enviable position of being aware of various informational resources: directories, manuals, biographies – with which some guidance personnel may be unfamiliar. The usefulness of career resource center depends on the appropriate materials being available, easy accessibility to them, and competent staffs to assist the students with the materials are discussed in this article. In his opinion both members of the guidance/counseling staff and of the library staff will be involved in identifying materials to be acquired. In addition to career-oriented information, he suggested that career resources also should include materials on clothing suggestions, business etiquette, resume preparation, and interview techniques.
In supporting the idea of library as a career resource centre, Joshi, (1994-1995) made an attempts to distinguish guidance from counseling and advising. He Explained career guidance and the vast range of career information contained in a variety of information sources, identified potential users of career information and their requirement for guidance. He further described the role of various agencies entrusted with providing career guidance and explored the library’s role as a career information resource centre.
There should be certain methods to provide career information services in the libraries. In relation to this Jalaja and Dineshan Koovakkai (1997) highlight the need for recognizing the candidates preparing for competitive examinations/job seekers as a dominant user group in libraries. Discusses how information services can be provided effectively to these users. Also suggest the methods of providing career related information using the same technology of Current Awareness Service (CAS) in libraries.
Jalaja and Dineshan Koovakkai (1998) discussed the importance of career information products as potential marketable products for earning revenue to public and academic libraries. Suggestions have been made for designing career information products which can be sold to the target group by charging reasonable price.
Jalaja and Dineshan (1999) highlight the significance of providing information to career seekers in libraries. It discusses the important information services which can be provided to the job/career seekers using electronic media and suggests the use of existing information services such as CAS, SDI etc, to provide career related information with the help of computer and communication facilities. They have also mentioned the importance of providing internet services to career seekers; the various applications of internet in the field of providing career information and job searching. The paper attempts to identify the possibilities of the electronic media for the provision of proper information services to career seekers.
The above reviews relating to library and its role in career guidance gives a basic idea about the part played by libraries and librarians in this particular field. It may be the first rung in the ladder to step up. There is still scope to go higher and higher to show the way to the needy by providing right information at the right time.
Out of the literature cited above very few are research based studies and majority of them are opinion-based articles. In India, Dineshan has made a research study on ‘Information requirements of career seekers in Kerala in relation to information resources and services in libraries.’ However he did not make an insight into ‘the role of college libraries in career guidance.’ Hence a need was felt to make a probe into this vital aspect and to ascertain the role of libraries in career guidance.
4.2. Study Design
College education, the first step in higher educational ladder, aims at developing an educated, complete human being, who will be a good citizen and protect the pride of the country. At the same time it also aims at producing the subject specialists, who will climb the ladder further to become researchers, scientists and experts. It is no exaggeration to state that libraries are one of the primary sources of knowledge, that have a crucial role to play directly in the documentation of knowledge, and developing knowledgeable personalities. In the library the librarian has a vital role to play in the molding of persons and directing them to the right information and guiding them to become the person they want to be through career development. Effective career information and guidance systems are a key to making lifelong learning a reality for all. They can help to make the best use of human resources in the labour market as well as in education by allowing better matches between people's skills and interests and available opportunities for work and learning.
Hence, an attempt is made to examine how far the degree college libraries, affiliated to Andhra University, have been fulfilling these objectives. A survey was conducted to find out whether these libraries fully equipped, to meet the user need in career development. Further opinions of students was sought to assess the requirements and how far the libraries able to meet them.
4.3 The Study area
Andhra University, established in 1926, is one of the renowned universities in India, located at Visakhapatnam. Presently the University is catering to the educational needs of five districts namely Visakhapatnam, East Godavari, West Godavari, Vizianagaram and Srikakulam. Colleges affiliated to Andhra University are managed by state government, Private aided, Private unaided and Private aided autonomous bodies. Very recently (August/Sept. 2006) the Andhra University area is bifurcated into Adikavi Nunnayya University and Andhra University. This study is carried out before the division. For this study only government and private aided/ autonomous colleges are taken into consideration. As on 2005 there are a total of 405 colleges affiliated to Andhra University out of which 39 government and 6 private aided/ autonomous colleges, are ought to be well equipped than their counterparts. Hence, the present study has been carried out taking a sample of 45 college libraries. The study has done under two phases. In the first phase questionnaires are administered to the concerned college librarians. After going through the responses of the librarians specifically on the issue of career guidance 3 Autonomous Degree Colleges and 8 Government Degree Colleges are taken for the study where the library claims to play a role in career guidance. An attempt has been made to include colleges from all the five districts so that rural and urban areas too could cover.
4.4. Objectives
The objectives of the present survey are:
To find out the role being played by college library in career guidance.
To assess how far the library collection support the career guidance activities in higher educational institutions.
To find out the ways and means used by the librarian to promote career information.
To assess the needs of students related to career guidance.
To find out the level of satisfaction of students for the career information services provided in college libraries.
To suggest how the libraries can effectively help in the career guidance activities.
4.5. Hypotheses
Hypothesis is an important element of research. No scientific investigation can be completed with success without a test of hypothesis. In very simple term, one can say that in order to find out facts one has to start with some assumptions or propositions. These assumptions may be in a very tentative form or shape. This initial conjecture is subjected to rigorous testing, examination and verification, a very precise and controlled study, hypothesis are consciously formulated for further test. The present study was initiated with the following assumptions.
College libraries are having adequate collection and necessary infrastructure to provide career guidance.
College libraries provide career related services either formally or informally.
College libraries are playing a vital role in offering career guidance.
College librarians are in favour of offering career guidance and play a vital role in its implementation.
Students are interested in their career development and are satisfied with the facilities in the libraries.
Students are satisfied with the career information collection in the college libraries.
. Scope
Andhra University (A.U) was established on 26th April 1926 is one of the oldest Universities in India and is richest in knowledge with 'A' grade status by the National Assessment and Accreditation Council of India (NAAC). It is also the first University in the country to receive the prestigious association of Commonwealth Universities Public relations Marketing and Communications award for the year 2005-2006. The university is located at Visakhapatnam. Until recently the University is catering to the educational needs of five districts namely Visakhapatnam, East Godavari, West Godavari, Vizianagaram and Srikakulam; however now it covers districts of Visakhapatnam, Vizianagaram and Srikakulam. Colleges affiliated to Andhra University are managed by state government, Private aided, Private unaided and Private aided autonomous bodies. For this study only government colleges and private aided autonomous colleges are taken into consideration. The scope of the study has been restricted to Government and autonomous colleges affiliated to Andhra University (Andhra Pradesh, India) that numbers to 45. The scope of the subject is not restricted but focused on career guidance through college libraries.
4.7. Sample
As already indicated, 45 colleges have been chosen for the study, which include 39 government colleges and 6 aided autonomous colleges. For the user survey only those colleges which are providing career information service effectively have taken in to consideration. The information collected from the college libraries revealed that in 16 Government Degree Colleges and 5 Autonomous colleges the libraries have actively involved in the career guidance activities of career guidance cell. Hence a 50% of these colleges were taken as sample. Therefore, for the user survey 8 Government Degree Colleges and 3 Private Aided Autonomous Colleges are taken in to consideration and seen that the sample should include all the 5 districts and also colleges from rural and urban areas. Stratified random sample design is used in the selection of the user survey sample. The stratified random sampling technique was adopted and 10% (Proportional to the student strength) sample from each strata of each college was gathered that accounts to 966 of degree college students from the above 11 colleges are taken. Samples are collected from BSc, B.A and BCom 1st, 2nd and 3rd year students respectively. In the selected sample as only few colleges are offering Post Graduate courses they are not included for the present study.
4.8. Methodology
Survey method has been followed to collect data, owing to its inherent advantages with questionnaire as a tool. However, the present survey has the limitations that occur in any social survey.
4.8.1. Data collection: The data about career guidance information services in degree college libraries was collected with the help of questionnaire. Expert’s opinion was sought before the final drafting of the schedule. Pilot study was conducted before the last implementation of the questionnaire in the survey area. During August 2005, 45 questionnaires with cover letter for college librarians were mailed and the scholar made personal visits to the extent possible. A reminder was sent after 3 weeks of the initial mailing to remind the non-respondents. Again after another 3 weeks second reminder was sent to the non-respondents. Inspite of reminders 40 responses received i.e. a response rate of 88.89%.
The questionnaire to the librarian incorporated the following aspects.
1. General information, 2. Information regarding college library, 3. Working hours, 4. Finance, 5. Information resources, 6. Technical processing, 7. Services offered, 8. Staff, 9. Facilities, 10. Career guidance cell, 11. Sources available for career guidance, 12. Career guidance activities in the library, 13. Role of librarian in career guidance,14. Personal characteristics required by the librarian to provide career guidance, 15. Soft skills required by the librarian 16. Problems faced by the library in providing career guidance.
(A specimen questionnaire given as Annexure I.)
To achieve the research objective a second questionnaire was constructed for user (students) survey and implemented after pretest. During October 2006 to December 2006 the researcher personally visited the selected 11 colleges to distribute and collect the questionnaire. Questionnaire deals with following aspects.
1. General information, 2. Visit to library, 3. Career information service, 4. Role of library in Career guidance, 5. Role of librarian in career guidance.
(A specimen questionnaire given as Annexure II.)
A thorough study of the articles published on the topic of investigation and related areas in standard journals, proceedings of conferences and seminars on the subject of study was also made. The specific reading materials referred to are indicated at the appropriate places in the report and a bibliography is given at the end. APA citation style is used to cite the references.
4.8.2. Analysis of Data: Statistical data analysis is the culmination of the long process of hypothesis formulation, instrument construction and data collection. The data thus collected has been compiled, tabulated, analyzed and interpreted, following logical method of induction and deduction and presented in the following unit. To culminate the research study properly it is necessary to analyze the research data so that one can properly test the hypotheses or answer ones research questions and also can present the results of the study in an understandable and convincing form. Both descriptive and inferential statistics were performed.
4.8.2.1. Hypothesis testing: Statistics that are used to infer the truth or falsify of a hypothesis are called inferential statistics, in contrast to descriptive statistics, which do not seek to make an inference but merely provide a description of the sample data. Much statistical analysis consists of hypothesis testing. Testing is done mostly when the relationship between two variables is significantly different from zero. If the relationship between two variables is zero, then there is no relationship.
For the present study Statistical techniques used for analysis are the percentage analysis and Chi-square test.
1. Percentage analysis –In this study the percentages are calculated and presented in the table below the actual value in circular brackets.
2. Chi-square (X[pic]): The most commonly used test of significance for independence for tables containing nominal and ordinal variables is x[pic]. Here one compare the observed data with the expected data. The distribution of the difference between observed and expected values has been found to approximate the X distribution, as indicated the formula:
[pic] Here E = Column Total x Row Total divided by Grand Total.
O = Observed value
E = Expected value
i.e. [pic]
Where E = Expected value
CT = Column Total
RT = Row Total
GT = Grand Total
Where ‘O’ indicates the observed value and ‘E’ the expected value. The larger the summed difference between observed and expected values as a ratio of expected values, the larger the value of chi-square and the greater the likelihood that the relationship is statistically different from zero.
After finding the value one has to see the degree of freedom (d,f) in the table values.
The general formula for computing degrees of freedom (d,f) for contingency tables is
(R-1) x (C-1)
Where R = number of rows in the table and
C = number of columns.
Level of significance: The chi-square test is used to evaluate whether the difference between observed and expected frequencies is due to the sampling fluctuations and as such insignificant or whether the difference is due to some other reason and as such significant.
Before drawing the inference that the difference is significant, researchers set up a hypothesis, often referred as a null hypothesis, symbolized as (H0) as contrasted with the research hypothesis (H1) that is set up as an alternative to H0. Usually, although not always the null hypothesis states that there is no difference between several groups or no relationship between variables, where as a research hypothesis may predict either a positive or a negative relationship. In other words, null hypothesis assumes that there is absence of non-sampling errors and the difference is due to chance alone. Then, the probability of the occurrence of such a difference is determined. The probability indicates the extent of reliance that we can place on the inferences drawn. The table values of chi-square are available at various probability levels. These levels are called levels of significance. Usually (in social sciences problem), the value of chi-square at 0.05 or .01 levels of significance from the given degrees of freedom is seen from the table and is compared with observed value of chi-square. If the observed value of X2 is more than the table value at 0.05, it means that the difference is significant. The level of significance shall be 5% (100-95) which is known as 0.05 level of significance.
4.9. Limitations
In general, the social survey has its own limitations as it deals with human beings and in different social environments. The present survey also carries these inherent limitations of a social survey.
Further due to lack of time and infrastructure this study could include only government and private aided autonomous colleges affiliated to Andhra University. Further research can be extended to other private aided and private unaided degree colleges and also other colleges under different universities in Andhra Pradesh.
Because of financial constrains the study could cover only few of the colleges for user study and also the number was limited to 966 students. The result would have been better if the user sample has taken at least from all the colleges under study.
The user study sample was taken only from the degree students and P.G students were not included in the survey, as these courses are being offered in 3 colleges. Further research can probe the career needs of postgraduate students also.
REFERENCES
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6. Drier, H.N. and Ciccone, J.K. (1988). Career guidance: the writing link in educational excellence and work transition. Journal of career development, 5(1), 3-12
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8. Gruen, R.E. (1968) Vocational and career counseling. In Max Siegel (Ed). (1968). The counseling of the college students: function, practice and technique. New York: Free Press.
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13. Jalaja, V and Dineshan, K. (1997). Career awareness service in libraries: a proposal. Kelpro Bulletin, 1(1), 16-19.
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20. McCormac, M.E. (1988). The use of career information delivery systems in the states. Journal of career development, 14(3), 196-204.
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8(1), 5-6.
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Chapter 5
ROLE OF LIBRARIES IN CAREER GUIDANCE: ANALYSIS OF DATA
5.1.0. Need and importance of career information in the knowledge era:
Career guidance covers a range of activities that are designed to assist individuals to make and implement informed choices related to their career development. These activities include career development programs, career information and career counseling. Career information is a very inclusive concept and consists of job and occupational descriptions, information about employment trends and consequent opportunities or declines in opportunity, details about courses and qualifications, and information about costs, remuneration and financial assistance associated with educational and vocational options. Libraries are one of the logical service providers for this role, and librarians are one of the logical resource persons to enhance the delivery of needed information. Librarians are in a key position of being aware of resource materials that other career/job professionals may not even be aware of. Career/job seekers are in need of current information which the libraries could provide without much difficulty. The world of work is changing and it affects how individuals plan for careers and seek employment. These place new levels of expectation upon libraries that have long been traditional providers of career information to their clientele, may be informally.
In this chapter the data collected on the status of library use for career guidance programme in Government and private aided autonomous degree colleges affiliated to Andhra University has been analyzed.
[pic]
Chart -1
COLLEGES UNDER STUDY
|S. No |Name of the college |Year of establishment | Courses offered |
| | | |Degree |PG |
|1 |GOVT. DEGREE COLLEGE, RAJAHMUNDRY– 533 105, EAST |1873 |B.A; B.Sc, |M.A, M.Sc, |
| |GODAVARI. | | | |
|2. |P.R. GOVT. DEGREE COLLEGE, |1884 |B.A; B.Sc, | |
| |KAKINADA– 533 001, EAST GODAVARI. | | | |
|3.[pic] |AS D GOVT. DEGREE COLLEGE, KAKINADA-533 002, EAST |1962 |B.A; B.Sc, | |
| |GODAVARI | | | |
|4. |GOVT. DEGREE COLLEGE, |1968 |B.A; B.Sc, | |
| |RAZOLE– 533 242, EAST GODAVARI. | | | |
|5. |V.KV. GOVT. DEGREE COLLEGE , KOTHAPETA– 533 401, EAST |1979 |B.A; B.Sc, | |
| |GODAVARI. | | | |
|6. |GOVT. DEGREE COLLEGE, |1980 |B.A; B.Sc, | |
| |TUNI– 533 401, EAST GODAVARI. | | | |
|7 |GOVT. DEGREE COLLEGE, |1981 |B.A; B.Sc, | |
| |RAVULAPALEM– 533 238, EAST GODAVARI. | | | |
|8. |GOVT. DEGREE COLLEGE, SEETHANAGARAM– 533 287, EAST |1983 |B.A; B.Sc, | |
| |GODAVARI. | | | |
|9. |GOVT DEGREE COLLEGE, MANDAPETA– 533 308., EAST GODAVARI. |1989 |B.A; B.Sc, | |
|10. |GOVT DEGREE COLLEGE, |1985 |B.A; B.Sc, | |
| |SALUR– 532 591.,VIZIANAGARAM. | | | |
|11. |GOVT. DEGREE COLLEGE, |1984 |B.A; B.Sc, | |
| |SRUNGAVARAPUKOTA–531145, VIZIANAGARAM. | | | |
|12. |GOVT DEGREE COLLEGE FOR MEN, SRIKAKULAM– 532 001, |1951 |B.A; B.Sc, | |
| |SRIKAKULAM. | | | |
|13. |GOVT DEGREE COLLEGE FOR WOMEN, SRIKAKULAM– 532 001, |1968 |B.A; B.Sc, | |
| |SRIKAKULAM. | | | |
|14. |GOVT DEGREE COLLEGE, |1971 |B.A; B.Sc, | |
| |TEKKALI- 532 201, SRIKAKULAM. | | | |
|15. |GOVT DEGREE COLLEGE , NARASANNAPETA– 532 421, SRIKAKULAM.|1983 |B.A; | |
|16. |GOVT DEGREE COLLEGE, |1983 |B.A; B.Sc, | |
| |PALAKONDA– 532 440, SRIKAKULAM. | | | |
|17. |GOVT DEGREE COLLEGE, AMADALAVALASA- 532 105, SRIKAKULAM. |1984 |B.A; | |
|18. |S.C.I.M.. GOVT. DEGREE COLLEGE, |1968 |B.A; B.Sc, | |
| |TANUKU– 534 211, WEST GODAVARI. | | | |
|19. |A.S.N.M. GOVT. DEGREE COLLEGE, |1968 |B.A; B.Sc, | |
| |PALAKOL– 534 260, WEST GODAVARI. | | | |
|20.. |GOVT. DEGREE COLLEGE FOR MEN, NIDADAVOLE– 534 301, WEST|1972 |B.A; B.Sc, | |
| |GODAVARI. | | | |
Continued
|21. |R.R.D.S. GOVT. DEGREE COLLEGE, BHIMAVARAM– 534 202, WEST |1972 |B.A; | |
| |GODAVARI | | | |
|22. |S.A.S. GOVT. DEGREE COLLEGE, NARAYANAPURAM– 534 407, |1972 |B.A; B.Sc, | |
| |WEST GODAVARI | | | |
|23. |V.V. GIRI GOVT. DEGREE COLLEGE, DUMPAGADAPA– 534 235 |1974 |B.A; B.Sc, | |
| |WEST GODAVARI | | | |
|24. |DNR GOVT. DEGREE COLLEGE FOR WOMEN, PALAKOL– 534 260, |1982 |B.A; B.Sc, | |
| |WEST GODAVARI | | | |
|25. |SVD GOVT. DEGREE COLLEGE FOR WOMEN, NIDADAVOLE– 534 301, |1983 |B.A; B.Sc, | |
| |WEST GODAVARI | | | |
|26. |GOVT. DEGREE COLLEGE, |1987 |B.A; B.Sc, | |
| |CHINTALAPUDI– 534 460, WEST GODAVARI | | | |
|27. |CH.V.P.M.R GOVT DEGREE COLLEGE, GANAPAVARAM, WEST |1972 |B.A; B.Sc, | |
| |GODAVARI, A.P | | | |
|28. |DR.VS KRISHNA GOVT. DEGREE COLLEGE, VISAKHAPATNAM– 530013 |1979 |B.A; B.Sc, |M.A., M.Sc |
|29. |VISAKHA GOVT. WOMEN’S DEGREE COLLEGE, |1975 |B.A; B.Sc, |M.A, M.Sc |
| |DABAGARDENS,VISAKHAPATNAM – 530 020. | | | |
|30. |GOVT. DEGREE COLLEGE, |1981 |B.A; B.Sc, | |
| |CHODAVARAM– 531 036, VISAKHAPATNAM | | | |
|31. |GOVT. DEGREE COLLEGE, |1984 |B.A; B.Sc, | |
| |NARASIPATNAM– 531 116, VISAKHAPATNAM | | | |
|32. |SVLNS GOVT. DEGREE COLLEGE, BHEEMUNIPATNAM– 531 163, |1984 |B.A; | |
| |VISAKHAPATNAM | | | |
|33. |SGAR GOVT. DEGREE COLLEGE, YELAMANCHILI– 531 051. |1985 |B.A; B.Sc, | |
| |VISAKHAPATNAM | | | |
|34. |GOVT. DEGREE COLLEGE, |1985 |B.A; B.Sc, | |
| |PADERU – 531 024, VISAKHAPATNAM | | | |
|35. |M.R. (AUTONOMOUS) COLLEGE, VIZIANAGARAM– 531 202 |1887 |B.A; B.Sc, | |
|36. |SDS (AUTONOMPOUS) COLLEGE OF |1985 |B.A; B.Sc, |MSc |
| |ARTS & SCIENCE, | | | |
| |SHREERAMNAGAR– 535 101.VIZIANAGARAM | | | |
|37. |ST. JOSEPH’S (AUTONOMOUS) COLLEGE FOR WOMEN, VISAKHAPATNAM|1958 |B.A; B.Sc, |MSc |
| |– 530 004 | | | |
|38. |D.N.R. (AUTONOMOUS) COLLEGE, BHIMAVARAM– 534 202, WEST |1945 |B.A; B.Sc, |M.A, M.Sc, , |
| |GODAVARI | | |MCA, MBA |
|39. |SIR C.R.R. (AUTONOMOUS) COLLEGE, |1945 |B.A; B.Sc, |M.A, M.Sc, , |
| |ELURU– 534 007, | | |MCA, MBA |
| |WEST GODAVARI | | | |
|40. |CH.S.D.ST. THERESA’S (AUTONOMOUS) |1953 |B.A; B.Sc, |M.A, M.Sc, MCA |
| |COLLEGE FOR WOMEN, ELURU– 534 003, W.G. Dt. | | | |
Table 5.1.1
Response rate to the questionnaire
|Response to Questionnaire |No. of Degree Colleges | |
| | |Total |
| |Government |Autonomous | |
| | | | |
|Questionnaires distributed |39 |6 |45 |
| |(100) |(100) |(100) |
|Response received | | | |
| |34 |6 |40 |
| |(87.18) |(100) |(88.89) |
The above table reveals the response rate from the librarians of colleges under study. Out of 39 Government college librarians 34 (87.18%) and all six (6) autonomous college librarians have responded to the questionnaire. i.e. a total response rate of 88.89%.
Pie chart gives a clear picture of the response rate of the librarians.
[pic]
Figure 5.1.1
It is clear from the above figure 5.1.1 that 88.89% responded to the questionnaire and remaining 11.11% did not respond.
5.1.1Nature of college
The colleges under study include co-education and women colleges as the study intends to take care of both genders. Table 5.1.2 shows the nature of colleges under study.
Table 5.1.2
Nature of College
| |No. of Degree colleges | |
|Nature | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
| | | | |
|Women’s College |4 |2 |6 |
| |(11.76) |(33.33) |(15) |
|Co-education | | | |
| |30 |4 |34 |
| |(88.24) |(66.67) |(85) |
*=sample size
The above table reveals that 6 (15%) colleges admits only women candidates and 34 (85%) are co-education. Among the government colleges 4 (11.76%) admit women and 30 (88.24%) caters to both men and women, where as among the autonomous colleges 2 (33.33%) serves only women candidates and 4 (66.67%) admits both the genders. A significant observation is that most of the degree colleges prefer to serve as co-education institutions.
5.1.2 Medium of instruction
In this globalized knowledge based society medium of instruction has a great role to play as it help in the development of communication skill and also to make it easy the movement of labour force all over the world.
Table 5.1.3
Medium of instruction
| |No. of Degree colleges | |
|Medium | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|Telugu |18 |-- |18 |
| |(52.94) | |(45.00) |
| | | | |
|English/Telugu(both) |16 |6 |22 |
| |(47.06) |(100) |(55.00) |
*=sample size
Table 5.1.3 reveals that 18 (45%) colleges offer the course in regional language that is Telugu and 22 (55%) provides instructions in English as well as Telugu. Among the government colleges 18 (52.94%) offer courses in Telugu medium and 16 (47.06%) offer courses in Telugu and English medium. Preference to offer the courses in both media is a healthy feature as the students have choice to opt as per their interest.
5.1.3 Strength of the College
The proper functioning of a higher educational institution depends on the strength of faculty and students. The strength of the colleges is also depends upon the areas in which the institution is situated. Mostly in urban areas the strength of faculty and student will be higher than the rural areas. Hence an attempt is made in the following tables to find out the strength of the college.
5.1.3.1. Faculty: The quality of teaching depends upon the number of teaching staff in the colleges. They are the producers who work on the minds of the youngsters and bring out the polished final product. There should be sufficient number of teaching staff for the proper implementation of academic programmes. The faculty strength of the colleges under study is displayed in Table 5.1.4.
Table 5.1.4
Faculty strength of the colleges
|No. of teaching staff | | |
| |No. of Degree Colleges |Total |
| | | |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|0 – 50 |30 |2 |32 |
| |(88.24) |(33.33) |(80.00) |
|51 -100 |3 |-- |3 |
| |(8.82) | |(7.50) |
|101 – 150 |1 |4 |5 |
| |(2.94) |(66.67) |(12.50) |
|151 and above |-- |-- |-- |
*=sample size
Above table 5.1.4 clearly explains that 32 (80%) out of 40 colleges are having teaching staff between 0 – 50. 5 (12.50%) colleges are having teaching staff members between 101 – 150 and 3 (7.5%) colleges are having teaching staff between 51 – 100. It can be concluded that in majority of colleges the staff position is adequate.
5.1.3.2 Student strength: The existence of an educational institution depends upon the number of students admitted there. They are the life blood of the educational institutes. The student strength of the colleges under study is displayed in Table 5.1.5.
Table 5.1.5
Total number of students
| | | |
|No. of students |No. of Degree Colleges |Total |
| | | |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|0 – 150 |-- |-- |-- |
| | | | |
|151 – 300 |4 |-- |4 |
| |(11.76) | |(10.00) |
|301 – 450 |8 |-- |8 |
| |(23.53) | |(20.00) |
|451 – 600 |6 |1 |7 |
| |(17.65) |(16.67) |(17.50) |
|601 – 1000 |9 |1 |10 |
| |(26.47) |(16.67) |(25.00) |
|1001 – 1500 |3 |-- |3 |
| |(8.82) | |(7.50) |
|1501 – 2000 |2 |-- |2 |
| |(5.88) | |(5.00) |
|2001 and above |2 |4 |6 |
| |(5.88) |(66.67) |(15.00) |
*=sample size
Table 5.1.5 depicts that 10 (25%) colleges out of 40 are having students ranging from 601 – 1000. 8 (20%) colleges are having student strength of 301 – 450 and 6 (15%) colleges are having student strength of 2001 and above. The student numbers indicate the need for career guidance to develop suitable manpower for the needs of the country. However to provide career guidance in the colleges there should be enough faculties. This will help them to provide individual attention to student’s problems and needs.
5.1.4 Academic programs and courses:
Academic programs play an important role in the forming of the work force within and outside the countries. As the global economy continues to blossom and there is a need for the work force to move more and more freely across the boundaries; hence they should be well equipped with the new developments in different subjects. It is necessary to offer new courses in higher education to help the new generations to meet the present requirements in this digital era. Figure 5.1.1 gives an idea about the important courses offered by the colleges under study.
Colleges affiliated to Andhra University have provided various degree courses as indicated in chart 1. Fig. 5.1.2 reveals that most of the colleges offer BA, BSc and courses and some colleges have Master degree program. All the Government colleges and Autonomous colleges under study offer B.A and courses. Where as 88.24% of the Government colleges and 100% Autonomous colleges offer B.Sc courses. Only 8.82% government colleges and 50% autonomous colleges offer M.A courses. 8.82% of the government and 83.33% of the autonomous colleges offer MSc courses in various subjects. course is provided by 5.88% of the government college and 33.33% of the autonomous college. Only 33.33% autonomous college offers MBA course and 50% autonomous college offers MCA course.
[pic]
Figure 5.1.2
Above figure also reveals that all the colleges under study offer B.A courses in different subject combinations and courses and 90% offers B.Sc courses in various subject combinations. 15% college offers M.A courses in various subjects. 20% college offers M.Sc courses in different subjects. Only 10% colleges’ offer , 5% colleges offer MBA and 7.5% offer MCA courses.
5.1.5 Year of establishment of the college libraries:
The year of establishment of the college library influences its growth in terms of physical facilities, number of volumes acquired, number of periodical subscriptions, number of staff working in the library, the quality of service provided by the library etc. Here the years are divided under pre-independence i.e before 1947, post-independence i.e. from 1948 – 1979 and modern period which starts from 1980 onwards.
Table 5.1.6
Year of establishment of the library
| | | |
|Year of establishment of the college |No. of Degree Colleges |Total |
|library | | |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
| | | | |
|1853 – 1947 |2 |3 |5 |
| |(5.88) |(50.00) |(12.50) |
|1948 – 1979 |15 |3 |18 |
| |(44.12) |(50.00) |(45.00) |
|1980 – 2006 |17 |-- |17 |
| |(50.00) | |(42.50) |
*=sample size
Table 5.1.6 shows that out of 40 college libraries under study 18 (45%) were started in between 1948 – 1979, 17 (42.5%) of the college libraries began in the modern period i.e. 1980 – 2006 and remaining 5 (12.5%) were started before independence i.e.1853 – 1947.
In the case of government college libraries 17 (50%) of them are started in between 1980 – 2006, while 15 (44.12%) were established in between 1948 – 1979 and 2 (5.88%) of them began in between 1853 – 1947.
3 (50%) of the Autonomous college libraries were established in between 1853 – 1947 and the remaining 3 (50%) were started after independence i.e. 1948 – 1979.
The survey further revealed the libraries have been established from the inception of the college.
5.1.6 Working Hours
One of the important aspects that contribute for the proper utilization of the library facilities is its working hours. Generally the working hours of libraries in degree colleges are concomitant of the working hours of the colleges. Usually, a degree college works for six hours a day. In certain degree colleges for administrative convenience the degree colleges and junior colleges are run on a shift basis. In such cases they are working for five hours only
Table 5.1.7
Working hours of the college
| |No. of Degree Colleges | |
|Working hours of the college | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|0 – 6 |-- |-- |-- |
| | | | |
|7 – 12 |34 |6 |40 |
| |(100) |(100) |(100) |
*=sample size
It is evident from the above table that all the colleges work about 7 – 12 hour per day.
Table 5.1.8
No. of working hours in college libraries
| |No. of Degree Colleges | |
|Hours | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|5 – 7 |24 |1 |25 |
| |(70.59) |(16.67) |(62.50) |
|8 – 10 |10 |4 |14 |
| |(29.41) |(66.67) |(35.00) |
|11 and above |-- |1 |1 |
| | |(16.67) |(2.50) |
*=sample size
The above table reveals that 25 (62.5%) college libraries are kept opened for 5-7 hours a day and 14 (35%) college libraries 8-10 hour; significant observation is that one of the libraries opened for more than 11 hours, which is an autonomous college.
In government degree college libraries 24 (70.59%) of the libraries opened for 5-7 hours and 10 (29.41%) of them are working for 8 - 10 hours a day. Autonomous colleges also follow the suit and works between 8 – 10 hours per day.
It can be inferred that 37.5% of the college libraries are working beyond college timings to facilitate optimum utilization of the library resources by student community. However, all college libraries ought to work beyond working hours to facilitate optimum utilization of library.
5.1.6.1 Circulation hours in the libraries: Circulation hours in the library should be arranged according to the convenience of the students so that they can come and borrow or return the library books. If the library circulation counter is kept open before and after the college hours it will be beneficial to the users of the library. Hence an attempt was made to see the circulation hours of the college library and the result is shown in table 5.1.9
Table 5.1.9
Circulation hours of the Library
|Circulation hours of the college library|No. of Degree Colleges | |
| | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|0 |1 |-- |1 |
| |(2.94) | |(2.50) |
|1 – 6 |4 |-- |4 |
| |(11.76) | |(10.00) |
|7 – 12 |29 |6 |35 |
| |(85.29) |(100) |(87.50) |
*=sample size
The table given above depicts that 35 (87.5%) of the degree college libraries the circulation section opened for 7 – 12 hours and 1 (2.5%) did not have circulation hours in the library.
In the case of government degree colleges 29 (85.29%) noted that the circulation counter is opened in their library 7 – 12 hours and 1 (2.94%) did not have circulation hour. In the case of autonomous college 100% of the libraries are having circulation hours 7 – 12.
It can be inferred that the circulation hours are sufficient in 87.5% college libraries.
5.1.6.2. Lunch break and library hour: As the students get some free time during the lunch break it is beneficial for the students if the libraries are kept opened at this time of the day especially for day scholars. The observations are presented in Table 5.1.10.
Table 5.1.10
Lunch break and library hour
| | | |
|Opening of library during lunch break |No. of Degree Colleges |Total |
| | | |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|Yes |23 |5 |28 |
| |(67.65) |(83.33) |(70.00) |
| | | | |
|No |11 |1 |12 |
| |(32.35) |(16.67) |(30.00) |
*=sample size
The table 5.1.10 clearly express that 28 (70%) of the libraries are opened during lunch break and only 12 (30%) are keeping the libraries closed during lunch break.
In the case of government degree college libraries 23 (67.65%) of them are keeping their libraries opened during lunch break and in the case of autonomous colleges out of 6, 5 (83.33%) of the libraries are kept open during lunch break.
It indicates that the libraries are providing good service to their users as 70% of them keep open the library during lunch hour too.
The adequacy of opening and working hours indicates a logical reason to offer effective career guidance services in libraries.
5.1.7. Finance: The most important factor in the development and functioning of a library is the availability of adequate financial resources to meet the expenditure. Generally libraries are funded with two types of grants – recurring and non-recurring. The University Grant Commission (India) is the main source of finance for college libraries. It provides assistance to the college libraries only when colleges are enlisted under the Sections 2(f) and 12(b) of UGC Act. Table 5.1.11 presents in detail the sources of recurring grant for the degree college libraries.
Table 5.1.11
The Sources of Grant in College Libraries
|Sources of | |
|Income |No. of Degree Colleges |
| |Government |Autonomous |All Colleges |
| |Yes |
| |Government |Autonomous |
| |34* |6* |
| |2003-2004 |2004 - 2005 |2003 - 2004 |2004 - 2005 |
|Less than 1 |18 |16 |-- |-- |
| |(52.94) |(47.06) | | |
|1 - 2 |13 |15 |3 |3 |
| |(38.24) |(44.12) |(50.00) |(50.00) |
|2– 3 |2 |2 |2 |2 |
| |(5.88) |(5.88) |(33.33) |(33.33) |
|Above 3 |1 |1 |1 |1 |
| |(2.94) |(2.94) |(16.67) |(16.67) |
*=sample size
The Education Commission such as Radhakrishnan Commission, Kothari Commission, UGC Review Committee have made recommendations for adequate budgets on percentage basis from the total education budget. The Radhakrishnan Commission (1984-49) recommended 6.5% of the total institutional budget, while Kothari Commission (1964-66) recommended 6.5-10%. The committee has recommended a per capita amount of Rs.15 per student and Rs.200 per teacher or research fellow. However, in reality, the situation seems to be different. In majority of the degree colleges, management is allocating one to two percent of the total of the total college budget. Same is the case with both Government and private aided autonomous colleges.
The actual allocation of the amount to the college libraries seems to be somewhat better in private aided/ autonomous colleges when compared to Government management colleges because in majority of the cases the actual amount spent in libraries ranges from Rs.5000 – 25,000 in Government colleges where as such an amount spent is between Rs.35, 000 – 55,000 in the case of private aided autonomous colleges. (Table 5.1.13)
Table 5.1.13
Budgetary details of college libraries from 2003 – 2004 & 2004 - 2005
|Library budget | |
|(in Rs.) |No. of Degree Colleges |
| |Government |Autonomous |
| |34* |6* |
| |2003-2004 |2004 - 2005 |2003 - 2004 |2004 - 2005 |
|Less than 5000 |3 |3 | | |
| |(8.82) |(8.82) |-- |-- |
|5001 - 15000 |12 |10 | | |
| |(35.29) |(29.41) |-- |-- |
|15001 – 25000 |10 |9 | | |
| |(29.41) |(26.47) |-- |-- |
|25001 – 35000 |2 |3 | | |
| |(5.88) |(8.82) |-- |-- |
|35001– 45000 |3 |4 |1 |1 |
| |(8.82) |(11.76) |(16.67) |(16.67) |
|45001 – 55000 |2 |3 |2 |2 |
| |(5.88) |(8.82) |(33.33) |(33.33) |
|Above 55000 |2 |2 |3 |3 |
| |(5.88) |(5.88) |(50.00) |(50.00) |
*=sample size
It is evident from the above table that even though there is continuous flow of finance every year there is a need to increase the amount for the purchase of books and periodicals in the government college libraries. In 2004 – 2005 only 2 (5.88%) of the government college libraries had spend above Rs.55000/-. Where as in autonomous colleges the libraries are in better position in finance, which enable them to provide effective services in the library.
5.1.8. Organizational structure: Library Committee and the role of librarian:
For better organization and systematic management of the libraries, professionally trained personnel are very essential along with supporting staff. The professional librarian attends to the routine jobs, technical and skilled tasks and develops value added services to reach out to user community. A library committee is necessary for the smooth functioning of the library. It serves both as a coordinating and a policy making body. For a college library, the principal or vice-principal heads the library committee as chairperson and some Heads of Departments made its members. The librarian is member and work as secretary of the committee as stipulated by the rules of the government. Data gathered reveals that the organizational structure of all colleges under study has a library committee that helps the librarian in the decision making and execution of programmes. The general organizational pattern in college libraries is given under.
The general organizational structure
Principal
Library committee
Librarian
Assistant Librarian Assistant Librarian
Non-professional staff
To find out the existing pattern of manpower in the libraries under study, data has been gathered, tabulated and presented in Table 5.1.14.
Table 5.1.14 shows the existing staff position in the 40 degree college libraries. Out of 40, 36 (90%) libraries are managed by the professional librarians. But only 6 (15%) college libraries are having assistant librarian and 6 (15%) of the libraries are having library assistants and only 15 (37.5%) college libraries are having attenders.
Further analysis reveals that 30 Government college libraries (88.24%) and all the autonomous college libraries have qualified librarian. Only 2 (5.88%) of the Government College libraries are having an assistant librarian and in case of autonomous college libraries 4 out of 6 have assistant librarian (66.67%). 9 (26.53%) Government college libraries got attenders to help where as it is 5 (83.33%) in case of autonomous college libraries. In some of the colleges there are more than 1 attender to help in the library.
Table 5.1.14
Staff Pattern in college libraries
| | |
| |No. of Degree Colleges |
|Designation | |
| |Government |Autonomous |All Colleges |
| |34* |6* |40* |
| |Yes |No |
| |Government |Autonomous | |
| |34* |6* | |
|P.G. Degree + MLISc. |21 |6 |27 |
| |(61.77) |(100) |(67.5) |
|P.G. Degree + BLISc |9 |-- |9 |
| |(26.47) | |(22.5) |
|Graduation + MLISc |-- |-- |-- |
| |2 |-- |2 |
|Graduation + BLISc |(5.88) | |(5.00) |
| | | | |
| |2 |-- |2 |
|Graduation |(5.88) | |(5.00) |
*=sample size
Table 5.1.15 presents the information about the educational and professional qualifications of library staff in degree college libraries under Government and Autonomous. As per the UGC norms, a librarian should possess a Post Graduate degree + B.L.I.Sc or graduation + MLISC degrees for the post of college librarian. The table given above shows that in most of the college libraries 27 (67.5%) affiliated to Andhra University is having qualified librarians. However, only in 2 cases (5%) the librarians are not having the required professional qualifications. In case of government college libraries 21 (61.77%) have qualified librarians and it is 100% in the case of autonomous college libraries.
Therefore it can be inferred that the college libraries in the state are well equipped with qualified professional staff and are expected to perform well. It can also be deduced that being professionally qualified and having a Postgraduate degree they will be in a better position to offer career guidance.
5.1.8.1 Experience: An attempt was made to find out the level of experience of staff who are working in the degree college libraries under Government and autonomous since experience makes a person expert and contributes to effective performance of the professional. Tables 5.1.16 reveal the experience of librarian, assistant librarian and library assistant in degree college libraries.
Table 5.1.16 reveals that 23 (57.5%) librarians are having 16 and above years of experience and 7 (17.5%) fall in the range of 11-15 and 4 (10%) are in the range of 6-10.
Table 5.1.16
Details of Experience of Library staff in Colleges
| | | | |
|Length of |Librarian |Assistant Librarian |Library Assistant |
|service in | | | |
|years | | | |
| |Govt. |Auto |
| |34* |6* |
| |Government |Autonomous | |
| |34* |6* | |
|1 – 1000 |22 |-- |22 |
| |(64.71) | |(55.00) |
|1001-5000 |12 |4 |16 |
| |(35.29) |(66.67) |(40.00) |
|5001-10000 |-- |1 |1 |
| | |(16.67) |(2.50) |
|10001 and above |-- |1 |1 |
| | |(16.67) |(2.50) |
*=sample size
Above table shows that 22 (55%) college libraries have 1 – 1000 reference books, 16 (40%) of the colleges has reference books ranging from 1001 – 5000, 1 (2.5%) of the college libraries has reference books ranging from 5001 – 10000 and remaining 1 (2.5%) has 10001 and above.
With regard to government college libraries 22 (64.71%) has reference books ranging from 1 – 1000 and remaining 12 (35.29%) has reference books ranging from 5001-10000. Where as in the case of autonomous college libraries 4 (66.67%) has reference books ranging from 1001 – 5000. 1 (16.67%) has reference books ranging from 5001-10000 and remaining 1 (16.67%) has 10001 and above.
Table 5.1.17 reveals that the autonomous colleges have good number of reference books in general, barring few exceptions, and can provide the students with basic reference information; while the Government colleges also maintains good collection if not the large.
5.1.9.2. Strength of Serial Publications:
Periodicals, being primary source of information, play a pivotal role in the dissemination of nascent thought content. However, in a college library, which serves undergraduates, periodicals have a minor role, compared to books. However out of 40 colleges 9 (22.5%) offers Postgraduate courses. Hence they ought to possess more periodical collection to facilitate research orientation at Post Graduate level. The data gathered to study this aspect are displayed in Table 5.1.18.
Table 5.1.18
No. of Current Periodical Subscription in College Libraries
| |No of Degree colleges |Total |
|No. of periodicals | | |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|0 |8 |-- |8 |
| |(23.53) | |(20.00) |
|1-50 |25 |1 |26 |
| |(73.53) |(16.67) |(65.00) |
|51-100 |1 |2 |2 |
| |(2.94) |(33.33) |(5.00) |
|101-150 |-- |2 |1 |
| | |(33.33) |(2.50) |
|151 and above |-- |1 |1 |
| | |(16.67) |(2.50) |
*=sample size
Table 5.1.18 provides information about the subscription to number of periodicals in the degree college libraries. With regards to the subscription of current periodicals, most of the libraries 26(65%) subscribe 1 – 50 periodicals. In the case of government college libraries 25 (73.53%) subscribe 1- 50 periodicals and 8 (23.53%) do not subscribe any periodicals. Where as in autonomous degree college libraries 1(16.67%) subscribes 151 and above periodicals, 2 (33.33%) subscribes between 101 – 150 and another 2 (33.33%) of the libraries subscribes periodicals between 51 - 100 and remaining 1 (16.67%) subscribes periodicals ranging from 1 – 50.
From this study it may be stated that Autonomous college libraries subscribe to more number of journals than Government College libraries. It may be interpreted that as majority of autonomous colleges offer Post Graduate courses their library’s periodical subscriptions are more than government college libraries. However, from the career guidance point of view the libraries are expected to improve their periodical subscriptions.
5.1.9.3. News Papers subscription in college libraries:
A library that caters to undergraduates is expected to acquire more number of news papers and magazines to keep the students abreast of current developments. It also helps them to get career oriented information.
Table 5.1.19
No. of News Papers available in the libraries
| |No. of Degree Colleges | |
|No. of News papers | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|0 |2 |-- |2 |
| |(5.88) | |(5.00) |
|1-10 |31 |5 |36 |
| |(91.18) |(83.33) |(90.00) |
|11-20 |1 |1 |2 |
| |(2.94) |(16.67) |(5.00) |
|21 and above |-- |-- |-- |
*=sample size
Above table shows that 36 (90%) of the college libraries are getting 1-10 newspapers daily. 2 (5%) of the colleges are getting 11 – 20 newspapers and remaining 2 (5%) college libraries are not getting even single newspapers.
In the case government colleges 31 (91.18%) are getting 1 – 10 newspapers daily and 1 (2.94%) are getting 11 – 20 newspapers and 2 (5.88%) not getting any newspapers. Where as in autonomous college libraries 5 (83.33%) are getting 1 – 10 newspapers and remaining 1 (16.67%) college library is getting 11 – 20 newspapers daily.
It is inferred from the above analysis that the college libraries provide adequate access to current news events to its users.
5.1.9.4. Audio-visual facilities:
The present day library is expected to help the users more towards imparting education and research. Unless the library is equipped with modern gadgets such as audio-visual aids it cannot fulfill its tasks satisfactorily. With an interest to know the availability of such equipment and their use in the degree college libraries, the data has been collected and displayed.
Table 5.1.20
Availability of Audio-visual material in college libraries
| | | |
|Availability of |No. of Degree Colleges | |
|A/V material | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|0 |27 |4 |31 |
| |(79.41) |(66.67) |(77.50) |
|1-100 |6 |1 |7 |
| |(17.65) |(16.67) |(17.50) |
|101 – 200 |1 |-- |1 |
| |(2.94) | |(2.50) |
|201 and above |-- |1 |1 |
| | |(16.67) |(2.50) |
*=sample size
Table 5.1.20 shows that only 7 (17.5%) of the college libraries have audio visual materials ranging from 1 - 100. 1 (2.5%) has audio visual materials ranging from 101 – 200 and remaining 1 (2.5%) have 201 and above.
In the case of government college libraries 6 (17.65%) has audio-visual materials in their collection and 1 (2.94%) has audio visual material ranging from 101 – 200 and among autonomous college libraries 1 (16.67%) has audio visual material ranging from 1 – 100 and another 1 (16.67%) has 201 and above audio visual material in their collection.
In view of the fast developing modern technology it is necessary for the libraries to acquire varieties of audio-visual materials that have educational programmes to support modern education. There are a number of packages available on career guidance and it is expected that the libraries will possess them. The analysis shows that college libraries are far from satisfactory level in this regard as 77.50% draws a blank with regard to audio/visual collections.
5.1.9.5. Internet Access: Access to global information through World Wide Web is an added advantage to the contemporary generations of students. The libraries are centres for information available and it has to provide documents in its various form such print, e-print and web. Only 25% of the libraries under study have internet connectivity. It shows there is a need to pay attention in this area and college libraries have to be equipped with internet connectivity and related infrastructures so that students can have access to more information.
5.1.10. Technical processing:
The mission of a library is to acquire and systematically organize all documents that are received in the library and make them readily available for the use of learning, teaching, research or any other purpose. The goal of the library is to maximize the use of available documents and provide easy access to information to serve its users effectively and efficiently. The efficiency of library use depends largely on technical services of the library. Technical services in the libraries lay the foundation and determine the quality and efficiency of the retrieval process. For the proper management, organization, utilization, retrieval and dissemination of information the resources should be accessioned, classified and catalogued. To find out the methods adopted for such vital technical processing by the responded libraries, data was gathered and tabulated below.
5.1.10.1. Classification, Cataloguing and access to information:
For effective utilization of library documents, systematic arrangement is essential. There are many classification schemes for the arrangement of books in libraries. Out of the available schemes for classification, two schemes namely DDC and CC are popular in India. An attempt has been made to examine the different schemes followed by the degree college libraries for classification of the acquired documents and the observations are presented in Table 5.1.21
It is found from the data in the table that in majority i.e. 33 (82.5%) of the college libraries books are classified following classification scheme. It is also a fact that in some college libraries 7 (17.5%) the classification system is not being used. This can be found in the Government college libraries. All the autonomous college libraries following classification scheme to arrange documents.
Table 5.1.21
Classification system in college libraries
| |No. of Degree Colleges | |
|Classification system | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|Classification system followed |27 |6 |33 |
| |(79.41) |(100) |(82.50) |
| | | | |
|Classification system not followed |7 |-- |7 |
| |(20.59) | |(17.50) |
|Type of classification schemes | | | |
| | | | |
|DDC |24 |6 |30 |
| |(88.89) |(100) |(90.91) |
| | | | |
|CC |3 | |3 |
| |(11.11) |-- |(9.09) |
*=sample size
It is also evident from the table above that out of 33 college libraries 30 (90.91%) are following DDC and only 3 (9.09%) college libraries are making use of CC for shelf arrangement.. Among government college libraries 24 (88.89%) follows DDC and 3 (11.11%) follows CC. Where as in autonomous college libraries 6 (100%) follow DDC.
Table 5.1.22
Cataloguing work in college libraries
| | | |
|Existence of catalogue |No. of Degree Colleges |Total |
| | | |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|Cataloguing done |28 |6 |34 |
| |(82.35) |(100) |(85.00) |
|No cataloguing |6 |-- |6 |
| |(17.65) | |(15.00) |
|Catalogue code used | | | |
|No response |7 |-- |7 |
| |(25.00) | |(20.59) |
|AACR 2 |19 |6 |25 |
| |(67.86) |(100) |(73.53) |
|CCC |2 |-- |2 |
| |(7.14) | |(5.88) |
*=sample size
Out of the 34 Government degree college libraries 28 (82.35%) do catalogue their collection, whereas the remaining 6 (17.65%) do not catalogue their document collection. In the case of autonomous college libraries 6 (100%) cataloguing is done.
Information regarding types of cataloguing is also obtained from the degree college libraries both under government and autonomous. A total of 13 college libraries (46.43%) under both revealed that full cataloguing is done in their concerned colleges while in 15 (53.57%) degree college libraries only partial cataloguing is done.
It can be seen from the Table 5.1.22 that out of the 40 degree college libraries, 34 (85%) prepare catalogue to provide index to their collection. However 6 college libraries do not prepare index to the holdings is a point that needs attention.
Further information is gathered regarding the codes for cataloguing followed by the libraries. The information received is presented in Table 5.1.22.
Out of the 34 libraries in Government and autonomous degree colleges, 25 (73.53%) are following AACR2. The remaining 2 (5.88%) degree college libraries are following CCC.
It is evident from the table that out of the 28 libraries in Government colleges 19 (67.86%) are using AACR2 code, 2 (7.14%) are following CCC. In the autonomous college libraries all 6 (100%) are following AACR2.
For the proper organization and retrieval of information classification and cataloguing are must in a college library. From the above analysis it is inferred that 82.5% of the college libraries are using classification system for the shelf arrangement and 85% of the college libraries catalogue their collection. At the same time there is no uniformity in use of classification and cataloguing codes. Therefore the technical processing data of colleges under study indicates that the arrangement and access to information is good. The situation is lopsided as there is no uniformity of development and it may hinder resource sharing.
5.1.10.1.1. Physical form of catalogue:
Catalogues can be maintained in different forms as book, card, sheet, OPAC, etc. The easiest of all the forms is the book form. In the libraries where the collection is small and the rate of growth of the collection also is very slow the book form is more convenient. However, the card form with its added advantages has gained importance in contemporary times. The 28 degree college libraries which are using codes of catalogue were further analyzed to know the physical form of catalogues which they use. The physical form of catalogue will have an effect on the use of documents by users. In the survey it is found that out of 40 college libraries 21 (52.5%) make use of book form, 5 college libraries use card form (12.5%), and 4 (10%) of the libraries are having OPAC. Survey also revealed that some college libraries make use of both book and card form and those who are making use of OPAC also maintains main entry card catalogues in their libraries. Another interesting feature is that most of the Government college libraries still use book forms (61.76%)
An important observation of the analysis is that the librarians, being professionally qualified are giving priority to organize the contents so as to bring them to the attention of the users. Further two colleges are being maintained unqualified staff and three are recently recruited. This may be the reason for non application of systematic arrangement of document in six libraries with proper classification and cataloguing.
The above analysis shows that even though the present age is a digital library era government and autonomous college libraries under Andhra University have a long way to go in library automation and in the use of OPAC in their libraries.
5.1.10.1.2 Access to information:
The mode of access to library materials is another important factor which makes the use of library materials more meaningful. In order to satisfy the first three laws of the Library Science, as enunciated by Dr. S. R. Ranganathan, i.e., books are for use, every reader his/her book, and every book its reader, the library should adopt the open access system in preference to closed access system.
Autonomous colleges have a little edge over government colleges. A noteworthy point is that 12 government colleges still follow closed access. Certainly it is a point of concern and needs attention of authorities.
5.1.11. Information services:
The information services have been introduced in libraries to bridge the gap between the mute document and the dynamic user. The types of service developed and being offered vary from library to library depending on the nature of users and their type of information requirements. However, in general, it has been believed that a college library has to offer reference, reader’s advisory, current awareness, bibliographies and loan services to achieve effective performance. Infact, the information services form the basis for career guidance and develops interaction between librarian and the student. To know the different services that are being offered by the degree college libraries, the data has been gathered and the responses given are presented in Table 5.1.23.
From the table it is clear that out of 40 college libraries 38 (95%) offer Reference and Readers advisory services, Circulation or lending services provided in 35 (87.50%) college libraries, User orientation/information literacy is given in 30 (75%) colleges, Current awareness services in 27 (67.5%) colleges and career guidance is provided by 21 (52.5%) colleges and other services like Document Supply 21(52.5%), Inter Library Loan service 7(17.5%), Reprography 12 (30%) and Internet access 10(25%).
Table 5.1.23
Provision of information services in College libraries
| |No. of Degree Colleges |
|Services | |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |No |
| |Government |Autonomous | |
| |34* |6* | |
| |33 |6 |39 |
|Yes |(97.06) |(100) |(97.50) |
| | | | |
|No |1 |-- |1 |
| |(2.94) | |(2.50) |
|Separate library building | | | |
| | | | |
|Yes |2 |3 |5 |
| |(5.88) |(50.00) |(12.5) |
|No |32 |3 |35 |
| |(94.12) |(50.00) |(87.5) |
*=sample size
Table 5.1.24 reveals that except one government college library all other college libraries under study are centrally located. Out of 40 only 5 (12.5%) have separate building for the library.
The analysis reveals that even in this modern era the college libraries do not have proper accommodation facilities. To provide effective and qualitative services the libraries should have separate building and it should be free from all noise pollution. The management should see to this problem and take necessary actions.
5.1.13.1 Seating facilities: A mere collection and display of books and other materials would not serve any purpose unless the library is provided with sufficient seating arrangements for the readers to utilize the available information according to their requirements. Proper seating arrangement is an important requisite for reaping maximum benefits from the libraries. Indeed to make library as career guidance centre necessitates adequate space for reading and training students. Table 5.1.25 provides information relating to the existing position of seating facilities in degree college libraries under Government and autonomous.
Table 5.1.25
Reading Accommodation in College Libraries
| |No. of Degree Colleges | |
|Number of seats | | |
| | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|Less than 20 | 8 |-- |8 |
| |(23.53) |-- |(20.00) |
|21-40 |13 | |13 |
| |(38.24) | |(32.5) |
|41-60 |9 |2 |11 |
| |(26.47) |(33.33) |(27.5) |
|61-80 |1 |1 |2 |
| |(2.94) |(16.67) |(5.00) |
|81-100 |3 |-- |3 |
| |(8.82) | |(7.5) |
|Above 100 |-- |3 |3 |
| | |(50.00) |(7.5) |
*=sample size
It may be noticed from the above table that out of 40 degree college libraries as many as 13 (32.5%) providing 21 – 40 seats as reading facility within the library while 11 (27.5%) are providing 41-60 seats. In 2 degree colleges (5%) that 61-80 seats are available and another 3 (7.5%) colleges provides seats falling in the range of 80-100. In 3 (7.5%) college libraries above 100 seats are provided in the seating area. Less than 20 seats have been provided by 8 (20%) college libraries..
It is quite evident from the above observations that the seating accommodation which is very essential facility in the degree college libraries is quite inadequate compared to the strength of the students in their respective colleges. The UGC (India) prescribed norm is to have seating facility for 25% of membership. The libraries under the autonomous management appear to be somewhat better in this regard. This observation points out the urgent need for improvement of the seating accommodation in the libraries.
Therefore, on an average 20 – 60 seating capacity is available in 24 (60%) college libraries, which is not an encouraging figure. Especially to encourage career guidance, the students have to spend more time in the library after class hours which necessitate more seating/reading facility.
5.1.14. Information technology infrastructure: As we are in an Information Technology era it is necessary to have IT infrastructure in libraries to collect, organize, retrieve and disseminate information. The Internet, specifically the World Wide Web, has become an important resource to access global information, instantaneously. To use the Internet, a computer, communication facilities, and a modem are needed. Libraries should be equipped with scanners and printers to support handling of electronic information sources. Overhead and LCD (Liquid Crystal Display) projectors are useful for group discussions, video conferencing in library and to conduct workshops and seminars. Such equipment is also useful to give instruction on information literacy, computer literacy and career literacy.
Table 5.1.26
IT infrastructure in the college libraries
| | |
|IT infrastructure |No. of Degree colleges |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |No |
| |Government |Autonomous | |
| |34* |6* | |
|Yes |24 |6 |30 |
| |(70.59) |(100) |(75.00) |
|No |10 |-- |10 |
| |(29.41) | |(25.00) |
*=sample size
It is clearly evident from Table 5.1.27 that out of 40 colleges 30 (75%) are having career guidance cell. In the case of Government Colleges 24 (70.59%) are having career guidance cell and among autonomous colleges 100% are having career guidance cell. Inspite of Government order 10 (29.41%) of the government colleges do not initiate career guidance cell.
The analysis clearly shows that 75% of colleges under study have career guidance cell but there is a need to start career guidance cell in colleges wherever it is not yet established. Inspite of guidelines by Commissioner of Collegiate Education (CCE), it is unfortunate that 25% of colleges under study did not establish career guidance cell. The management should see that this facility is provided to its students so that it will be easy for them to make decisions regarding their career.
5.1.15.1. Career guidance cell and college libraries:
All career guidance cells provide five basic types of information such as occupational information for both military and civilian jobs to include training requirements, duties, salary, work environment, projection of employment, advancement opportunities and skills needed; career decision making material which include universities, community colleges, vocational and technical institutions, military, apprentice-ships, and on the-job training; career decision making material such as tests and surveys of student’s interests, values, aptitudes and self-directed material for career planning exploration; test preparation material related to SAT, GMAT, NET, Civil service etc., job seeking material related to strategies, resumes, applications, interviews and advancement. Information regarding scholarship and financial aid also can be provided. To collect, store, organize, retrieve and disseminate this information libraries are the better place as all can have access to these material and librarian is the right person to acquire and disseminate these information as he/she is already trained in this area. Table 5.1.28 depict that career guidance cell is a part of college libraries in some of the colleges under study.
Table 5.1.28
Career Guidance cell and college libraries
| | | |
|Career guidance cell |No. of Degree Colleges | |
|as part of college library | |Total |
| | |30* |
| |Government |Autonomous | |
| |24* |6* | |
|Yes |10 |2 |12 |
| |(41.67) |(33.33) |(40.00) |
|No |14 |4 |18 |
| |(58.33) |(66.67) |(60.00) |
*=sample size
Table 5.1.28 makes it clear that out of 30 colleges in 12 (40%) of the colleges career guidance cell is part of the library. In case of Government Degree colleges only in 10 (41.67%) the career guidance cell is a part of the library and in autonomous college libraries only in 2 (33.33%) career guidance cell is a part of the library.
It indicates that though the role of library in career guidance is well established, it has not been implemented due to unknown reasons. An opinion study of management may reveal the facts.
5.1.15.1.1. Librarian as a collaborator in career guidance:
Collaboration between the academic community and the career guidance cell is a natural partnership. Joint planning and consultation in both collection development and programming evolve into more ambitious endeavors such as instruction. In some of the colleges this relationship has become well established through the efforts of library administration and librarians. The combined effort has resulted in student’s increased use of library resources in order to prepare better for the job market, while gaining lifelong skills for finding and analyzing career information. As Career guidance cell is not a part of 18 libraries a question had asked to find out do the librarian collaborate with the career guidance cell in the college.
Table 5.1.29
Librarian as a collaborator in college career guidance activities
|Librarian is a collaborator in |No. of Degree Colleges | |
|career guidance | |Total |
| | |18* |
| |Government |Autonomous | |
| |14* |4* | |
|Yes |10 |3 |13 |
| |(71.43) |(75.00) |(72.22) |
| |4 | | |
|No |(28.57) |1 |5 |
| | |(25.00) |(27.78) |
*=sample size
It is evident from the above table that of the 18 degree colleges 13 (72.22%) college librarians collaborates with other career guidance cell members to provide guidance to the students. In the case of government degree colleges out of 14 in 10 (71.43%) colleges the librarian collaborates with others and in case of autonomous degree colleges out of 4 in 3 (50%) colleges librarian collaborates with the career guidance activities of the college.
It can be inferred that the role of librarian in career guidance has been identified in 72.22% though not implemented in all colleges.
5.1.15.1.2. Librarian as a member in college career guidance cell: An innovative and creative librarian can do much help in college career guidance activities. By making him/her a member in the career guidance cell the authorities are making clear to others the role of a librarian in this area and also acknowledging his/her abilities. It will boost their self confidence and help them to make better decisions in the collection building of career guidance materials. Table 5.1.30 shows that in some of the colleges, librarians are members in the career guidance cell.
Table 5.1.30
Librarian as a member in the college career guidance cell
| |No. of Degree Colleges | |
|Librarian is a member | |Total |
| | |30* |
| |Government |Autonomous | |
| |24* |6* | |
|Yes |16 |5 |21 |
| |(66.67) |(83.33) |(70.00) |
| | | | |
|No |8 |1 |9 |
| |(33.33) |(16.67) |(30.00) |
*=sample size
It is evident from the table that out of 30 colleges in 21 (70%) colleges the librarian is a member in the career guidance cell. In the case of government colleges librarian in 16 (66.67%) while the figure is 5 (83.33%) out of 6 in their counter parts.
It can be inferred that the librarians are playing the expected role in career guidance as the figure 70% indicates.
5.1.15.2. Other members of career guidance cell in colleges: Career guidance is not one man’s job. There should be sufficient manpower to provide guidance to the students. In this modern digital age the number of students who join for higher education is vast. So to meet the need of each student in an efficient way there should be sufficient staff. Staffing provides a good foundation for a Career Guidance Cell and can meet most student needs. Other members can be the Principal of the college, Vice-principal and lecturers. Table 5.1.31 explains the current situations in government and autonomous degree colleges affiliated to Andhra University.
Table 5.1.31
Other members of career guidance cell in the college
| | |
|Other members of |No. of Degree colleges |
|career guidance cell | |
| |Government |Autonomous |All colleges |
| |24* |6* |30* |
| |Yes |No |
| |Government |Autonomous | |
| |34* |6* | |
|0 |15 |2 |17 |
| |(44.12) |(33.33) |(42.50) |
|1 – 50 |16 |3 |19 |
| |(47.06) |(50) |(47.50) |
|51 – 100 |2 |1 |3 |
| |(5.88) |(16.67) |(7.50) |
| |1 | |1 |
|101 and above |(2.94) |-- |(2.50) |
*=sample size
The above table reveals that out of 40 colleges in 19 (47.5%) college libraries in a week 1 – 50 students visit the library for career information; in 3 (7.50%) colleges the number of students visit the library for career information fall between 51 - 100; and in 1 (2.5%) the number of students who visit the library for career information is 101 and above. In the case of government degree colleges in 16 (47.06%) the number students visit the library for career information fall in the range of 1 – 50. In 2 (5.88%) of the government college libraries the number students who visits the library for career information fall in the range of 51 – 100 and only in 1(2.94%) it is 101 and above. Among autonomous colleges only in 1(16.67%) colleges the number is 51 – 100 and in 3 (50%) autonomous colleges the number range between 1 – 50.
From the analysis it can be inferred that the number of students who visits the library for career information is much less as the figures 42.5% (who do not visits) and 47.15% (1-50 visits) indicate. It may be due to lack of awareness of the availability of career information resources in the library. It is high time for the librarians to create awareness among the students regarding the career resources available and how to make use of these resources through various publicity means. There is a need to provide career information literacy to graduates so that they will be able to help themselves in finding, evaluating and making use of required career information in their field of interest.
5.1.17. Use of Internet for career guidance:
In the networked environment lot of information regarding careers are available on the net. Chapter 3.9 already made an insight into it. So librarians are asked how many students make use of internet for career guidance in a week. The result is shown in table 5.1.33
Table 5.1.33
No. of Students who use internet for career guidance in a week
| | | |
|No. of students who use internet for |No. of Degree Colleges | |
|career guidance | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|0 |32 |4 |36 |
| |(94.12) |(66.67) |(90.00) |
|1 –25 |2 |1 |3 |
| |(5.88) |(16.67) |(7.50) |
| | | | |
|26 – 50 |-- |-- |-- |
| | |1 |1 |
|51 and above |-- |(16.67) |(2.50) |
*=sample size
Above table explains that in 3 (7.5%) of the college libraries students use internet facility for career guidance and the number of student range between 1 – 25 and only in 1 (2.5%) the number of students who visit the library to use internet for career guidance is 51 and above. In the case of Government College libraries out of 34 only in 2(5.88%) libraries the numbers of students who use internet for career guidance fall between 1 – 25. Where as in autonomous colleges in 1 (16.67%) library student number fall in the range of 1 – 25 and another 1 (16.67%) it is 51 and above.
It is a startling revelation to note that in 90% colleges internet is not being used for career guidance. On the whole the analysis notes that there is much scope for improvement in this area as only 10% makes use of the Internet for career information. Those who are in authority should see that all the higher educational institutions provide Internet facility to students and also it is better to give this facility without charge so that all can make use of it to develop their career.
5.1.18. Methods adopted to provide career information in colleges where there is no career guidance cell:
Table 5.1.27 reveals that out of 40 colleges in 10 colleges there is no career guidance cell. Even though there is no separate guidance cell in the college, the college librarians might be providing career information to students through informal means. It may be like passing on career oriented information, maintaining materials for competitive tests, informal guidance/counseling and displaying career oriented information. Here an attempt is made to see these activities of librarian in ten government degree college libraries affiliated to Andhra University in which there is no career guidance cell in the college.
Table 5.1.34 depicts that out of 10 government colleges in 4 (40%) college librarians pass career-oriented information to the students and staffs. 7 (70%) of college librarians are maintaining material for competitive tests, 6 (60%) provides informal guidance/counseling and displays career oriented information.
Table 5.1.34
Career services provided by the librarian’s own interest where there is no career guidance cell
| | |
|Activities of librarian in the absence of career |Government Colleges |
|guidance cell in the college |10* |
| |Yes |No |Total |
|Passing on career-oriented information |4 |6 |10 |
| |(40.00) |(60.00) |(100) |
|Maintaining materials for competitive tests | | | |
| | | | |
| |7 |3 |10 |
|Informal guidance/counseling |(70.00) |(30.00) |(100) |
| | | | |
|Displaying career oriented information | | | |
| |6 |4 |10 |
| |(60.00) |(40,00) |(100) |
| | | | |
| |6 |4 |10 |
| |(60.00) |(40.00) |(100) |
*=sample size
The analysis shows that even though there is no career guidance in the college libraries some of the librarians are active in providing career related help to its users.
5.1.19. Career information sources
Without career information sources the libraries cannot meet the career information needs of its clientele. Some of the important sources are books, journals, periodicals, Electronic media, Audio/Visual, Specific magazines, Question bank and the Internet. Table 5.1.35 highlights the availability of these sources in the colleges under study.
Table 5.1.35
Sources available for career guidance in the college libraries
| |No. of Degree colleges |
|Sources | |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |No |
| |Government |Autonomous | |
| |34* |6* | |
|Yes |34 |6 |40 |
| |(100) |(100) |(100) |
| | | | |
|No |-- |-- |-- |
*=sample size
Table 5.1.43 reveals that all the college librarians under this study believe that they have a role to play in career guidance. It is a welcoming factor as the Library and Information Science professionals have ascertained their role in career guidance.
5.1.21.1 Librarian’s role in career guidance in colleges:
Career guidance is not an isolated activity and is not confined to dissemination of information. It involves personal interaction with students and guiding them as per their individual choices and needs. On the other hand career guidance is not a single activity but a series of activities that include aptitude, formation, and attitude development to written and spoken communication skills. Hence it demands for a collaborative action, instead of isolated one. To know the views of the librarians under study in this aspect, their opinions were sought that are displayed in the following table.
Table 5.1.44
Type of librarian’s role in career guidance
| | | |
|Librarian has a role to play in |No. of Degree Colleges | |
|career guidance | |Total |
| | |40* |
| |Government |Autonomous | |
| |34* |6* | |
|Alone |3 |-- |3 |
| |(8.82) | |(7.5) |
| | | | |
|In collaboration |31 |6 |37 |
| |(91.18) |(100) |(92.5) |
*=sample size
As predicted, the librarians are of the view that career guidance should be a collaborative activity as viewed by 92.5% of libraries. It is an indication that librarian would like to work in collaboration with faculty to impart career guidance.
5.1.21.2 Area in which librarian can collaborate in career guidance: There are several aspects, where the librarian can assist/or support the members of career guidance cell or the career activities of the college such as providing access to information services, information based guidance, career counseling and developing career oriented skills. Here opinions were sought from the librarian to mark the areas that they feel comfortable while offering career guidance.
Table 5.1.45
Level of collaboration of librarian in Career guidance in colleges
| | |
|Level of collaboration |No. of Degree colleges |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |No |Total |Yes |
|1.Ability to deal effectively with students |1 |19 |5 |24 |
| | |(55.88) |(83.33) |(60.00) |
| |2 |15 |1 |16 |
| | |(44.12) |(16.67) |(40.00) |
| |3 |-- |-- |-- |
| | | | | |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|2. Courtesy and patience |1 |13 |4 |17 |
| | |(38.24) |(66.67) |(42.50) |
| |2 |20 |2 |22 |
| | |(58.82) |(33.33) |(55.00) |
| |3 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |4 |-- |-- |-- |
| |5 |-- |-- |-- |
|3. Intellectual ability – breadth of knowledge, |1 |17 |3 |20 |
|resourceful with up to date knowledge | |(50.00) |(50.00) |(50.00) |
| |2 |16 |3 |19 |
| | |(47.06) |(50.00) |(47.50) |
| |3 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|4. Good organizational and analytical skills |1 |14 |2 |16 |
| | |(41.18) |(33.33) |(40.00) |
| |2 |17 |4 |21 |
| | |(50.00) |(66.67) |(52.50) |
| |3 |3 |-- |3 |
| | |(8.82) | |(7.50) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|5. Ability to use IT effectively |1 |10 |1 |11 |
| | |(29.41) |(16.67) |(27.50) |
| |2 |15 |3 |18 |
| | |(44.12) |(50.00) |(45.00) |
| |3 |8 |1 |9 |
| | |(20.59) |(16.67) |(22.50) |
| |4 |1 |1 |2 |
| | |(2.94) |(16.67) |(5.00) |
| |5 |-- |-- |-- |
|6. Counseling skills |1 |11 |2 |13 |
| | |(32.35) |(33.33) |(32.50) |
| |2 |16 |2 |18 |
| | |(47.06) |(33.33) |(45.00) |
| |3 |7 |2 |9 |
| | |(20.59) |(33.33) |(22.50) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|7. Commitment to job |1 |18 |4 |22 |
| | |(52.94) |(66.67) |(55.00) |
| |2 |16 |2 |18 |
| | |(47.06) |(33.33) |(45.00) |
| |3 |-- |-- |-- |
| | | | | |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|8. Being dynamic and energetic |1 |14 |3 |17 |
| | |(41.18) |(50.00) |(42.50) |
| |2 |16 |2 |18 |
| | |(47.06) |(33.33) |(45.00) |
| |3 |3 |1 |4 |
| | |(8.82) |(16.67) |(10.00) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |1 |-- |1 |
| | |(2.94) | |(2.50) |
|9. Out going personality |1 |10 |3 |13 |
| | |(29.41) |(50.00) |(32.50) |
| |2 |17 |-- |17 |
| | |(50.00) | |(42.50) |
| |3 |5 |3 |8 |
| | |(14.71) |(50.00) |(20.00) |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |5 |1 |-- |1 |
| | |(2.94) | |(2.50) |
|10. Accountability |1 |12 |3 |15 |
| | |(35.29) |(50.00) |(37.50) |
| |2 |18 |3 |21 |
| | |(52.94) |(50.00) |(52.50) |
| |3 |3 |-- |3 |
| | |(8.82) | |(7.50) |
| |4 |-- |-- |-- |
| | |1 | |1 |
| |5 |(2.94) |-- |(2.50) |
*=sample size
1. Ability to deal effectively with students – Out of 40 degree college librarians 24 (60%) of them strongly agree with the statement ‘ability to deal effectively with students’ and remaining 16 (40%) librarians agree with the statement.
Among the government college librarians 55.88% strongly agree with the statement ‘ability to deal effectively with students’ and 44.12% librarians agree with the same statement. In the case of autonomous colleges 83.33% librarians strongly agree and 16.67% librarian agree with the statement ‘ability to deal effectively with students’
2. Courtesy and patience – It is evident from the table that out of 40 college librarians 17 (42.5%) librarians strongly agree with the statement, 22 (55%) librarians agree with the statement and only 1 (2.5%) librarian marked ‘moderate’
38.24% Government College librarians ‘strongly agree’, 58.82% ‘agree’ and 2.94% moderately agree with the above statement. Among autonomous college librarians 66.67% strongly agree with the statement and 33.33% agree with the statement.
3. Intellectual ability – breadth of knowledge – 20 (50%) college librarians strongly agree with the statement, 19 (47.5%) agree and 1 (2.5%) moderate.
50% government college librarians strongly agree, 47.06% agree and only 2.94% moderately agree with the statement. Among the autonomous college librarians 50% ‘Strongly agree’ and remaining 50% ‘Agree’ with the statement.
4. Good organizational and analytical skills – Out of 40 college librarians 16 (40%) of the college librarians expressed that they ‘Strongly agree’, 21 (52.5%) ‘Agree’ and 3 (7.5%) marked it as ‘moderate’.
Among the government degree college librarians 41.18% of them are ‘Strongly agree’ and 50% librarians ‘Agree’ and remaining 8.82% librarians marked it as ‘moderate’. Where as autonomous degree college librarians 33.33% opined as ‘Strongly agree’ and remaining 66.67% mentioned as ‘Agree’.
5. Ability to use IT effectively – Out of 40 college librarians, 11 (27.5%) librarians opined as ‘Strongly agree’, 18 (45%) librarians mentioned as ‘Agree’, 9 (22.5%) librarians marked it as ‘moderate’ and 2 (5%) librarian expressed as ‘Disagree’
Government college librarians 29.41% librarians opined that they ‘Strongly agree’ with the statement, 44.12% librarians expressed as ‘Agree’, 23.53% mentioned as ‘moderate’ and 2.94% librarian ‘Disagree’ with the statement. Among autonomous college librarians 16.67% librarian mentioned that ‘Strongly agree’, 50% expressed as ‘Agree’, 16.67% opined as ‘moderate’ and remaining 16.67% marked as disagree.
6. Counseling skills – Out of 40 college librarians 13 (32.5%) librarians expressed as ‘Strongly agree’, 18 (45%) librarians opined as ‘Agree’ and 9 (22.5%) mentioned as ‘moderate’
Among the government college librarians 32.35% librarians opined as ‘Strongly agree’, 47.06% librarians expressed as ‘Agree’ and remaining 20.59% mentioned as ‘moderate’. In the case of autonomous college librarians 33.33% librarians opined as ‘Strongly agree’, another 33.33% librarians expressed as ‘Agree’ and remaining 33.33% librarians mentioned as ‘moderate’
7. Commitment to job – Out of 40 college librarians 22 (55%) librarians opined that they ‘Strongly agree’ with the statement. Where as 18 (45%) college librarians mentioned that they ‘Agree’ with the statement.
Government degree college librarians 52.94% expressed that they ‘Strongly agree’ with the statement and remaining 47.06% librarians opined that they ‘Agree’ with the statement. Among the autonomous college librarians 66.67% opined as ‘Strongly agree’ and remaining 33.33% librarians mentioned as ‘Agree’ with the statement.
8. Being dynamic and energetic – Out of 40 of the college librarians 17 (42.5%) librarians opined as ‘Strongly agree’, 18 (45%) librarians opined as ‘Agree’, 4 (10%) librarians expressed as ‘moderate’ and only 1 (2.5%) librarian mentioned as ‘Strongly disagree’ with the statement.
41.18% Government degree college librarians opined as ‘Strongly agree’, 47.06% librarians mentioned as ‘Agree’, 2.94% expressed as ‘moderate’ and remaining 2.94% librarian opined as ‘Strongly disagree’ with the statement. Where as among autonomous college librarians 50% opined as ‘Strongly agree’, 33.33% librarians mentioned as ‘Agree’ and remaining 16.67% librarian expressed as ‘moderate’.
9. Outgoing personality – Out of 40 of the college librarians 13 (32.5%) librarians opined that they ‘Strongly agree’ with the statement. 17 (42.5%) librarians expressed that they ‘Agree’, 8 (20%) librarians mentioned as ‘moderate’, 1 (2.5%) librarian marked as ‘Disagree’ and remaining 1 (2.5%) librarian opined as ‘Strongly disagree’ with the statement.
Among government college librarians 29.41% opined as ‘Strongly agree’, 50% librarians mentioned as ‘Agree’, 14.71% librarians expressed as ‘moderate’, 2.94% librarian opined as ‘Disagree’ and the remaining 2.94% librarian mentioned as ‘Strongly Disagree’ with the statement. In the case of autonomous college librarians 50% opined as ‘Strongly agree’ and the remaining 50% librarians expressed as ‘moderate’.
10. Accountability – Out of 40 college librarians 15 (37.5%) librarians opined as ‘Strongly agree’, 21 (52.5%) of the librarians mentioned as ‘Agree’, 3 (7.5%) librarians expressed as ‘moderate’ and remaining 1 (2.5%) librarian opined as ‘Strongly disagree’ with the statement.
Here 35.29% government college librarians opined as ‘Strongly agree’, 52.94% librarians expressed as ‘Agree’, 8.82% librarians mentioned as ‘moderate’ and remaining 2.94% librarian opined as ‘Strongly disagree’ while 50% autonomous college librarians expressed that they ‘Strongly agree’ and remaining 50% librarians mentioned that they ‘Agree’ with the statement.
The above analysis reveals that most of the college librarians (60%, 42.5%, 50%, 40%, 27.5%, 32.5%, 55%, 42.5%, 32.5%, and 37.5%) mentioned that they strongly agree with the statements in support of personal characteristics required of a librarian to offer career guidance - ability to deal effectively with students, courtesy and patience, intellectual ability – breadth of knowledge, good organizational and analytical skills, ability to use IT effectively, counseling skill, commitment to job, being dynamic and energetic, outgoing personality and accountability respectively. The percentages of those who ‘Agree’ with the above statements are – 40%, 55%, 47.5%, 52.5%, 45%, 45%, 45%, 45%, 42.5%and 52.5% respectively. It can be inferred that for a librarian to impart career knowledge to students/graduates these personal characteristics are essential.
5.1.23. Soft skills
To assist/support in career guidance activities of the colleges the college librarians should have certain soft skills like communication skill, group facilitation skills, job market knowledge, innovativeness, information management skill, creativity, leadership qualities, positive attitude, analytical and logical skill and Interpersonal skill. Hence here an attempt is made to gather opinions from the college librarians.
Table 5.1.47
Soft skills required for the librarian
|Soft skills |Rate |Government |Autonomous |Total |
| | |34* |6* |40* |
|munication skill |1 |20 |3 |23 |
| | |(58.82) |(50.00) |(57.50) |
| |2 |13 |3 |16 |
| | |(38.24) |(50.00) |(40.00) |
| |3 |-- |-- |-- |
| | | | | |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |5 |-- |-- |-- |
|2. Group facilitation skills |1 |16 |1 |17 |
| | |(47.06) |(16.67) |(42.50) |
| |2 |16 |3 |19 |
| | |(47.06) |(50.00) |(47.50) |
| |3 |1 |2 |3 |
| | |(2.94) |(33.33) |(7.50) |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |5 |-- |-- |-- |
|3. Job market knowledge |1 |11 |1 |12 |
| | |(32.35) |(16.67) |(30.00) |
| |2 |18 |2 |20 |
| | |(52.94) |(33.33) |(50.00) |
| |3 |4 |-- |4 |
| | |(11.76) | |(10.00) |
| |4 |1 |2 |3 |
| | |(2.94) |(33.33) |(7.50) |
| |5 |-- |1 |1 |
| | | |(16.67) |(2.50) |
|4. Innovativeness |1 |9 |1 |10 |
| | |(26.47) |(16.67) |(25.00) |
| |2 |20 |3 |23 |
| | |(58.82) |(50.00) |(57.50) |
| |3 |4 |2 |6 |
| | |(11.76) |(33.33) |(15.00) |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |5 |-- |-- |-- |
|5. Information management skill |1 |13 |3 |16 |
| | |(38.24) |(50.00) |(40.00) |
| |2 |18 |3 |21 |
| | |(52.94) |(50.00) |(52.50) |
| |3 |2 |-- |2 |
| | |(5.88) | |(5.00) |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |5 |-- |-- |-- |
|6. Creativity |1 |12 |4 |16 |
| | |(35.29) |(66.67) |(40.00) |
| |2 |16 |1 |17 |
| | |(47.06) |(16.67) |(42.50) |
| |3 |5 |1 |6 |
| | |(14.71) |(16.67) |(15.00) |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.5) |
| |5 |-- |-- |-- |
|7. Leadership qualities |1 |16 |5 |21 |
| | |(47.06) |(83.33) |(52.50) |
| |2 |16 |1 |17 |
| | |(47.06) |(16.67) |(42.50) |
| |3 |-- |-- |-- |
| | | | | |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |5 |1 |-- |1 |
| | |(2.94) | |(2.50) |
|8. Positive attitude |1 |15 |6 |21 |
| | |(44.12) |(100) |(52.50) |
| |2 |18 |-- |18 |
| | |(52.94) | |(45.00) |
| |3 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|9. Analytical and logical skill |1 |12 |1 |13 |
| | |(35.29) |(16.67) |(32.50) |
| |2 |20 |3 |23 |
| | |(58.82) |(50.00) |(57.50) |
| |3 |2 |2 |4 |
| | |(5.88) |(33.33) |(10.00) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|10. Interpersonal skill |1 |13 |1 |14 |
| | |(38.24) |(16.67) |(35.00) |
| |2 |18 |4 |22 |
| | |(52.94) |(66.67) |(55.00) |
| |3 |3 |1 |4 |
| | |(8.82) |(16.67) |(10.00) |
| |4 |-- |-- |-- |
| |5 |-- |-- |-- |
*=sample size
Table5.1.47 clearly highlights the opinion of librarians regarding the soft skill which are necessary for the librarians to provide career guidance in colleges.
1. Communication skill – Out of the 40 college librarians 23 (57.5%) librarians opined that they ‘Strongly agree’ with the statement, 16 (40%) librarians mentioned that they ‘Agree’ and remaining 1 (2.5%) librarian mentioned that he/she ‘Disagree’ with the statement.
Among government college librarian 58.82% opined that they strongly agree with the statement, 38.24% librarians are expressed as ‘Agree’ and 2.94% librarian mentioned as ‘Disagree’ with the statement. Where as among autonomous college librarians 50% opined as ‘Strongly agree’ and remaining 50% opined as ‘Agree’ with the statement.
2. Group facilitation skills – Out of 40 college librarians 17 (42.5%) librarians opined as ‘Strongly agree’, another 19 (47.5%) librarians opined as ‘Agree’, 3 (7.5%) librarians expressed as ‘moderate’ and only 1 (2.5%) librarian mentioned as ‘Disagree’ with the statement.
Government college librarians 47.06% opined as ‘Strongly agree’, 47.06% of the librarians mentioned as ‘Agree’, 2.94% of the librarians expressed as ‘moderate’ and remaining 2.94% librarians opined as ‘Disagree’ with the statement. Among autonomous college librarians 16.67% librarian opined as ‘Strongly agree’, 50% of the librarians expressed as ‘Agree’ and remaining 33.33% of the librarians mentioned as ‘moderate.’
3. Job market knowledge – Out of 40 college librarians 12 (30%) librarians opined as ‘Strongly agree’, 20 (50%) librarians mentioned as ‘Agree’, 4 (10%) librarians expressed as ‘moderate’, 3 (7.5%) librarians opined as ‘Disagree’ and 1 (2.5.%) librarian expressed as ‘Strongly Disagree’ with the statement.
32.35% government college librarians opined as ‘Strongly agree’, 52.94% librarians opined as ‘Agree’, 11.76% librarians expressed as ‘moderate’ and remaining 2.94% librarian mentioned as ‘Disagree’ with the statement. Among autonomous college librarians 16.67% librarian opined as ‘Strongly Agree’, 33.33% of the librarians mentioned as ‘Agree’, another 33.33% librarians expressed as ‘Disagree’ and remaining 16.67% librarians mentioned as ‘Strongly disagree’ with the statement.
4. Innovativeness – Out of the 40 college librarians 10 (25%) of the librarians opined as ‘Strongly agree’, 23 (57.5%) librarians mentioned as ‘Agree’, 6 (15%) librarians opined as ‘moderate’ and remaining 1 (2.5%) librarians expresses as ‘Disagree’ with the statement.
In the case of government college librarians 26.47% opined as ‘Strongly Agree’, 58.82% of the librarians mentioned as ‘Agree’, 11.76% librarians expressed as ‘moderate’ and remaining 2.94% librarian opined as ‘Disagree’ with the statement. Autonomous college librarians 16.67% librarians opined as ‘Strongly agree’ 50% librarians mentioned as ‘Agree’ and remaining 33.33% librarians expressed as ‘moderate’.
5. Information management skill – Out of 40 college librarians 16 (40%) librarians mentioned as ‘Strongly agree’, 21 (52.5%) librarians opined as ‘Agree’, 2 (5%) librarians expressed as ‘moderate’ and remaining 1 (2.5%) of the librarians opined as ‘Disagree’ with the statement.
Among government college librarians 38.24% opined as ‘Strongly agree’, 52.94% of the librarians mentioned as ‘Agree’, 5.88% librarians expressed as ‘moderate’ and remaining 2.94% librarians opined as ‘Disagree’ with the statement. Where as among autonomous college librarians 50% opined as ‘Strongly agree’ and remaining 50% librarians mentioned as ‘Agree’ with the statement.
6. Creativity – Among the 40 college librarians 16 (40%) librarians opined as ‘Strongly agree’, 17 (42.5%) of the librarians mentioned as ‘Agree’, 6 (15%) librarians expressed as ‘moderate’ and remaining 1 (2.5%) librarian opined as ‘Disagree’ with the statement.
In the case of government degree college librarians 35.29% opined as ‘Strongly agree’, 47.06% librarians mentioned as ‘Agree’, 14.71% librarians expressed as ‘moderate’ and remaining 2.94% librarians opined as ‘Disagree’ with the statement. Among autonomous college librarians 66.67% librarians opined as ‘Strongly agree’, 16.67% librarian mentioned as ‘Agree’ and remaining 16.67% librarian expressed as ‘moderate’.
7. Leadership qualities – Out of 40 college librarians 21 (52.5%) librarians opined as ‘Strongly agree’, 17 (42.5%) librarians mentioned as ‘Agree’, 1 (2.5%) librarian ‘Disagree’ and remaining 1 (2.5%) librarian expressed as ‘Strongly Disagree’ with the statement.
Among the government college librarians 47.06% opined as ‘Strongly agree’, another 47.06% librarians ‘Agree’, 2.94% librarians ‘Disagree’ and remaining 2.94% librarians mentioned as ‘Strongly Disagree’ with the statement. Among autonomous college librarians 83.33% opined as ‘Strongly agree’ and remaining 16.67% librarians expressed as ‘Agree’ with the statement.
8. Positive attitude – Out of 40 college librarians 21 (52.5%) librarians opined as ‘Strongly agree’, 18 (45%) librarians mentioned as ‘Agree’ and remaining 1 (2.5%) librarian express as ‘moderate.’
44.12% Government college librarians opined as ‘Strongly agree’, 52.94% librarians mentioned as ‘Agree’ and remaining 2.94% librarians expressed as ‘moderate’. Among the autonomous college librarians all of them opined as ‘Strongly agree’ with the statement.
9. Analytical and logical skill – Out of 40 college librarians 13 (32.5%) librarians opined as ‘Strongly agree’, 23 (57.5%) librarians expressed as ‘Agree’ and remaining 4 (10%) librarians mentioned as ‘moderate’
35.29% Government college librarians opined as ‘Strongly agree’, 58.82% librarians mentioned as ‘Agree’ and remaining 5.88% librarians expressed as ‘moderate’. Among autonomous college librarians 16.67% mentioned as ‘Strongly agree’, 66.67% librarians opined as ‘Agree’ and remaining 16.67% librarian expressed as ‘moderate.’
10. Interpersonal skill – Out of 40 college librarians 14 (35%) librarians opined as ‘Strongly agree’, 22 (55%) librarians expressed as ‘Agree’, 4 (10%) librarians opined as ‘moderate.’
It is evident from the table that 38.24% Government College librarians opined as ‘Strongly agree’, 52.94% librarians mentioned as ‘Agree’, 8.82% librarians expressed as ‘moderate’ about the statement. Among the autonomous degree college librarians 16.67% librarians opines as ‘Strongly agree’, 66.67% librarians expressed as ‘Agree’ and remaining 16.67% librarians mentioned as ‘moderate’ to the statement.
From the analysis it is evident that most of the librarians i.e. 57.5%, 42.5%, 30%, 25%, 40%, 40%, 52.5%, 52.5%, 32.5% and 35% ‘strongly agree’ with the statements – communication skill, group facilitation skills, job market knowledge, innovativeness, information management skill, creativity, leadership qualities, positive attitude, analytical and logical skill and interpersonal skill respectively. Where as the percentages of those who ‘agree’ with the above statements are 40%, 47.5%, 50%, 57.5%, 52.5%, 42.5%, 42.5%, 45%, 57.5%, and 55% respectively. It is inferred from the above data that to provide career guidance to the students/graduates the librarian must have the above mentioned soft skills.
5.1.24. Librarian as career guide:
In the 21st century as there is so much change in the knowledge management and the role of the librarian. Now the librarian is recognized as teacher and guide. Librarian has a definite role in the career guidance of students/graduates in higher educational institutions. Hence an attempt is made to get the opinions of college librarians in support of librarian as career guide. The result is highlighted in table 5.1.48
Table 5.1.48
Librarian’s opinions in support of librarian as career guide
|Librarian as career guide |Rate |Government |Autonomous |Total |
| | |34* |6* |40* |
|1. Have immediate access to information sources |1 |18 |4 |22 |
| | |(52.94) |(66.67) |(55.00) |
| |2 |14 |1 |15 |
| | |(41.18) |(16.67) |(37.50) |
| |3 |1 |1 |2 |
| | |(2.94) |(16.67) |(5.00) |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |5 |-- |-- |-- |
|2. Possess more information handling techniques |1 |16 |3 |19 |
| | |(47.06) |(50.00) |(47.50) |
| |2 |16 |2 |18 |
| | |(47.06) |(33.33) |(45.00) |
| |3 |2 |1 |3 |
| | |(5.88) |(16.67) |(7.50) |
| |4 |-- |-- |-- |
| |5 |-- |-- |-- |
|3. Have knowledge in IT skills |1 |7 |-- |7 |
| | |(20.59) | |(17.50) |
| |2 |19 |4 |23 |
| | |(55.88) |(66.67) |(57.50) |
| |3 |6 |2 |8 |
| | |(17.65) |(33.33) |(20.00) |
| |4 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |5 |1 |-- |1 |
| | |(2.94) | |(2.50) |
|4. More interaction with students |1 |19 |5 |24 |
| | |(55.88) |(83.33) |(60.00) |
| |2 |14 |1 |15 |
| | |(41.18) |(16.67) |(37.50) |
| |3 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|5. Maintain good relationship with colleagues |1 |17 |6 |23 |
| | |(50.00) |(100) |(57.50) |
| |2 |17 |-- |17 |
| | |(50.00) | |(42.50) |
| |3 |-- |-- |-- |
| | | | | |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|6. Ever ready to help those who approach |1 |18 |4 |22 |
| | |(52.94) |(66.67) |(55.00) |
| |2 |13 |2 |15 |
| | |(38.24) |(33.33) |(37.50) |
| |3 |3 |-- |3 |
| | |(8.82) | |(7.50) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
| | | | | |
|7. Encourage & helps students according to their |1 |20 |4 |24 |
|behavioral needs. | |(58.82) |(66.67) |(60.00) |
| |2 |13 |2 |15 |
| | |(38.24) |(33.33) |(37.50) |
| |3 |1 |-- |1 |
| | |(2.94) | |(2.50) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|8. Inculcate enthusiasm and interest for reading and|1 |20 |5 |25 |
|upgrading | |(58.82) |(83.33) |(62.50) |
| |2 |13 |-- |13 |
| | |(38.24) | |(32.50) |
| |3 |1 |1 |2 |
| | |(2.94) |(16.67) |(5.00) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|9. Provide a congenial environment for students |1 |18 |5 |23 |
| | |(52.94) |(83.33) |(57.5) |
| |2 |13 |1 |14 |
| | |(38.24) |(16.67) |(35.00) |
| |3 |3 |-- |3 |
| | |(8.82) | |(7.50) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
|10. Enthusiasm for life-long learning |1 |18 |4 |22 |
| | |(52.94) |(66.67) |(55.00) |
| |2 |12 |2 |14 |
| | |(35.29) |(33.33) |(35.00) |
| |3 |4 |-- |4 |
| | |(11.76) | |(10.00) |
| |4 |-- |-- |-- |
| | | | | |
| |5 |-- |-- |-- |
*=sample size
1. Have immediate access to information sources – Out of 40 college librarians 22 (55%) librarians opined as ‘Strongly agree’, 15 (37.5%) librarians expressed as ‘Agree’, 2 (5%) librarians mentioned as ‘moderate’ and remaining 1 (2.5%) librarians opined as ‘Disagree’ with the statement.
Among Government degree college librarians 52.94% opined as ‘Strongly agree’, 41.18% librarians expressed as ‘Agree’, 2.94% librarians mentioned as ‘moderate’ and remaining 2.94% librarians opined as ‘Disagree’ with the statement. Among autonomous college librarians 66.67% opined as ‘Strongly agree’ with the statement. 16.67% librarians mentioned as ‘Agree’ and remaining 16.67% librarians expressed as ‘moderate.’
2. Possess more information handling techniques – Out of 40 college librarians 19 (47.5%) librarians opined as ‘Strongly agree’, 18 (45%) librarians expressed as ‘Agree’ and 3 (7.5%) librarians mentioned as ‘moderate’ to the statement.
47.06% Government degree college librarians opined as ‘Strongly agree’, another 47.06% librarians opined as ‘Agree’ and remaining 5.88% librarians expressed as ‘moderate’ about the statement. Among autonomous college librarians 50% opined as ‘Strongly agree’, 33.33% librarians expressed as ‘Agree’ and remaining 16.67% of the librarians mentioned as ‘moderate.’
3. Have knowledge in IT skills – out of 40 college librarians 7 (17.5%) librarians opined as ‘Strongly agree’, 23 (57.5%) librarians mentioned as ‘Agree’, 8 (20%) librarians expressed as ‘moderate’, 1 (2.5%) librarian opined as ‘Disagree’ and remaining 1 (2.5%) of the librarians mentioned as ‘Strongly Disagree’ with the statement.
In the case of Government college librarians 20.59% librarians opined as ‘Strongly agree’, 55.88% librarians expressed as ‘Agree’ 17.65% librarians mentioned as ‘moderate’, and remaining 2.94% librarians opined as ‘Disagree’ and remaining 2.94% librarian opined as ‘Strongly Disagree’with the statement. Among autonomous college librarians 66.67% librarians opined as ‘Agree’ and remaining 33.33% librarians mentioned as ‘moderate’
4. More interaction with students – Out of 40 college librarians 24 (60%) librarians opined as ‘Strongly agree’, 15 (37.5%) librarians mentioned as ‘Agree’ and remaining 1 (2.5%) librarian expressed as ‘moderate’ about the statement.
55.88% government college librarians opined as ‘Strongly agree’, 41.18% librarians mentioned as ‘Agree’ and 2.94% librarians mentioned as ‘moderate’ Among autonomous college librarians 83.33% librarians opined as ‘Strongly agree’ and remaining 16.67% librarian mentioned as ‘Agree’ with the statement.
5. Maintain good relationship with colleagues – Out of 40 college librarians 23 (57.5%) librarians opined as ‘Strongly agree’ and remaining 17 (42.5%) librarians expressed as ‘Agree’ with the statement.
Government college librarians, 50% opined as ‘Strongly agree’ and remaining 50% librarians mentioned as ‘Agree’ with the statement. Among autonomous college librarians, all of them opined that they ‘Strongly agree’ with the statement.
6. Ever ready to help those who approach – Out of 40 college librarians 22 (55%) librarians opined as ‘Strongly agree’, 15 (37.5%) librarians mentioned as ‘Agree’ and remaining 3 (7.5%) librarians expressed as ‘moderate’ about the statement.
In the case of government college librarians 52.94% librarians opined as ‘Strongly agree’. 38.24% librarians expressed as ‘Agree’ and remaining 8.82% mentioned as ‘moderate’. Among autonomous college librarians 66.67% librarians opined as ‘Strongly agree’ and remaining 33.33% librarians mentioned as ‘Agree’ with the statement.
7. Encourage and helps students according to their behavioral needs – Out of 40 college librarians 24 (60%) librarians opined as ‘Strong agree’, 15 (37.5%) librarians mentioned as ‘Agree’ and remaining 1 (2.5%) librarian expressed as ‘moderate’
Government College librarians 58.82% librarians opined as ‘Strongly agree’, 38.24% librarians mentioned as ‘Agree’ and remaining 2.94% librarian expressed as ‘moderate’. Where as among autonomous college librarians 66.67% librarians opined as ‘Strongly agree’ and remaining 33.33% librarians mentioned as ‘Agree’ with the statement.
8. Inculcate enthusiasm and interest for reading and upgrading – Out of 40 college librarians 25 (62.5%) librarians opined as ‘Strongly agree’, 13 (32.5%) librarians mentioned as ‘Agree’ and remaining 2 (5%) librarians opined as ‘moderate’ to the statement.
Among government college librarians 58.82% mentioned that they ‘Strongly agree’, 38.24% librarians mentioned as ‘Agree’ and 2.94% of the librarians expressed as ‘moderate’ about the statement. In the case of autonomous college librarians 83.33% librarians opined as ‘Strongly agree’ and remaining 16.67% librarians mentioned as ‘moderate’ to the statement.
9. Provide a congenial environment for students – Out of 40 college librarians 23 (57.5%) librarians opined as ‘Strongly agree’. 14 (35%) librarians mentioned as ‘Agree’ and remaining 3 (7.5%) librarians expressed as ‘moderate’ to the statement.
Government College librarians 52.94% librarians opined as ‘Strongly agree’, 38.24% librarians expressed as ‘Agree’ and remaining 8.82% librarians mentioned as ‘moderate’. Among autonomous college librarians 83.33% opined as ‘Strongly agree’ and remaining 16.67% librarian expressed as ‘Agree’ with the statement.
10. Enthusiasm for life-long learning – Out of 40 college librarians 22 (55%) librarians opined as ‘Strongly agree’, 14 (35%) librarians expressed as ‘Agree’ and remaining 4 (10%) librarians mentioned as ‘moderate’ to the statement.
52.94% government college librarians opined as ‘Strongly agree’, 35.29% librarians expressed as ‘Agree’ and remaining 11.76% librarians mentioned as ‘moderate’ to the statement. Where as autonomous college librarians 66.67% opined as ‘Strongly agree’ and remaining 33.33% librarians mentioned as ‘Agree’ with the statement.
The above analysis reveals that most of the librarians (55%, 47.5%, 17.5%, 60%, 57.5%, 55%, 60%, 62.5%, 57.5% and 55%) ‘Strongly agree’ with the statements – Have immediate access to information sources, possess more information handling techniques, have knowledge in IT skill, more interaction with students, maintain good relationship with colleagues, ever ready to help those who approach, encourage and helps students according to their behavioral needs, inculcate enthusiasm and interest for reading and upgrading, provide a congenial environment for students and enthusiasm for life-long learning respectively. The percentages of those who ‘Agree’ with the above statements are 37.5%, 45%, 57.5%, 37.5%, 42.5%, 37.5%, 37.5%, 32.5%, 35% and 35% respectively. It can be inferred from the above data that librarians under study support the statement given in favour of librarians as career guides.
5.1.25. Career guidance programs, problems of implementation: Most college librarians now regard career guidance is important in college libraries. Unfortunately there are many factors inhibiting in providing career guidance in the libraries. Close cooperation with academic staff is necessary to provide these facilities in colleges. The library staff on one hand finds lack of time and the lack of expertise to handle this. Table 5.1.49 high lights the opinion of librarians regarding the problems faced by them in providing career guidance service in college libraries.
It is clearly evident from the above table out of 40 college librarians 36 (90%) of the librarians feel that there is low staff strength to provide career guidance in libraries, 37 (92.5%) mentioned about limited budget as problem., 32 (80%) of the librarians opined that inadequate infrastructure stand on the way in providing career guidance, 23 (57.5%) of the librarians says that qualification of library staff is not enough to provide career guidance, 19 (47.5%) of them feel that there is inadequate skill, 13 (32.5%) of the librarian mentioned that perception of user is an impediment, 12 (30%) feel that perception of teaching staff is a problem, and 11 (27.5%) of the librarian mentioned of Limited working hours is the problem in providing career guidance in the library.
Among the Government college librarians 97.06% opined that low staff strength and limited budget as a problem, and 35.29% of the librarians support limited working hours as a hindrance in providing career guidance.
Table 5.1.49
Problems of library in providing career guidance
| |No. of Degree colleges |
|Problems | |
| |Government |Autonomous |All colleges |
| |34* |6* |40* |
| |Yes |No |Total |
| | |B.A | |B.Sc | |
| | |I |II |
| | |B.A | |B.Sc | |
| | |I |II |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| |Rank | | |
| | |Males |Females |
| | | | |
| | |343* |487* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Rank |Males |Females |
| | | | |
| | |343* |487* |
|Books |[pic] |6.3520 |10.3535 |7.1553 |
| |d.f. |3 |6 |6 |
|Periodicals |[pic] |22.2333 |24.4036 |10.2484 |
| |d.f |3 |6 |6 |
|Reference |[pic] |21.8706 |1.5381 |- |
|Books | | | | |
| |d.f |3 |6 |- |
The Chi-square values given in Table 5.2.7b indicates that at 5% level significance the use pattern of books and students gender, course of study and year of study has no significant association. Where as the use pattern of periodical by students is significantly associated with their gender and course of study but insignificantly associated with year of study. The use pattern of reference books is significantly associated with the gender of students but insignificantly associated with course of study.
It is obvious from the above tables that students make use mostly text books for academic purposes. Other sources of information are not used much. It may be due to their non-availability in the library. Global environment require more exposure to the outside world for that it is necessary for the libraries to acquire and disseminate current information which is available in journals and magazines. To face the competitive world in the job market students should develop general knowledge, for that students should make use of reference sources. As the library budget is shrinking and the price of periodicals and other reference sources are escalating it is difficult for the library to acquire important journals, magazines and reference sources. Use of e-resources on the Internet is a viable alternative. Hence internet facility needs to be extended to library, which is not available in 75% libraries as indicated under 5.1.9.5 and 5.1.11 in librarian’s survey. Lack of current periodicals and Internet facility may be the reason for spending less time in the library as indicated under 5.2.4.4.
5.2.4.6 Information services:
One of the most important function of a library is the dissemination of information, to keep its readers well informed and up-to-date in their own and related subjects. In a college library the main services consists of reference service, reprography and loan services, user education/orientation, current awareness, information literacy. How far these basic services are being used is a matter of concern. Hence, a question was framed to find out the type of services used by the respondents. Table 5.2.8 displays the figures in rank order.
It is clear from the table that loan service is the most sought after as 401 (48.31%) ranked it as the first preference. The reason may be that this service is supposed to be a major service in any academic institution as the students prefer to loan out the prescribed and related documents for study outside the library premises. The next service in the order is ‘reference service’ which was ranked by 312 (37.59%) as their first priority. Very few number of respondents 59 (7.11%) marked ‘current awareness service’ as their first priority but 64.94% had given third rank for it. ‘User education/orientation and information literacy service’ ranked as third priority by 21.33% where as 12.65% given third rank for ‘reprographic service’. The analysis correlates with librarian’s survey where 95% of the libraries responded saying that they provide reference service and 87.5% provides circulation/lending services.
Further analysis has been done to observe the variation between male and female, BSc, B.A. and and also among first, second and third year students in rank the services used by them. It is evident from the table that loan service is the major service useful as 175 (51.02%) and 226 (46.41%) of the male students and female student respectively ranked it as their first priority. Under course wise B.Sc, followed by and B.A marked it as first priority (49.48%, 47.89% and 47.5% respectively). In year wise the percentages of the ranks given by second years, first years and third years are 50.19, 49.47, and 45.42 respectively. On the whole the analysis reveals that there is only meager difference in the opinion of students under gender, course and year of study in the use of other different library services as reference service was ranked as second priority and remaining services as third priority. Librarian's survey shows that only 30% of the libraries under study provide reprographic facility so it is the least ranked (12.65%) by the students.
Table 5.2.8
Rank Distribution of information services used by students
| |Gender |Course of study |Year of study |
|Information | | | |
|Services used | | | |
| | | | |
| |Rank |Males |Females |
| | | | |
| | |343* |487* |
| |Level |Males |Females |
| | |343* |487* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |160* |246* |406* |
| | | | |
| |Males |Female |Total |
| |160* |246* |406* |
| | | | |
| |Males |Females |Total |
| |160* |246* |406* |
| | | | |
| |Males |Females |Total |
| |160* |246* |406* |
| | | | |
| |Males |Female |Total |
| |160* |246* |406* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| |Males |Female |Total |
| |343* |487* |830* |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |277* |463* |740* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |227* |311* |538* |
| | | | |
| |Males |Females |Total |
| |227* |311* |538* |
| |Males |Females |Total |
| |227* |311* |538* |
| | | | |
| |Males |Females |Total |
| |227* |311* |538* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| |Rank | | |
| | |Males |Females |
| | |343* |487* |
| | |B.A | |B.Sc | |
| | |I |II |
| | |B.A | |B.Sc | |
| | |I |II |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| |Rank | | |
| | |Males |Females |
| | | | |
| | |343* |487* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Rank |Males |Females |
| | | | |
| | |343* |487* |
|Books |[pic] |6.3520 |10.3535 |7.1553 |
| |d.f. |3 |6 |6 |
|Periodicals |[pic] |22.2333 |24.4036 |10.2484 |
| |d.f |3 |6 |6 |
|Reference |[pic] |21.8706 |1.5381 |- |
|Books | | | | |
| |d.f |3 |6 |- |
The Chi-square values given in Table 5.2.7b indicates that at 5% level significance the use pattern of books and students gender, course of study and year of study has no significant association. Where as the use pattern of periodical by students is significantly associated with their gender and course of study but insignificantly associated with year of study. The use pattern of reference books is significantly associated with the gender of students but insignificantly associated with course of study.
It is obvious from the above tables that students make use mostly text books for academic purposes. Other sources of information are not used much. It may be due to their non-availability in the library. Global environment require more exposure to the outside world for that it is necessary for the libraries to acquire and disseminate current information which is available in journals and magazines. To face the competitive world in the job market students should develop general knowledge, for that students should make use of reference sources. As the library budget is shrinking and the price of periodicals and other reference sources are escalating it is difficult for the library to acquire important journals, magazines and reference sources. Use of e-resources on the Internet is a viable alternative. Hence internet facility needs to be extended to library, which is not available in 75% libraries as indicated under 5.1.9.5 and 5.1.11 in librarian’s survey. Lack of current periodicals and Internet facility may be the reason for spending less time in the library as indicated under 5.2.4.4.
5.2.4.6 Information services:
One of the most important function of a library is the dissemination of information, to keep its readers well informed and up-to-date in their own and related subjects. In a college library the main services consists of reference service, reprography and loan services, user education/orientation, current awareness, information literacy. How far these basic services are being used is a matter of concern. Hence, a question was framed to find out the type of services used by the respondents. Table 5.2.8 displays the figures in rank order.
It is clear from the table that loan service is the most sought after as 401 (48.31%) ranked it as the first preference. The reason may be that this service is supposed to be a major service in any academic institution as the students prefer to loan out the prescribed and related documents for study outside the library premises. The next service in the order is ‘reference service’ which was ranked by 312 (37.59%) as their first priority. Very few number of respondents 59 (7.11%) marked ‘current awareness service’ as their first priority but 64.94% had given third rank for it. ‘User education/orientation and information literacy service’ ranked as third priority by 21.33% where as 12.65% given third rank for ‘reprographic service’. The analysis correlates with librarian’s survey where 95% of the libraries responded saying that they provide reference service and 87.5% provides circulation/lending services.
Further analysis has been done to observe the variation between male and female, BSc, B.A. and and also among first, second and third year students in rank the services used by them. It is evident from the table that loan service is the major service useful as 175 (51.02%) and 226 (46.41%) of the male students and female student respectively ranked it as their first priority. Under course wise B.Sc, followed by and B.A marked it as first priority (49.48%, 47.89% and 47.5% respectively). In year wise the percentages of the ranks given by second years, first years and third years are 50.19, 49.47, and 45.42 respectively. On the whole the analysis reveals that there is only meager difference in the opinion of students under gender, course and year of study in the use of other different library services as reference service was ranked as second priority and remaining services as third priority. Librarian's survey shows that only 30% of the libraries under study provide reprographic facility so it is the least ranked (12.65%) by the students.
Table 5.2.8
Rank Distribution of information services used by students
| |Gender |Course of study |Year of study |
|Information | | | |
|Services used | | | |
| | | | |
| |Rank |Males |Females |
| | | | |
| | |343* |487* |
| |Level |Males |Females |
| | |343* |487* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |160* |246* |406* |
| | | | |
| |Males |Female |Total |
| |160* |246* |406* |
| | | | |
| |Males |Females |Total |
| |160* |246* |406* |
| | | | |
| |Males |Females |Total |
| |160* |246* |406* |
| | | | |
| |Males |Female |Total |
| |160* |246* |406* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| |Males |Female |Total |
| |343* |487* |830* |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |277* |463* |740* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |227* |311* |538* |
| | | | |
| |Males |Females |Total |
| |227* |311* |538* |
| |Males |Females |Total |
| |227* |311* |538* |
| | | | |
| |Males |Females |Total |
| |227* |311* |538* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
| | | | |
| |Males |Female |Total |
| |343* |487* |830* |
| | | | |
| |Males |Females |Total |
| |343* |487* |830* |
|Rank |
Males
343*
|
Females
487* |
Total
830*
|
B.Sc
289* |
B.A
280*
|
261*
|
Total
830*
|
I Year
285*
|
II Year
261*
|
III year
284*
|
Total
830*
| |Librarian has immediate access to information sources |1
2
3
4
5
|118
(34.40)
146
(42.57)
61
(17.78)
13
(3.79)
5
(1.46) |203
(41.68)
212
(43.53)
60
(12.32)
11
(2.26)
1
(0.21) |321
(38.67)
358
(43.13)
121
(14.58)
24
(2.89)
6
(0.72) |112
(38.75)
113
(39.10)
52
(17.99)
11
(3.81)
1
(0.35) |118
(42.14)
116
(41.43)
37
(13.21)
4
(1.43)
5
(1.79) |91
(34.87)
129
(49.43)
32
(12.26)
9
(3.45)
0 |321
(38.67)
358
(43.13)
121
(14.58)
24
(2.89)
6
(0.72) |113
(39.65)
111
(38.95)
52
(18.25)
5
(1.75)
4
(1.40) |95
(36.40)
121
(46.36)
34
(13.03)
10
(3.83)
1
(0.38) |113
(39.79)
126
(44.37)
35
(12.32)
9
(3.17)
1
(0.35) |321
(38.67)
358
(43.13)
121
(14.58)
24
(2.89)
6
(0.72) | |Librarian possess more information handling techniques |1
2
3
4
5 |106
(30.90)
119
(34.69)
44
(12.83)
53
(15.45)
21
(6.12) |141
(28.95)
224
(46.00)
82
(16.84)
33
(6.78)
7
(1.44) |247
(29.76)
343
(41.33)
126
(15.18)
86
(10.36)
28
(3.37) |83
(28.72)
110
(38.06)
60
(20.76)
26
(9.00)
10
(3.46) |58
(20.71)
136
(48.57)
39
(13.93)
36
(12.86)
11
(3.93) |106
(40.61)
97
(37.16)
27
(10.34)
24
(9.20)
7
(2.68) |247
(29.76)
343
(41.33)
126
(15.18)
86
(10.36)
28
(3.37) |99
(34.74)
119
(41.75)
27
(9.47)
29
(10.18)
11
(3.86) |74
(28.35)
104
(39.85)
50
(19.16)
25
(9.58)
8
(3.07) |74
(26.06)
120
(42.25)
49
(17.25)
32
(11.27)
9
(3.17) |247
(29.76)
343
(41.33)
126
(15.18)
86
(10.36)
28
(3.37) | |Librarian has knowledge of IT skills |1
2
3
4
5 |72
(20.99)
100
(29.15)
66
(19.24)
81
(23.62)
24
(7.00) |120
(24.64)
191
(39.22)
99
(20.33)
51
(10.47)
26
(5.34) |192
(23.13)
291
(35.06)
165
(19.88)
132
(15.90)
50
(6.02) |65
(22.49)
103
(35.64)
61
(21.11)
42
(14.53)
18
(6.23) |68
(24.29)
94
(33.57)
57
(20.36)
40
(14.29)
21
(7.50) |59
(22.61)
94
(36.02)
47
(18.01)
50
(19.16)
11
(4.21) |192
(23.13)
291
(35.06)
165
(19.88)
132
(15.90)
50
(6.02) |61
(21.40)
110
(38.60)
46
(16.14)
52
(18.25)
16
(5.61) |69
(26.44)
85
(32.57)
55
(21.07)
33
(12.64)
19
(7.28) |62
(21.83)
96
(33.80)
64
(22.54)
47
(16.55)
15
(5.28) |192
(23.13)
291
(35.06)
165
(19.88)
132
(15.90)
50
(6.02 | |Librarian maintain more interaction with students |1
2
3
4
5 |139
(40.52)
101
(29.45)
53
(15.45)
20
(5.83)
30
(8.75) |180
(36.96)
194
(39.84)
77
(15.81)
24
(4.93)
12
(2.46) |319
(38.43)
295
(35.54)
130
(15.66)
44
(5.30)
42
(5.06) |117
(40.48)
100
(34.60)
33
(11.42)
21
(7.27)
18
(6.23) |121
(43.21)
81
(28.93)
57
(20.36)
10
(3.57)
11
(3.93) |81
(31.03)
114
(43.68)
40
(15.33)
13
(4.98)
13
(4.98) |319
(38.43)
295
(35.54)
130
(15.66)
44
(5.30)
42
(5.06) |108
(37.89)
97
(34.04)
47
(16.49)
11
(3.86)
22
(7.72) |95
(36.40)
107
(41.00)
35
(13.41)
14
(5.36)
10
(3.83) |116
(40.85)
91
(32.04)
48
(16.90)
19
(6.69)
10
(3.52) |319
(38.43)
295
(35.54)
130
(15.66)
44
(5.30)
42
(5.06) | |Librarian is always ready to help those who approach |1
2
3
4
5 |117
(34.11)
117
(34.11)
76
(22.16)
16
(4.66)
17
(4.96) |203
(41.68)
201
(41.27)
66
(13.55)
12
(2.46)
5
(1.03) |320
(38.55)
318
(38.31)
142
(17.11)
28
(3.37)
22
(2.65) |121
(41.87)
114
(39.45)
41
(14.19)
10
(3.46)
3
(1.04) |95
(33.93)
101
(36.07)
66
(23.57)
9
(3.21)
9
(3.21) |104
(39.85)
103
(39.46)
35
(13.41)
9
(3.45)
10
(3.83) |320
(38.55)
318
(38.31)
142
(17.11)
28
(3.37)
22
(2.65) |94
(32.98)
114
(40.00)
60
(21.05)
12
(4.21)
5
(175) |104
(39.85)
100
(38.31)
43
(16.48)
7
(2.68)
7
(2.68) |122
(42.96)
104
(36.62)
39
(13.73)
9
(3.17)
10
(3.52) |320
(38.55)
318
(38.31)
142
(17.11)
28
(3.37)
22
(2.65 | |Librarian encourage & helps students according to their behavioral needs |1
2
3
4
5 |121
(35.28)
131
(38.19)
52
(15.16)
31
(9.04)
8
(2.33) |161
(33.06)
227
(46.61)
68
(13.96)
23
(4.72)
8
(1.64) |282
(33.98)
358
(43.13)
120
(14.46)
54
(6.51)
16
(1.93) |111
(38.41)
113
(39.10)
38
(13.15)
20
(6.92)
7
(2.42) |83
(29.64)
123
(43.93)
54
(19.29)
15
(5.36)
5
(1.79) |88
(33.72)
122
(46.74)
28
(10.73)
19
(7.28)
4
(1.53) |282
(33.98)
358
(43.13)
120
(14.46)
54
(6.51)
16
(1.93) |97
(34.04)
126
(44.21)
37
(12.98)
20
(7.02)
5
(1.75) |87
(33.33)
104
(39.85)
45
(17.24)
17
(6.51)
8
(3.07) |98
(34.51)
128
(45.07)
38
(13.38)
17
(5.99)
3
(1.06) |282
(33.98)
358
(43.13)
120
(14.46)
54
(6.51)
16
(1.93) | |Librarian inculcate enthusiasm & interest for reading & up gradation |1
2
3
4
5 |99
(28.86)
160
(46.65)
51
(14.87)
23
(6.71)
10
(2.92) |128
(26.28)
211
(43.33)
103
(21.15)
27
(5.54)
18
(3.70) |227
(27.35)
371
(44.70)
154
(18.55)
50
(6.02)
28
(3.37) |85
(29.41)
118
(40.83)
55
(19.03)
20
(6.92)
11
(3.81) |77
(27.50)
131
(46.79)
50
(17.86)
9
(3.21)
13
(4.64) |65
(24.90)
122
(46.74)
49
(18.77)
21
(8.05)
4
(1.53) |227
(27.35)
371
(44.70)
154
(18.55)
50
(6.02)
28
(3.37) |91
(31.93)
122
(42.81)
43
(15.09)
15
(5.26)
14
(4.91) |58
(22.22)
117
(44.83)
57
(21.84)
21
(8.05)
8
(3.07) |78
(27.46)
132
(46.48)
54
(19.01)
14
(4.93)
6
(2.11) |227
(27.35)
371
(44.70)
154
(18.55)
50
(6.02)
28
(3.37) | |Librarian provide a congenial environment for students |1
2
3
4
5 |115
(33.53)
154
(44.90)
54
(15.74)
10
(2.92)
10
(2.92) |139
(28.54)
230
(47.23)
67
(13.76)
38
(7.80)
13
(2.67) |254
(30.60)
384
(46.27)
121
(14.58)
48
(5.78)
23
(2.77) |112
(38.75)
107
(37.02)
43
(14.88)
21
(7.27)
6
(2.08) |66
(23.57)
147
(52.50)
42
(15.00)
10
(3.57)
15
(5.36) |76
(29.12)
130
(49.81)
36
(13.79)
17
(6.51)
2
(0.77) |254
(30.60)
384
(46.27)
121
(14.58)
48
(5.78)
23
(2.77) |97
(34.04)
135
(47.37)
28
(9.82)
23
(8.07)
2
(0.70) |70
(26.82)
118
(45.21)
51
(19.54)
11
(4.21)
11
(4.21) |87
(30.63)
131
(46.13)
42
(14.79)
14
(4.93)
10
(3.52) |254
(30.60)
384
(46.27)
121
(14.58)
48
(5.78)
23
(2.77) | |Librarian has courtesy and patience |1
2
3
4
5 |104
(30.32)
115
(33.53)
79
(23.03)
20
(5.83)
25
(7.29) |170
(34.91)
204
(41.89)
64
(13.14)
25
(5.13)
24
(4.93) |274
(33.01)
319
(38.43)
143
(17.23)
45
(5.42)
49
(5.90) |99
(34.26)
112
(38.75)
52
(17.99)
11
(3.81)
15
(5.19) |97
(34.64)
97
(34.64)
56
(20.00)
16
(5.71)
14
(5.00) |78
(29.89)
110
(42.15)
35
(13.41)
18
(6.90)
20
(7.66) |274
(33.01)
319
(38.43)
143
(17.23)
45
(5.42)
49
(5.90) |90
(31.58)
96
(33.68)
64
(22.46)
20
(7.02)
15
(5.26) |87
(33.33)
113
(43.30)
38
(14.56)
12
(4.60)
11
(4.21) |97
(34.15)
110
(38.73)
41
(14.44)
13
(4.58)
23
(8.10) |274
(33.01)
319
(38.43)
143
(17.23)
45
(5.42)
49
(5.90) | |*=sample size
Following facts are very clear from the above table. It indicates –
5.2.7.1. Librarian has immediate access to information sources: Above table clearly shows that out of 830, 358 (43.13%) of the students ‘agree’ with the statement, 321 (38.67%) students ‘strongly agree’ with the statement, 121 (14.58%) students mentioned as ‘moderate’ and 6 (0.72%) ‘strongly disagree’ with the statement.
In gender, course and year of study the highest percentages are of 43.53% female followed by 42.57% male students ‘agree’, where as 41.68% female and 34.4% male students ‘strongly agree’ with the above statement, 49.45% followed by 41.43% B.A and 39.1% BSc students ‘agree’ while 42.14% B.A followed by 38.75% BSc and 34.87% students ‘strongly agree’ with the statement and 36% second year students, 44.37% third year students and 38.95% first students ‘agree’ with the statement, where as 39.79% third years, 39.65% first years and 36.40% second year students ‘strongly agree’ with the statement.
The analysis shows that majority of the students ‘agree’ or ‘strongly agree’ with the statement and hence, it is true that librarian has immediate access to information sources.
5.2.7.2. Librarian possesses more information handling techniques: Librarians are specially trained in information handling techniques and here students are asked for their opinion regarding this statement. The result shows that out of 830, 343 (41.33%) of the students ‘agree’ with the statement, 247 (29.76%) ‘strongly agree’ and 126 (15.18%) expressed it as ‘moderate’
Under Gender wise analysis 46% of the female students followed by 34.69% males ‘agree’ while 30.9% males and 28.95% female students ‘strongly agree’ with the statement, 48.57% of the B.A students and 42.25% of the third year students respectively ‘agree’ with the statement. Further Course wise analysis reveals 48.57% B.A, 38.06% BSc and 37.16% students ‘agree’ with the statement. At the same time 40.61% students followed by 28.72% BSc students and 20.71% B.A students mentioned as ‘strongly agree’ with the statement. Year wise figures expresses that 42.25% third years, 41.75% first years and 39.85% second year students ‘agree’ with the statement, while, 34.74% first years 28.35% second years and 26.06% third year students stated that they ‘strongly agree’ with the statement.
From the above analysis one can infer that as majority of the students ‘agree’ or ‘strongly agree’ with the statement librarian possesses more information handling techniques is hold well.
5.2.7.3. Librarian has knowledge of IT skills: Modern librarians are having Information Technology skills and they are good in managing the present day technology in their libraries to store, process, retrieve and disseminate information. Here an attempt is made to know the opinion of students in this regard.
The result given in above table reveals that out of 830 students, 291 (35.06%) students ‘agree’ with the statement, 192 (23.13%) students ‘strongly agree’ and 165 (19.88%) mentioned as ‘moderate’ about the above statement.
Gender analysis observes 39.22% of the female students followed by 29.15% male students ‘agree’ where as 24.64% female and 20.99% male students ‘strongly agree’ while 23.62% male student ‘disagree’ with the statement. In Course wise analysis 36.02% of the students followed by 35.64% BSC students and 33.57% B.A students ‘agree’ with the statement at the same time 24.29% B.A students, 22.61% students and 22.49% B.Sc students ‘strongly agree’ with the statement. Year wise analysis shows 38.60% first year students, 33.8% third year students and 32.57% second year students respectively, ‘agree’ with the statement while, 26.44% second years, 21.83% third years and 21.4% first year students ‘strongly agree’ with the above statement.
Inference can be drawn from the above analysis is that the statement i.e. ‘librarian has knowledge of IT skills’ is true as most student ‘agree’ or ‘strongly agree’ with the statement.
5.2.7.4. Librarian maintains more interaction with students: In college libraries students have to approach the librarian for information and documents, hence there would be more interaction between librarian and students. Here an attempt is made to find out from students their opinion about this statement.
The result shows that out of 830, 319 (38.43%) students ‘strongly agree’ and 295 (35.54%) students ‘agree’ with the statement.
Under Gender analysis 40.52% males followed by 36.96% female students ‘strongly agree’ with the statement where as 39.84% female and 29.45% male students ‘agree’ with the statement. Course wise analysis expresses 43.21% of the B.A students followed by 40.48% BSc students and 31.03% students ‘strongly agree’ with the statement where as 43.68% students, 34.6% B.Sc students and 28.93% B.A students ‘agree’ with the same statement. and in Year wise data reveals 41% second year students and 34.04% first year students and 32.04% third year students ‘agree’ with the statement while 40.85% third years, 37.89% first years and 36.4% second year students ‘strongly agree’ with the statement.
As majority of the students ‘strongly agree’ with the statement one can infer that the statement ‘librarian maintain more interaction with students’ is a correct statement.
5.2.7.5. Librarian is always ready to help those who approach: Most of the librarians are happy to be in assistance to the users need and they are ready to help those who approach. Here opinion of students was sought about this statement.
The above table reveals that out of 830. 320 (38.55%) students ‘strongly agree’ with the statement while 318 (38.31%) students ‘agree’ with the statement.
Gender wise analysis explains that 41.68% of the female students and 34.11% male students ‘strongly agree’ with the statement, where as 41.27% female and 34.11% male students ‘agree’ with the statement. Course wise data shows 41.87% of the BSc students 39.85% students and 33.93% B.A students ‘strongly agree’ with the statement where as 39.46% students followed by 39.45% BSc students and 36.07% B.A students ‘agree’ with the statement. In Year wise data reveals that 42.96% third year students followed by 39.85% second year students and 32.98% ‘strongly agree’ with the statement while 40% first years, 38.31% second years and 36.62% ‘agree’ with the above statement.
The analysis reveals that librarians are always ready to help those who approach them is hold good as majority of the students ‘strongly agree’ or ‘agree’ with the statement.
5.2.7.6. Librarian encourages & helps students according to their behavioral needs: Usually librarians happy to encourage and help students according to their needs so opinions were sought from the students about this statement.
The result shows that out of 830, 358 (43.13%) of the students ‘agree’ with the statement, 282 (33.98%) students ‘strongly agree’ with the statement.
Further analysis on Gender wise reveals 46.61% of the female students and 38.19% male students ‘agree’ with the statement at the same time 35.28% males and 33.06% females students ‘strongly agree’ with the statement. Course wise analysis figures 46.74% of the students, 43.93% B.A students and 39.10% B.Sc students ‘agree’ with the statement while 38.41% B.Sc students, 33.72% students and 29.64% B.A students ‘strongly agree’ with the statement. Year wise analysis observes that 45.07% third year students, 44.21% first year students and 39.85% B.A students ‘agree’ with the above statement where as 34.51% third years, 34.04% first years and 33.33% second year students ‘strongly agree’ with the statement.
Above analysis shows that the statement ‘Librarian encourage & helps students according to their behavioral needs’ is true.
5.2.7.7. Librarian inculcates enthusiasm & interest for reading & up gradation: It is the duty of the librarian to inculcate enthusiasm and interest for reading and up gradation in students. Here an attempt is made to know the opinion of students about this statement. The result reveal that out of 830, 371 (44.70%) of the students ‘agree’, 227 (27.35%) students ‘strongly agree’ with the statement.
The analysis on Gender, reflects 46.65% of the male students followed by 43.33% female students ‘agree’ with the statement and at the same time 28.86% male and 26.28% female students ‘strongly agree’ with the statement. Course wise figures reveals that 46.79% of the B.A students, followed by 46.74% students and 40.83% B.Sc students ‘agree’ and 29.41% B.Sc students, 27.5% B.A students and 24.9% students ‘strongly agree’ with the statement and in Year wise study shows 46.48% third years, 44.83% second years and 42.81% first year students ‘agree’ with the above statement while 31.93% first years, 27.46% third years and 22.22% second years ‘strongly agree’ with the statement.
From the analysis one can say that the statement librarian inculcate enthusiasm and interest for reading and up gradation is hold good.
5.2.7.8. Librarian provides a congenial environment for students: The environment in the library is depends upon the librarian and he has to see that the atmosphere in the library should be good so that students can concentrate in their study. Here the opinions of students were sought regarding the above statement.
The result reveal that out of 830, 384 (46.27%) of the students ‘agree’ while 254 (30.6%) ‘Strongly agree’ with the statement.
Gender wise analysis expresses 47.23% female and 44.9% male students ‘agree’ and at the same time 33.53% males and 28.54% females students ‘strongly agree’ with the statement. Where as in Course wise 52.50% of the B.A students followed by 49.81% students and 37.02% BSc student ‘agree’ while 38.75% BSc students, 29.12% students and 23.57% B.A students ‘strongly agree’ with the statement and Year wise analysis observes 47.37% first years s, 46.13% third years and 45.21% second years students ‘agree’ with the statement where as 34.04% first years, 30.63% third years and 26.82% second years ‘strongly agree’ with the statement.
The analysis expresses that the statement librarian provides a congenial environment for students is true as majority of the students remarked ‘agree’ or ‘strongly agree’ with the statement.
5.2.7.9 Librarian has courtesy and patience: To provide qualitative service the librarian would have courtesy and patience. If it is not there users would not come to the library and also they would not be feel free to ask for information from the librarian. Opinions of students were sought about the above statement and the result shows that out of 830, 319 (38.43%) of the students ‘agree’ with the statement, 274 (33.01%) students ‘strongly agree’ with the statement.
Under Gender, the analysis reveals that 41.89% of the female students followed by 33.53% male students ‘agree’ while 34.91% females and 30.32% male students ‘strongly agree’ with the statement. In Course wise analysis it shows 42.15% of the students, 38.75% BSc students and 34.64% B.A students ‘agree’ and at the same time 34.64% B.A students, 34.26% BSc students and 29.89% students ‘strongly agree’ with the statement. In Year Wise data expresses 43.3% second years, 38.73% third years and 33.68% first year students respectively ‘agree’ with the statement where as 34.15% third years, 33.33% second years and 31.58% first year students ‘strongly agree’ with the statement.
As majority of the students in all category remarked that they ‘agree’ or ‘strongly agree’ with the above statement ‘Librarian has courtesy and patience’ one can infer that the statement is true.
From the above analysis one can say that the above statement hold good as majority of the students agree with the statements given in support of role librarian in career guidance. For better understanding student’s opinion about librarian as career guide is shown in figure 5.2.10.
[pic]
Figure 5.2.10
Here SA, A, M, DA, and SD represent strongly agree, Agree, Moderate, Disagree and Strongly disagree respectively. OX axis represents statements a, b, c, d, e, f, g, h, and i. These alphabets represent the following statements 1. Librarian has immediate access to information sources 2. Librarian possesses more information handling techniques 3. Librarian has knowledge of IT skills 4. Librarian maintains more interaction with students 5. Librarian is always ready to help those who approach 6. Librarian encourages & helps students according to their behavioral needs 7. Librarian inculcates enthusiasm & interest for reading & up gradation 8. Librarian provides a congenial environment for students and 9. Librarian has courtesy and patience respectively. It is very clear from the figure that majority of the students ‘agree’ with the statement. 48.27% of the students agree with the statement that librarian provide a congenial environment for students. It is also worthwhile to note that 38.55% strongly agree with the statement librarian maintain more interaction with students followed by 38.31% agree with the same statement.
The analysis reflects that college librarian takes much interest in the overall career development of the student by encouraging them and creating congenial environment which suits the students to concentrate in their studies. As the librarian has more interaction with student community and has knowledge and immediate access to information librarian is the right person to help the students in career guidance.
5.2.8 Suggestions:
The students have been asked through an open ended question to give their suggestion, if any, for the improvement of career guidance activities in their college library. A number of suggestions have been made, but majority of them are repetitive. The major suggestions include:
To provide adequate number of reference books and general knowledge books, books on personality development; latest editions of text books and more number of periodicals.
To provide information on further courses and competitive examinations.
To provide Internet facility in the library
To provide reprographic facility in the library.
To provide physical facilities such as, more reading accommodation.
To conduct seminars in personality development, communication skills, resume writing skill, interview skill etc.
To appoint qualified librarian in the college library.
These suggestions are really noteworthy and reflect the needs of the users. Hence, the concerned authorities should take necessary actions to fulfill them in the college libraries.
Chapter 6
SUMMARY, SUGGESTIONS AND CONCLUSIONS
6.0. Summary of Research Findings
Career guidance is not a new concept and its roots can be traced back to ancient times. However, career guidance, in its present form, owes its origin to US and other developed countries. Career guidance encompasses information, guidance and counseling services to assist in making educational, training and occupational choices. Career guidance and counseling programmes in higher educational institutions aims to provide assistance and advice to students to make them more and better informed in their future educational and career choices. It also helps the students to realize their strengths and weaknesses by instilling self-awareness, decision making skills, planning skills, personality development etc. The current information environment presents many new challenges for library professionals. At present there is greater need to provide career guidance services in the college libraries. Many of the developed countries have well developed career guidance plan in their educational system from the school level. In India such planning is not undertaken effectively. In higher education institutions libraries are meeting mostly the career information needs of the students through informal and few formal means. Hence there is a need to organize this sector through formal means.
Information and communication technology has influenced the way in which career guidance is provided to the graduates and other adults. Western countries are undertaking many research activities in the area of career guidance as they realize the importance of it and seen it as a key tool for personal development and to connect person and occupation based on the interest and aptitude of the individual concerned. They use software packages like SIGI3, SIGI PLUS, DISCOVER etc. to provide career guidance. These facilities are not in use in Indian higher educational institutions.
Though career guidance is century old concept recently it becomes an important issue world wide as there is much change in the economy due to globalization, privatization and emergence of ICT. Information is at the core of career guidance and education; indeed, it tends to prevail over other guidance function.
In an academic institution library is the focal point from which staff and students are energized and strengthened with the power of knowledge. Libraries ought to extend their support in all spheres of knowledge and by providing career information in the library it will be helping the users to have an aim in their lives. A qualitative career service can help the students/graduates to find out their interests and abilities and to attain their dream job in the society. As a qualitative career resource centre library can take pride in the development and well being of its users. To achieve this library staff should strive and adapt according to the signs of the time. It is necessary to provide career information literacy to the graduates so that they will be equipped with the knowledge about how to seek, evaluate and select career information and this will lead to better decision making for high quality life.
Libraries in higher educational institutions are providing career information to the students but still there is a need to stretch out these services in libraries to reach out and guide the students in their career related need.
The study has been under taken to assess the prevailing situation in college libraries with regard to career guidance. The students’ opinions were also sought as user satisfaction is the ultimate measure for effective functioning of any library. The findings are summarized below.
6.1 Findings of the study on role of college libraries in career guidance:
An attempt made to examine, how the degree college libraries, affiliated to Andhra University, have been fulfilling their objectives, revealed the following findings.
1. Out of 40 colleges studied 5 have very long history as they were established in pre-independence period while 17 of them are new within an age of below 20 years. Hence there can exists differences in their growth owing to their age.
2. The working hours of college libraries is adequate as majority (62.5%) college libraries work for 5-7 hours while others for 8-10 hours. This facilitates them to offer extended circulation hours too.
3. The libraries seems to have regular financial grants from UGC (80%) and State Government (87.5%) supported by student fees (70%). This leads to systematic financial planning and execution.
4. It is found that in most of the college libraries (67.5%) affiliated to Andhra University are having qualified librarians. However, only in 2 cases (5%) the librarians are not having the required professional qualifications.
5. There is a need to appoint assistant librarians and library assistants both in government and autonomous college libraries as there are no assistant librarians and library assistant in 85% of the colleges under study. So that the libraries can provide better services to its users and also extend its services to student’s career literacy.
6. Most of the college libraries (77.5%) are having book collection numbering about 5000 and above. Regarding reference books the collection is around 1001-5000 in 40% of the college libraries under study. Indeed the prerequisite to career guidance is adequate collection. Hence it can be expected that with the existing collection the libraries can take up the task of guiding the students for better career.
7. With regard to periodical subscription 65% of the college libraries subscribe periodical numbering 1-50. 90% of the college libraries are getting 1-10 newspapers daily. Findings reveal that the college libraries provide access to current news events to its users.
8. In view of the fast developing modern technology it is necessary for the libraries to acquire varieties of audio-visual materials that have educational programmes to support modern education. Finding shows that college libraries are far from satisfactory level in this regard as 2.5% libraries have audio/visual collection ranging from 101-200.
9. It is found in majority of the college libraries (82.5%) books are classified following classification scheme. It is also a fact that in some college libraries (17.5%) classification system is not being used. It is found that 85% prepare catalogue to provide index to their collection. However 15%college libraries do not prepare index to the holdings is a point that needs attention.
10. Even though reference, readers advisory, loan service, user orientation and current awareness services are available in the libraries under study it is found that in 75% college libraries do not have internet connectivity. Career guidance is not available in 47.50% libraries. These matters need an immediate attention as traditional services can not meet the demands of user in contemporary information environment.
11. Except one government college library all other college libraries under study are centrally located. Only 12.5% have separate building for the library.
12. The study revealed that on an average 20 – 60 seating capacity is available in 60% college libraries, which is not an encouraging figure. Especially to encourage career guidance, the students have to spend more time in the library after class hours which necessitate more seating/reading facility so there is an urgent need for improvement of the seating accommodation in the libraries.
13. It is clear from the study that 52.50% libraries are equipped with computers. Where as 47.5% college libraries do not have computers in which except one all others are situated in the rural area. Information Technology infrastructure in the college libraries has to improve much.
14. Finding shows that there is a need to start career guidance cell in colleges (25%) wherever it is not yet established. The management should see that this facility is provided to its students so that it will be easy for them to make decisions regarding their career.
15. From the analysis it is found that in 40% colleges, career guidance cell is part of the library. By establishing the career guidance cell as part of the library it can provide effective and efficient service to the students.
16. In 70% colleges the librarian is a member in the career guidance cell and in 72.22% colleges librarians collaborates with other career guidance cell members to provide guidance to the students by contributing their service to the career guidance cell by providing information and assisting/organizing career guidance activities. It can be inferred that the role of librarian in career guidance has been identified though not implemented in all colleges. It explains that in autonomous colleges the role in career guidance is well recognized.
17. Regarding career information it is found that in 47.5% college libraries in a week 1 – 50 students visit the library for career information. Findings show that the number of students who visits the library for career information is much less (1-50 in a week). It is high time for the librarians to create awareness among the students regarding the career resources available and how to make use of these resources. Further there is a need to improve the facilities such as Internet, e-documents in careers etc. Career information literacy should be given to graduates so that they will be able to help themselves in finding, evaluating and making use of required career information in their field of interest.
18. Regarding use of internet to find career information, it is found that only in 7.5% of the college libraries students use internet facility for career guidance and the number of student range 1 – 25. On the whole the analysis notes that there is much scope for improvement in this area. Those who are in authority should see that all the higher educational institutions provide Internet facility to students and also it is better to give this facility without charge so that all can make use of it.
19. Finding reveals that even in the absence of career guidance cell in the colleges some of the librarians are active in providing career related help to its users such as passing career-oriented information to the students and staffs (40%), maintaining career guidance material for competitive tests (70%) and 60% provides informal guidance/counseling and displays career oriented information.
20. Even in this digital era college libraries are mostly depends on printed information to provide career information and the use of audio/visual material, electronic media, and internet facility for career guidance is very poor (12.5%, 10% and 12.5% respectively) in college libraries as only few colleges has this facility and in most of the libraries students are not allowed to use them.
21. Related to topics to be dealt with it is found that most of the college libraries (57.5% to 85%) have to improve their collection development for career guidance in various topics. At present they give importance to general knowledge, personality development, communication skills and soft skill development.
22. Regarding titles available for career guidance 42.5% college libraries have ‘Universities handbook’, 40% college libraries have the resource ‘Quantitative aptitude and reasoning’ and in 37.5% college libraries have the resource ‘Self development’, 35% have ‘Careers on computers’, 27.5% of them have the ‘Ultimate job search letters’. Regarding other documents only less than 25% college libraries have them in their collection. Finding reveals that the career collection is not sufficient and college libraries have to strive to acquire some of the important titles in this area so that students can have a clear understanding of available careers and how to improve themselves academically, physically, spiritually and mentally.
23. The analysis clearly shows that most of the libraries (65% - 97.5%) are getting some of the important periodicals and news papers in career guidance available in India. At the same time there is a need to improve the magazine and newspaper collection with more standard publications.
24. With regards to information sources to prepare for competitive examinations 72.5% of the college libraries provide resources to the students in preparing CAT/ICET/EDCET/AUCET/ etc. On the whole the analysis proves that the college libraries under study are doing well in supporting the students to prepare for various entrance tests.
25. Regarding providing guidance to prepare for entrance tests it is found that in 77.5% libraries the librarian provides guidance for Andhra Pradesh Public Service Commission (APPSC) tests. 55% libraries the librarians assist in the preparation for Reserve Bank of India (RBI) officer’s examination. At the same time there is a need to improve this service in the college libraries.
26. About guidance activities in libraries 72.5% college libraries display career information on Bulletin boards, 65% provide career advice, 52.5% gives career talks/seminars and workshop etc. But only 2.5% college library conduct mock interviews/tests. Findings reveal that there is a need to extend the service by adopting various career information dissemination methods.
27. Regarding soft skill development activities in libraries the finding shows that some of the libraries are assisting in organizing various workshops/seminars in soft skills but it is not a common feature as 15 of them are not extending such activity.
28. It is found that all the college librarians under this study believe that they have a role to play in career guidance. It is a welcoming factor as the Library and Information Science professionals have ascertained their role in career guidance.
29. The librarians are of the view that career guidance should be a collaborative activity as viewed by 92.5% of libraries. It is an indication that librarian would like to work in collaboration with faculty to impart career guidance.
30. From the analysis it is inferred that the 21st century librarians are capable of assisting in the different facets of career guidance. Not only in providing career information to students but also they are willing to organize or assist in different career activities and help in the area of career counseling too.
31. It is found from the analysis that most of the college librarians (60%, 42.5%, 50%, 40%, 27.5%, 32.5%, 55%, 42.5%, 32.5%, and 37.5%) mentioned that they strongly agree with the statements in support of personal characteristics required of a librarian to offer career guidance - ability to deal effectively with students, courtesy and patience, intellectual ability – breadth of knowledge, good organizational and analytical skills, ability to use IT effectively, counseling skill, commitment to job, being dynamic and energetic, outgoing personality and accountability respectively. The percentages of those who ‘Agree’ with the above statements are – 40%, 55%, 47.5%, 52.5%, 45%, 45%, 45%, 45%, 42.5%and 52.5% respectively. It can be inferred that for a librarian to impart career knowledge to students/graduates these personal characteristics are essential.
32. It is found that most of the librarians i.e. 57.5%, 42.5%, 30%, 25%, 40%, 40%, 52.5%, 52.5%, 32.5% and 35% ‘strongly agree’ with the statements – communication skill, group facilitation skills, job market knowledge, innovativeness, information management skill, creativity, leadership qualities, positive attitude, analytical and logical skill and interpersonal skill respectively. Where as the percentages of those who ‘agree’ with the above statements are 40%, 47.5%, 50%, 57.5%, 52.5%, 42.5%, 42.5%, 45%, 57.5%, and 55% respectively. It is inferred from the above data that to provide career guidance to the students/graduates the librarian must have the above mentioned soft skills.
The above analysis reveals that most of the librarians (55%, 47.5%, 17..5%, 60%, 57.5%, 55%, 60%, 62.5%, 57.5% and 55%) ‘Strongly agree’ with the statements – Have immediate access to information sources, possess more information handling techniques, have knowledge in IT skill, more interaction with students, maintain good relationship with colleagues, ever ready to help those who approach, encourage and helps students according to their behavioral needs, inculcate enthusiasm and interest for reading and upgrading, provide a congenial environment for students and enthusiasm for long-learning respectively. The percentages of those who ‘Agree’ with the above statements are 37.5%, 45%, 57.5%, 37.5%, 42.5%, 37.5%, 37.5%, 32.5%, 35% and 35% respectively. From this one can infer that the statements hold good and librarian could undertake career guidance too.
Analysis of User’s views:
One of the most important groups of clientele served by the college library is the student body. This part examines the association between the student and the library.
1. Effective utilization of library information resources and services is possible only when the user makes regular visits to the library. It is found from the analysis that majority of the college students (59.40%) visit the library regularly.
2. From the analysis it is found that male students make use of other libraries more than the female students; compared to B.Sc and students more number of B.A students are visiting other libraries for information and year wise third year students use other libraries more than other years. This indicates that use of libraries either college or public by student community is very much encouraging.
3. It is found that reading facility is the main reason for the student to visit the library. At the same time in the present networked environment as large volume of information is found on the web it is necessary to provide internet facility in the college library. There is a need to provide good collection of important journals and books in different subject field in the library then only students would be able to make use of them.
4. The data reveals that though the student’s visits are regular, the time they spend in the library is inadequate to make any serious study as 40.84% students use library for less than half an hour which is not sufficient to have any serious learning.
5. Printed books are the major type of information source used by the students (67.35%). Students make use mostly text books for academic purposes. Other sources of information are not used much. The librarians have to change their mindset with regard to collection development. It is ‘access to information’ that is more important than possession of the document in the library.
6. It is found that loan services is the most used service (56.27%) The reason may be that this service is supposed to be a major service in any academic institution that caters to student’s information requirements.
7. Analysis revealed that students are satisfied with most of the services of the libraries but regarding Xerox and internet facilities there should be more provisions. At present in this global and networked environment student can get access to more and current information only through internet. As more and more publications are in e-format there is a great need for improvement of these facilities in libraries.
8. It is found from the analysis that majority (51.08%) do not use Internet facility. It can be observed from the data that 53.35% males and 49.49% female student do not use this facility as internet facility is not available in their colleges. There is a need to provide Internet facility in all colleges so that students can have better access to information.
9. Majority of the students (97.11%) have set goals for their career development and hopes for better career. And (95.06%) students have some goal/aim to achieve after degree. So it is the responsibility of the libraries to help the students to reach their goal in life.
10. It is found from the analysis that majority of the students (72.05%) have an idea of what are the courses they can join after their graduation.
11. The analysis revealed that majority of the students are preparing for competitive examinations especially males 65.01% and it is found that libraries are catering to these needs for some extent but still there is a need to support the students in this area by developing collection in academic libraries.
12. It is found from that analysis that 64.94% of the students depend their college libraries to get career information as they do not visit other libraries in their locality for this need. So it is left to the college libraries to meet this information need of the students.
13. It is clear from the analysis that more than half of the students (53.73%) are aware of different job opportunities but a sizable number of them do not. It shows the need to organize more number of awareness programmes by the guidance cell.
14. It is found from the analysis that 44.22% of the students have no confidence in preparing their resume and 58.55% have no idea how to face an interview. Libraries should take care of these areas by supporting the students by providing them information regarding various web sites and also getting printed materials in this areas.
15. It is found that more than half of the students do not make use of internet for career information as 50% of them do not have internet facility. It is the bounden duty of the college management to see that students have access to internet.
16. 73.49% of the students under study need assistance to browse internet for career information. Firstly, Internet facility should be provided to college students and secondly, Internet Literacy classes should be conducted for college students. This is an area where department of computers and librarian can work together to help the students.
17. 89.16% students are aware of the existence of career guidance cell in their colleges. It should be pointed out that there is a need to make known the existence of career guidance cell in the college by conducting career guidance activities for the college students.
18. 88.24% students mentioned that college career guidance cell organize seminars other sessions in various career related topics like personality development, resume writing, interview technique etc. It is found that only 64.82% students attended the career sessions and among those who attended the sessions, majority expressed that the content, presentation, competence of staff etc. are good. It is obvious from the findings that the different career guidance sessions conducted by the college guidance cell are meaningful and useful, which is an encouraging factor.
19. 77.83% of the students mentioned that career information is available in their college library. Even though college libraries are providing career information to its students, there is a need to improve the quality and quantity of information as 22.17% negated the availability of career information so that all students will have the satisfaction of getting sufficient information from the college library.
20. It is also found from the analysis that college libraries are interested in the career development of the students and they try to meet the career information need of the student by providing them with books, periodicals, and other information materials. Library and librarian has vital role in the career development of college students.
21. It is found from the analysis that library staff assists students in finding career information as 73.49% students mentioned they received assistance from the library staff. It shows the important role being played by libraries in providing career information.
22. 56.39% students expects more from the career guidance cell like more number of books and periodicals on careers, internet facility in the library, more literature to prepare for different competitive examinations, reading accommodations, seminars on communication skills, personality development etc.
23. It is found from the analysis that majority of the students in favour of the statements given in support of the role of librarian in career guidance and students are in favour of the role played by the libraries in career guidance.
6.2. Testing of hypothesis
Hypothesis 1: College libraries are having adequate collection and necessary infrastructure to provide career guidance.
It is evident from the data analysis that even though some of the libraries are having few important documents in their collection the over all picture is not that good; there is a need to improve the career collection building in college libraries. It is necessary to include qualitative journals in the libraries. Regarding infrastructure there is a need to improve the facilities such as computers and communication links, seating facilities, Internet etc.
Therefore the hypothesis is partly/partially proved.
Hypothesis 2: College libraries provide career related services either formally or informally.
The above assumption hold good as the librarians are providing access to career information service (Cent percent), information based guidance (80%), support career counseling (75%), assist in career oriented skills (65%), collaborate in providing career counseling (67.5%) and help in the development of career-oriented skills (57.5%).
Hence the hypothesis is proved.
Hypothesis 3: College libraries are playing a vital role in offering career guidance.
It is evident from the data analysis that librarians provide new student orientation, personality development, career planning etc and also assist students in the preparation for various competitive examinations and also provides information regarding different entrance tests. Even those libraries where there is no career guidance programme also assists students informally.
The hypothesis proved correct.
Hypothesis 4: College librarians are in favour of offering career guidance and play a vital role in its implementation.
All the college librarians under this study believe that they have a role to play in career guidance. It is a welcoming factor as the Library and Information Science professionals have ascertained their role in career guidance. Career guidance activity should be a collaborative one as viewed by 92.5% librarians. It is an indication that librarian would like to work in collaboration with faculty to impart career guidance.
Therefore the hypothesis is proved correct.
Hypothesis 5: Students are interested in their career development and are satisfied with the facilities in the libraries.
It is clear from the data analysis that students under different course of study and year of study are interested in career development and they have set certain goal to attain. But the students level of satisfaction varies and majority do not strongly agree with facilities.
Hence hypothesis is disproved.
Hypothesis 6: Students are satisfied with the career information collection in the college libraries.
From the data analysis it is evident that students mentioned that books, periodicals, and other career information materials are available in their college library. Which clearly emphasize that they are satisfied with the career information collection in the college library. Therefore the hypothesis is proved correct.
6.3 Suggestions
From the above analysis, personal experience and observations of the researcher as a college librarian the following suggestions have been made for consideration by the concerned authorities. The suggestions have been made for management, faculty and librarian, whose coordinated efforts will lead to effective performance of career guidance programmes.
6.3.1 Tasks of management:
As career information is a public good, government need to make sure that it should be freely available to all college students, for reasons of both efficiency and equity.
Government and UGC have to support the college libraries to get adequate staff and see that they are qualified to hold the positions, so that libraries can provide qualitative services to its clientele.
From the UGC grant a fixed percentage have to be kept aside for the collection building in career information and also to acquire the necessary infrastructure.
APSCHE have to focus in the establishment of career guidance cell in higher educational institutions and make sure that they are functioning in the desired manner.
It is the duty of the university to make sure that there is a well equipped and spacious library in colleges affiliated to the university and see that they are catering to the needs, especially the career information requirements of the student community. Therefore, University should have a special committee to see the proper functioning of career guidance cell in the colleges affiliated to them.
College management must make the librarian part of the career guidance cell as its secretary or convener, which will make him/her to take active part in the career guidance activity of the college. The librarian can call for meetings; organize career guidance programmes in collaboration with the faculty.
It is necessary to include at least one teaching staff from each subject field in the career guidance cell.
6.3.2 Task of librarian –
Librarian have to take up the task of providing information literacy to students, so that they will be able to search, retrieve, evaluate and make use of right information at the right time, for a right purpose. Librarian has to take up additional work load of career guidance with commitment besides the regular routines.
Even though libraries face financial crunch it is the social responsibility of the librarian to create awareness about the importance of career information services in the libraries. He/She has to strive to get financial support from the management and other sources of endowment and to acquire necessary tools.
Librarian can create a congenial atmosphere in the library and encourage the student community to spend their leisure time in reading and browsing the documents and or Internet that helps to set and achieve the goal.
The librarians have to develop a separate career guidance collection with print and electronic sources. They should also make use of the Internet to download career – related information sources.
He has to be abreast of the current issues and be knowledgeable with career information sources. This preparation will help him to perform well in delivering the career information.
Librarian has to work in collaboration with other members of the career guidance cell and faculty in general. He can arrange for invited lectures, organize seminars and discussion groups. Further with the help of multimedia packages he can organize various seminars for career information.
Librarian can gather career data from print, audio/visual, electronic and web-based sources and maintain special files/folders for easy access by students.
Librarian ought to introduce variety of career information services that may include – information literacy, career information, career counseling, etc.
Librarian has to interact with students and ascertain their needs to maintain profiles. He can revise existing programmes or introduce novel ones based on the feedback from the users and suggestions of alumni.
Tasks of faculty –
Faculty should show interest in the over all development of the students. They should understand the student’s interest and aptitude and help them to channelize their energy in a productive manner.
Faculty should make themselves available to listen to the problems of students and try to help them in setting a goal and reaching a career of their interest.
They have to coordinate the career guidance activities with librarian and see for their effective execution.
6.4. CAREER GUIDANCE CELL FOR A COLLEGE LIBRARY: PROPOSED MODEL
This study has strongly felt that there is a need for a Career Guidance Cell for all the degree colleges. Hence the researcher as a follow-up to this consensus has suggested a model for Career Guidance Cell in a college library.
Title: CAREER GUIDANCE CELL/CENTRE/CORNER/WING
6.4.1 Objectives:
To help students to organize their knowledge about themselves by identifying skills, interests and aptitudes.
To provide information about further course prerequisites, financial aid, academic planning, entrance examinations etc.
To provide information about specific occupations, career planning, conducting a job search etc.
To assist students in the development of skills necessary for decision making, problem solving, career and life planning.
6.4.2 Organizational structure:
Principal should be the Chair person of the career guidance cell, the Librarian to be the secretary/convener of the cell with independent charge of the career guidance cell. All the Head of the departments and Physical Director must be the members of the cell and it must see to include at least one faculty from each subject area.
6.4.3 Finances:
The cell should maintain a long and short-range financial plan and budget based on revenues from various grants viz. state government grant and UGC grant. At least 20% of the grant received for the library needs to be reallocated to build career-related information sources.
The cell has to monitor the cost incurred in organizing various career guidance programmes and reports to the management
The cell has to prepare an annual budget that represents its activities.
The members have to pursue with high authorities to get adhoc grants to develop necessary infrastructure like computers, telephone, Internet connections etc.
6.4.4 Information resources for career guidance:
The basic collection should include –
Title Author Publisher
1. Opportunities in fashion careers Dolber, Roslyn VGM Career Horizon
2. Agricultural education & career
opportunities Chodhary, SR Agro Botanical
3. Careers in beauty care Aruna Anand Vision
4. Careers in foreign languages Zaheer, Rima Vision
5. Careers in hotel management Agarwal, Arun Vision
6. The UBS encyclopaedia of careers Ghose, Jayanti UBS
7. The Penguin India career guide-vol.1 Usha Albuquerque Penguin
The Humanities
8. The Penguin India career guide- vol.2 Usha Albuquerque Penguin
The Sciences
9. You and your career Pereira, Joe D Better Yourself
10. Career opportunities under the central
government Wagholikar, GA Creative Career
11. The right career Moraes, CP Astra
12. Careers in social work Jamkhedkar, Shilpa Asian Trading
Corporation
13. Career’s intelligence and aptitude tests Malhotra, AM Bright Careers
14. Choose your career Ajay Rai Vikas
15. Test yourself: test your aptitude,
personality & motivation & plan your
career Barett, Jim Kogan Page
16. Career for women Gupta, Sudha Creative Career
17. Career’s guide to state bank and its
associate banks probationary officer’s
exam Malhotra, AM Bright Careers
18. Career’s model solutions to state bank
probationary officer’s exam Malhotra, AM Bright Careers
19. Mr. Crewe’s career Churchill, Winston McMillan
20. Careers in television and broadcasting Chaudhery, Amit Vision
21. Career coach Kleiman, Carol Global Books
22. Careers in law Gitanjali Pandit Vision
23. Careers in management: MBA & after Gitanjali Pandit Vision
24. Careers in economics Ranganatha, S Bright Careers
25. Career options in Humanities &
Commerce Tandon, K Career Options
26. Career’s guide to GMAT Malhotra, AM Bright Careers
27. Career’s guide to UPSC – CDS
entrance exam Malhotra, AM Bright Careers
28. Advertising as a career Banerjee, Subrata NBT
29. Taking charge of your career Kannan, R
30. Careers Usha Albuquerque Puffin
31. Biotechnology: applications & careers Meenakshi Munshi Viva
32. Career discovery program Chapman, Elwood Viva
33. Career in 21st century job market Farhathulla, TM Bostan
34. English for career development Asoka Rani, T Orient Longman
35. How to get a college degree via the
Internet Sam Atieh Magna
36. Vocational guide for the young and
enterprising UBS
37. Universities handbook AIU Association of Indian Universities
This can be supplemented with web based resource (List under 3.9)
6.4.5 Organization of Information sources:
Career information sources should be organized effectively for the proper utilization. The documents may be organized using DDC 22 and AACR III.
6.4.6 Services:
The Career Guidance cell has to evaluate periodically the career information needs and demands of the student community.
It should provide career information search training program to students.
Internet facility and free web access have to be given to the students to get career information.
Career information bulletin board service needs to be made available
Career awareness service has to be introduced and implemented effectively.
Organize seminars on interview skills, personality development, communication skills, leadership skill, resume writing, cover letter writing etc.
Collaborate with other college career guidance cell and share information, sources and expertise.
Develop strong link with employers and act as placement cell.
6.4.7. Development of E-learning package for career information:
With the help of the computer science faculty of the colleges and subject specialists the cell can develop e-learning packages related to career guidance and these can be shared by college career guidance cells.
The e-learning package can be of digital video and audio, images, text and other related materials. The data related to guidelines to be followed during the preparation for competitive examinations; model examination papers and related details; the print, e-resources and web resources available for general studies specific subject areas; a selected full-text digitized periodical articles etc. Audio and video interactive lectures by experts in the field should be included in the package.
The multimedia package thus developed will be linked to the website of the colleges that can be retrieved by the users. It could be used online or offline.
6.4.8. Infrastructure facilities required:
The Career Guidance Cell should be a part of the library
At least three computer systems (multimedia) should be provided only for career guidance purpose.
Internet facility have to be available for searching different web-sites of courses/jobs, to participate in on-line interviews and tests, sending application, bio-data etc. via e-mail
Telecommunication facility may be there for the students to contact the librarian for career information through phone.
There should be facility to organize and display the career information material in the career guidance cell.
Academic environment with pleasant ambience and adequate seating facility needs special focus.
6.5. Conclusions
Information is at the core of career guidance and education; indeed, it tends to prevail over other guidance function. From the point of view of the user, information should lead to improved knowledge about the self, about the job market, about education and training opportunities. Libraries have to make a point to extend their services to meet the particular career needs of specific groups. At present most of the academic libraries are providing career information informally but only few are interested in providing proper guidance to the students in the selection of careers. As information organizer and provider libraries can play major role in career guidance activities of colleges. In conclusion it can be stated that quality career information services are the need of the hour to bridge the gap between education and world of work, where in libraries has to play a pivotal role to bridge the gap.
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ANNEXURE I
Role of College Libraries in Career Guidance: A study of Government and Autonomous Colleges Affiliated to Andhra University.
Questionnaire.
I seek your kind cooperation in filling the questionnaire and help to assess your opinions, observations and experience on the career guidance programmes in colleges affiliated to Andhra University.
Thanking you, Sincerely
Research Scholar
Dept. of Library & Information Science
Andhra University, Visakhapatnam.
1. General Information.
Govt/Autonomous (please tick)
1.1. Name of the college:
1.2. Address: ………………………………………………..
…………………………………………………
…………………………………………………
1.3. Year of establishment:
1.4. Nature of College
1. Men’s College Yes/No
2. Women’s College Yes/No
3. Co-education Yes/No
Medium of instruction
1. English Yes/No
2. Telugu Yes/No
3. English/Telugu(Both) Yes/No
1.6. Strength of the college
1. Total number of teaching staff:
2. Total number of students:
3. Total number of non-teaching staff:
1.7. Total number of departments in the college:
1.8. Number/types of courses offered (please tick the appropriate courses)
Degree level PG level Please mention if more than one course
B.A ( ) MA ( )
B.Sc ( ) MSc ( )
BCom ( ) MCom ( )
BBM ( ) MBA ( )
BCA ( ) MCA ( )
Any other (please specify) Any other (please specify)
2. College Library
2.1 Year of establishment
2.2. Name of the library (specify, if any)
3. Working hours
3.1. Working hours of the college:
3.2. Working hours of the library:
3.2.1. Opening hours:
3.2.2. Circulation hours:
3.3. Do you close the library during lunch break? Yes/No
4. Finance
4.1 What are the sources of income for your college library?
1. From the State Government
2. From UGC
3. From college management
4. From the students’ (Fee)
5. Any other (Please specify) …………………………………….
4.2. College Budget (Year-wise):
Year Amount ( Rs.)
2003 – 2004
2004 – 2005
4.3. Library Budget (Year-wise)
Year Amount ( Rs.)
2003 – 2004
2004 - 2005
5. How many staffs are working in your library?
Designation Whether qualified/ not Length of service
Librarian:
Asst. Librarian:1/2
Library Asst.: 1/2
Clerk/Typist: 1/2
Attender: 1/2/3/4
6. Please give details of Information resources of your library
Print Electronic
6.1. Number of books
6.2. Number of periodicals/magazines
6.3. Number of news papers
6.4. Number of reference books
(Encyclopedias, Dictionaries etc)
6.5. Audio/video cassettes
6.6. Any other (please specify)………………………………………………..
7. Technical processing
7.1. Is the library collection accessioned? Yes/No
7.2. Is the library collection classified? Yes/No
7.3. If yes, specify the scheme of classification used: DDC/CC/Any other specify
7.4. Is the library collection catalogued? Yes/No
7.5. If yes, specify whether it is complete or partial Complete/Partial
7.6. Please mention the catalogue code used: AACR II/CCC/other specify
7.7. Please specify the physical form of the catalogue used in your library:
Register/Card/ Card (written)/ Partly both /OPAC/Other specify
7.8. What is the system of access provided to the document collection in the library?
Open access/Closed access/Combination of both
8. Please give details of services offered by you
Reference & Readers Advisory ( )
Document Supply Service ( )
Circulation/Lending ( )
Inter Library Loan Service ( )
Current Awareness Service ( )
User Orientation/Education/Information Literacy ( )
Reprography ( )
Internet access ( )
Career Guidance ( )
Any Other (Please specify)………………………………………………
9. Facilities in the Library
9.1. Is the library centrally located? Yes/No
9.2. Seating capacity in the library: …………..
9.3. Please give details of Information Technology (IT) infrastructure in your library.
1. Computers Yes/No
2. Multimedia support system Yes/No
3. Printers Yes/No
4. Scanner Yes/No
5. Communication links
(Telephone, Cable Network, Wireless or Satellite) Yes/No
6. Modem Yes/No
7. LAN connectivity Yes/No
8. Internet connectivity Yes/No
9. LCD Projector Yes/No
10. Any other (Please specify) …………………………………………….
10. Do you have career guidance cell in the college? Yes/No
10.1. If yes, is it part of the library? Yes/No
10.2. If no, do you collaborate with the career guidance cell? Yes/No
10.3. If yes to Q.10, Is librarian a member of career guidance cell? Yes/No
10.4. If yes, to Q.10, who are the other members of the career guidance cell? (Tick
more than one if necessary)
Principal ( )
Vice- principal ( )
Lecturers ( )
Any other (Please specify) …………………………………………….
10.5. Number of students visits the library for career guidance in a week: ……
10.6. Number of students who use the internet for career guidance in a week:…..
10.7. If no, to Q.10, is the librarian has any of the following activities
1. Passing on career-oriented information Yes/No
2. Maintaining materials for competitive tests Yes/No
3. Informal guidance/counseling Yes/No
4. Displaying career oriented information Yes/No
5. Any other (please specify) ………………………………………….
11. What are the sources available in your library for career guidance?
Books ( )
Journals ( )
Periodicals ( )
Electronic media ( )
Audio/visual ( )
Specific Magazines ( )
Question Banks ( )
Internet access ( )
Any other (please specify)…………………………………………………………
11.1. Does the library have literature available on following topics?
Career exploration Yes/No
Career planning Yes/No
Job search/ Resume writing Yes/No
Professional schools & Colleges Yes/No
Study and/or work abroad Yes/No
Company & Government Information Yes/No
Career Websites Yes/No
Communication skills Yes/No
Personality development Yes/No
Developing Soft skills Yes/No
General Knowledge Yes/No
Any Other (Please specify) ……………………………………
11.2. Do you have the following resources in your library?
Study Abroad Yes/No
Careers in Law Yes/No
Careers in Computers Yes/No
Careers in Foreign Languages Yes/No
The essential guide to careers in India Yes/No
Penguin India career guide 2 volumes Yes/No
The perfect career Yes/No
Taking charge of your career Yes/No
Careers Yes/No
6 steps to career success Yes/No
Universities handbook Yes/No
The ultimate CV Book Yes/No
Interviewing a practical guide to students Yes/No
Self Development Yes/No
Quantitative aptitude and reasoning Yes/No
How to pass advanced numeracy tests Yes/No
The ultimate job search letters Yes/No
Resume! Resume! Resume! Yes/No
Any other (Please specify) …………………………………………………
11.3. Does the library subscribe periodicals like? Give Number of title (if yes)
Advanc’edge MBA Yes/No ……
Employment news/ Udyoga Sopanam/etc. Yes/No ……
Competition Success Review/
Competition master/etc. Yes/No ……
Educare/Education world/etc Yes/No ……
India today/Week/Frontline/ etc Yes/No ……
News Papers (English/Telugu) Yes/No ……
Any other (Please specify) …………………………………………………
11.4. Does the library provide resources to prepare for entrance tests like
CAT/ ICET/ EDCET/ AUCET/ etc. Yes/No
NDA/ INE/ IME/ etc. Yes/No
NET/ SLET Yes/No
SAT Yes/No
GMAT /GRE Yes/No
TOEFL Yes/No
Any other (Please specify) ………………………………………………
11.5. Do you give guidance for
UPSC Yes/No
APPSC Yes/No
RBI Officer’s Exam Yes/No
Bank Clerical/ P.O Yes/No
RRB Yes/No
DSC Yes/No
Any Other (Please specify) ……………………………………………..
12. Please give details of career guidance activities in your library (Tick more than one if
necessary)
Bulletin board display ( )
Career Advice ( )
Career talks/ Seminars/ Workshop ( )
Essay writing/Quiz ( )
Career exhibition/ fair ( )
Discussion groups/Debate/Public speaking ( )
Book reviews/Book clubs ( )
Online tutorials ( )
Net based services ( )
Counseling classes ( )
Mock interviews/tests ( )
Campus interview ( )
Placement service ( )
Alumni databank ( )
Any other (Please specify)………………………………………………………
12.1. Do you organize workshops/ seminars on soft skills like (Tick more than one if
necessary)
Career planning ( )
New student orientation ( )
Personality development ( )
Time management ( )
Resume writing ( )
Communication skills ( )
Interviewing skills ( )
Study and/or work abroad ( )
Any other (Please specify) …………………………………………………………
13. Do you think college librarian has a role to play in career guidance? Yes/No
13.1. If yes, do you think career counseling can be performed by the librarian
Alone/In collaboration
13.2. If in collaboration please suggest the other members of your choice
13.3. What level of collaboration the librarian can play?
1. Providing access to information services ( )
2. Information-based guidance ( )
3. Career counseling ( )
4. Developing career-oriented skills (hard & soft) ( )
5. Any other (Please specify) …………………………………………………
13.4. If no, please give probable reasons
14. Please rate the following personal characteristics required of a librarian to offer
career guidance
Rating scale 1-5
1 – Strongly agree, 2 – Agree, 3 – Moderate, 4 – Disagree, 5 – Strongly disagree
1 2 3 4 5
Ability to deal effectively with students ( ) ( ) ( ) ( ) ( )
Courtesy and patience ( ) ( ) ( ) ( ) ( )
Intellectual ability – breadth of
Knowledge, resourceful with up to date
Knowledge ( ) ( ) ( ) ( ) ( )
Good organizational and analytical
skills ( ) ( ) ( ) ( ) ( )
Ability to use IT effectively ( ) ( ) ( ) ( ) ( )
Counseling skills ( ) ( ) ( ) ( ) ( )
Commitment to job ( ) ( ) ( ) ( ) ( )
Being dynamic and energetic ( ) ( ) ( ) ( ) ( )
Outgoing personality ( ) ( ) ( ) ( ) ( )
Accountability ( ) ( ) ( ) ( ) ( )
15. Soft skills required by the librarian
1. Communication skill ( ) ( ) ( ) ( ) ( )
2. Group facilitation skills ( ) ( ) ( ) ( ) ( )
3. Job market knowledge ( ) ( ) ( ) ( ) ( )
4. Innovativeness ( ) ( ) ( ) ( ) ( )
5. Information management skill ( ) ( ) ( ) ( ) ( )
6. Creativity ( ) ( ) ( ) ( ) ( )
7. Leadership qualities ( ) ( ) ( ) ( ) ( )
8. Positive attitude ( ) ( ) ( ) ( ) ( )
9. Analytical and logical skill ( ) ( ) ( ) ( ) ( )
10. Interpersonal skill ( ) ( ) ( ) ( ) ( )
16. Please give your opinion on the following statements in support of librarian as
career guide
1. Have immediate access to information
sources ( ) ( ) ( ) ( ) ( )
2. Possess more information handling
techniques ( ) ( ) ( ) ( ) ( )
3. Have knowledge of IT skills ( ) ( ) ( ) ( ) ( )
4. More interaction with students ( ) ( ) ( ) ( ) ( )
Maintain good relationship with
Colleagues ( ) ( ) ( ) ( ) ( )
6. Ever ready to help those who approach ( ) ( ) ( ) ( ) ( )
7. Encourage & helps students according
to their behavioral needs. ( ) ( ) ( ) ( ) ( )
8. Inculcate enthusiasm and interest
for reading and upgrading ( ) ( ) ( ) ( ) ( )
9. Provide a congenial environment for
students ( ) ( ) ( ) ( ) ( )
10. Enthusiasm for life-long learning ( ) ( ) ( ) ( ) ( )
17. Please specify the problems of library in providing career guidance
Low strength of library staff ( )
Qualification of library staff ( )
Inadequate skills ( )
Perception of user’s ( )
Perception of teaching staff ( )
Inadequate Infrastructure ( )
Limited Budget ( )
Limited working hours ( )
Any other (Please Specify) …………………………………….
18. Please give suggestions (if any)……………………………………………………
Thank you very much for your cooperation
Research Scholar
ANNEXURE II
Role of College Libraries in Career Guidance: A study of Government and Autonomous Colleges Affiliated to Andhra University.
Questionnaire for students
I am working out to ascertain the availability of career guidance facilities in colleges affiliated to Andhra University and to suggest means to improve the career guidance programmes. In this context I seek your kind cooperation in filling up the following questionnaire which will help me to assess your opinions and experiences on career guidance programmes in colleges of Andhra Pradesh.
Research Scholar
Please tick the appropriate box
I. General information
1. Name:
2. Sex: □ Male □ Female
3. Course of study : □ BSc □ BA □ BCom □ BCA □ BBM
□ MSc □ MA □ MCom □ MCA □ MBA
4. Year of study: □ I □ II □ III
5. Name of the institution
& Address:
II. Your visit to college library
1. Your visit to your college library is
□ Regular (twice a week) □ Sometimes (Weekly) □ Rare (Once in a fortnight)
2. Do you visit any other library other than your college library? Yes □ No □
If yes, please give the names of libraries
3. For what purpose do you visit library? (If more than one please give in order of
priority 1= most important)
□ Use of reading facilities
□ Use of internet
□ To find employment information
□ To get career guidance
Any other (please specify) …………………………………………………………
4. How much time on an average do you spend in the library per visit?
□ < one hour □ > one hour □ > two hours
5. Please indicate the type of literature you normally use in order of preference (If more than one please give in order of priority 1= most important)
□ Books (text books)
□ Periodicals (journals, Magazines, Newspapers)
□ Reference Books (Encyclopedias, Dictionaries etc)
Any other (Please specify)
6. What services of your library are useful for your study purpose? (If more than one please indicate in order of priority)
□ Reference service
□ Reprography service
□ Loan service
□ User education/orientation/Information literacy
□ Current awareness services
Any other (Please specify)
7. Please give your level of satisfaction on the following factors of your library
Satisfactory To some extent Not satisfactory
Books collection □ □ □
Periodical collection □ □ □
Reading facilities □ □ □
Reprographic (Xerox) facilities □ □ □
Internet facilities □ □ □
Services (reference, readers
advisory, career guidance etc) □ □ □
Environment in the library □ □ □
Physical facilities □ □ □
Working hours of the library □ □ □
6. Have you ever used internet? Yes □ No □
If yes, where do you use?
□ College □ At home □ Internet browsing centers
III. Career Information Service
1. Please give your response to career-oriented information
Are you interested in your career development? Yes □ No □
Do you have aim/goal about what to do after your degree? Yes □ No □
Are you aware of different courses to which you can be admitted
after your degree? Yes □ No □
Are you preparing yourself for any competitive examination? Yes □ No □
If yes, please give details
Do you get enough information from your college library to prepare
for competitive examination? Yes □ No □
Do you visit any other library in your location for career
information? Yes □ No □
Are you aware of different occupations/job opportunities in the
market? Yes □ No □
Do you know how to prepare your resume? Yes □ No □
Do you know how to face an interview? Yes □ No □
How far internet is helping you to get career information?
□ Very much □ To some extent □ Not at all
Do you need help or assistance to browse internet for career
information? Yes □ No □
IV Role of library in Career Guidance
1. Is there a career guidance cell in your college? Yes □ No □
If yes, do they organize seminars on career counseling, interview
technique, personality development, resume writing etc.? Yes □ No □
2. Have you attended the sessions? Yes □ No □
If yes, please give your opinion Excellent Good Adequate poor
Usefulness □ □ □ □
Content □ □ □ □
Presentation □ □ □ □
Competence of the staff □ □ □ □
3. Do you have sufficient information in the library regarding careers? Yes □ No □
4. Are the books on careers available in your library adequate for your needs? Yes □ No □
5. Are the periodicals on career available in your library adequate for
your needs? Yes □ No □
6. Does the library staff assist you to find career information in the library? Yes □ No □
7. Is there internet facility in the library? Yes □ No □
8. Do you browse the websites for career information? Yes □ No □
9. Do you expect any thing more from career guidance cell? Yes □ No □
If yes, please give your expectations
V. Role of librarian in Career guidance
1. Please give your opinion on the role of librarian in providing career guidance
. Rating scale 1-5
1 – Strongly agree, 2 – Agree, 3 – Moderate, 4 – Disagree, 5 – Strongly disagree
1 2 3 4 5
Librarian has immediate access to information
sources □ □ □ □ □
Librarian possess more information handling
techniques □ □ □ □ □
Librarian has knowledge of IT skills □ □ □ □ □
Librarian maintain more interaction with
students □ □ □ □ □
Librarian is always ready to help those who
approach □ □ □ □ □
Librarian encourage & helps students
according to their behavioral needs. □ □ □ □ □
Librarian inculcate enthusiasm and interest
for reading and upgrading □ □ □ □ □
Librarian provide a congenial environment for
students □ □ □ □ □
Librarian has courtesy and patience □ □ □ □ □
VI. Please feel free to give few suggestions for improving career information service in your library
Thank you very much for your cooperation
Research Scholar
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