4.3: Historical Development of User Education.

BLIS-203: Information Users and Studies.

Table of Contents:

1. Historical Development of User Education:

The history of the development of user education can be traced back to significant efforts and initiatives by individuals and organizations. Bonn's `Training laymen in the use of the library' furnished a survey of the whole field of user education covering up to the period 1958. This was updated through the efforts of Mirwis covering the academic instruction in the USA in the form of a bibliography for the period (1960-1970). Lockwood's (1979) 'bibliography of library instruction contains as many as 934 items arranged in three sections: i) general, ii) types of libraries, and iii) teaching methods and formats'. Apart from such efforts; Tindmarsh described Developments in theory and practice of user education in academic libraries in the United Kingdom.
The pioneering work of Patricia B. Knapp and others laid the foundation for user education programs. Knapp's influential study in 1964 explored the vital relationship between libraries and college teaching, sparking systematic use of user education concepts. This led to the development of bibliographic instruction, focusing on identifying knowledge sources and developing essential skills. Their efforts shaped the strategies and methodologies used in subsequent programs, inspiring libraries worldwide to prioritize information literacy. The pioneering work of Knapp and her contemporaries remains influential in promoting collaboration and empowering users with information skills. The concept evolved with a focus on bibliographic instruction and the development of essential skills for library use. Efforts were well-documented and supported by institutions and private foundations.

2. Institutionalization of User Education:

"Institutionalization of User Education" refers to the process of integrating user education practices and programs into the formal structure and operations of institutions, such as libraries, educational institutions, or information centres. It involves establishing a systematic and sustainable approach to providing user education services and embedding them within the organizational framework. When user education is institutionalized, it becomes an integral part of the institution's mission, policies, and strategic plans. It is supported by dedicated resources, staff, and infrastructure, ensuring its continuity and effectiveness. Institutionalization brings recognition to the importance of user education as a core function and acknowledges its role in promoting information literacy and empowering users.
The institutionalization of user education gained momentum through the involvement of key organizations such as the Council of Library Resources and the Association of College and Research Libraries in the United States have played key roles in advancing user education. These organizations have been instrumental in promoting collaboration and providing resources to support the development and implementation of effective user education programs in academic libraries. In the United Kingdom, the Library Research and Development Department played a crucial role. This institutional patronage led to the implementation of significant user education projects, contributing to a more coordinated and planned approach.

3. Global Initiatives and UNISIST Program:

Global initiatives, particularly the UNISIST Program, initiated by UNESCO (United Nations Educational, Scientific and Cultural Organization), played a significant role in promoting user education on a global scale. UNISIST, which stands for the United Nations International System for Information Science and Technology, aimed to enhance access to and utilization of information resources. Within the UNISIST Program, a specific focus was placed on user education, recognizing its importance in enabling individuals to effectively navigate and make use of information sources. The UNESCO General Information Programme (PGI), launched in 1975, emphasized the significance of user education as a fundamental aspect of information policies.
The UNISIST Program advocated for basic training in the use of existing information sources, encouraging feedback from users to improve information services and involving a wide range of users in experimental initiatives. It underscored the need to equip individuals with the necessary skills to access, evaluate, and apply information in their respective fields. To further support the development of user education, the UNISIST Program organized seminars and conferences. These gatherings served as platforms for sharing knowledge, experiences, and best practices related to user education. They aimed to encourage collaboration and foster a global understanding of the importance of information literacy and user education.
The UNISIST Program's efforts extended beyond developed countries, recognizing the need to adapt user education programs to suit the developmental processes in less developed nations. By promoting user education initiatives in these countries, the program aimed to bridge the information gap and empower individuals with the skills to leverage information resources effectively. The UNISIST Program, under UNESCO, played a crucial role in advocating for user education worldwide. By emphasizing the importance of training individuals in information literacy, facilitating knowledge sharing, and promoting collaboration, the program aimed to empower users with the skills necessary to navigate the information landscape successfully.

4. Conferences and Seminars:

Conferences and seminars served as platforms for knowledge sharing and collaboration in the field of user education. The Fourth Triennial Meeting of IATUL (International Association of Technological University Libraries) held in Loughborough, U.K. in 1970 provided an early platform for discussing the theme of "Educating the library user." This meeting focused on exploring innovative approaches to user education and sharing experiences among technological university libraries. Subsequently, the first international conference on Library User Education took place in Cambridge in 1979. The conference, titled "Library User Education: Are New Approaches Needed?" aimed to explore the need for evolving approaches in user education. It brought together experts and practitioners to discuss emerging trends and challenges in the field.
The momentum continued with the second conference on Library User Education held at Oxford in 1981. This conference focused on user education in various types of libraries, expanding the scope of discussions and insights into user education practices across different library settings. Several other conferences and seminars have been organized at both international and national levels, dedicated to different aspects of user education. Notable examples include the Anglo-Scandinavian seminar on library user education in Gothenburg, Sweden (1976), workshops held in Essen, Germany (1981) and Melbourne, Australia (1981), and a seminar on "User Education in the Online Age" held in Gothenburg (1982). These gatherings served as forums for exchanging ideas, sharing best practices, and fostering collaboration among professionals in the field of user education. Conferences and seminars on user education continue to be held worldwide, exploring diverse themes such as information literacy, digital literacy, instructional design, and assessment strategies. These events play a crucial role in shaping the discourse around user education, promoting innovation, and facilitating the dissemination of knowledge and experiences among practitioners. Through these conferences, the user education community has been able to discuss challenges, explore new approaches, and collectively work towards advancing user education practices in libraries and information centres globally.

5. Global Perspectives on User Education:

User education initially developed in English-speaking countries, including the United States, the United Kingdom, Australia, and Canada. However, over the years, user education programs expanded to Scandinavia and other European countries. Japan and China have also actively embraced user education, demonstrating successful end-user training initiatives. The concept of user education adapts to specific country requirements and unique experiences. 6: User Education in India In India, there have been efforts to promote user education through seminars and workshops organized by institutions such as INSDOC, DRTC, and IASLIC. However, systematic institutionalization of user education is yet to be fully realized in the country. More focus and attention are required to align Indian practices with global standards.
INSDOC (Indian National Scientific Documentation Centre), DRTC (Documentation Research and Training Centre), and IASLIC (Indian Association of Special Libraries and Information Centres) have played significant roles in promoting user education in India. INSDOC, established in 1952, has been a pioneer in scientific and technical information services in India. It has actively contributed to the development of user education by organizing seminars, workshops, and conferences. These events aimed to create awareness about the importance of information literacy and equip users with the necessary skills to effectively access and utilize scientific and technical information resources.
DRTC, located in Bangalore and established in 1962, is dedicated to research and training in the field of documentation and information science. It has been instrumental in organizing programs and initiatives related to user education. DRTC has conducted seminars and workshops to train library professionals and information specialists on user education methodologies and techniques. These initiatives have contributed to the dissemination of user education practices and the enhancement of information literacy across the country.
IASLIC, founded in 1955, is a professional association focused on special libraries and information centres in India. IASLIC has actively promoted user education through its various activities. The association has organized national conferences, seminars, and workshops dedicated to user education. These events have provided a platform for librarians, information professionals, and educators to exchange ideas, share best practices, and discuss challenges and advancements in user education.
The efforts of INSDOC, DRTC, and IASLIC have been crucial in creating awareness about user education and information literacy in India. Through their initiatives, these institutions have played a significant role in fostering a culture of lifelong learning and equipping users with the skills to navigate and utilize information resources effectively. Their contributions have been instrumental in shaping the user education landscape in India and empowering individuals with the necessary knowledge and competencies to thrive in the information age.

6. Government Initiatives:

The Government of India has undertaken various initiatives to promote user education and information literacy across the country. These initiatives aim to empower individuals with the skills and knowledge necessary to access, evaluate, and effectively use information resources. Some notable government initiatives in the field of user education include:
1. National Mission on Libraries: The National Mission on Libraries was launched by the Ministry of Culture, Government of India, with the objective of modernizing and promoting the use of libraries in the country. The mission recognizes the importance of user education and aims to enhance information literacy through various programs and activities.
2. National Digital Library of India (NDLI): NDLI is an ambitious project by the Ministry of Education, Government of India, aimed at building a digital repository of learning resources from various sources. The platform provides access to a wide range of educational materials, including textbooks, articles, videos, and lectures. It focuses on promoting information literacy and user education through its resources and tools.
3. Information and Library Network (INFLIBNET): INFLIBNET, an initiative of the University Grants Commission (UGC), plays a crucial role in supporting user education and information literacy. It provides access to electronic resources and facilitates resource sharing among academic and research institutions in India. INFLIBNET also organizes training programs and workshops on information literacy and library management.
4. National Virtual Library of India (NVLI): NVLI is a collaborative effort by the Ministry of Culture and other government agencies to create a virtual library platform that provides access to a vast collection of digital resources from different domains. It focuses on promoting user education and information literacy by offering a user-friendly interface and tools for effective information retrieval and utilization.
5. Digital India Initiative: The Digital India Initiative, launched by the Government of India, aims to transform India into a digitally empowered society. One of its key components is promoting digital literacy and awareness among citizens. Through various programs and initiatives, Digital India emphasizes the importance of user education in utilizing digital technologies and accessing online information resources effectively.
These government initiatives reflect the commitment to promote user education and information literacy as essential components of a knowledge-based society. By providing resources, training, and infrastructure support, the Government of India strives to empower individuals with the necessary skills and knowledge to navigate the information landscape and make informed decisions.

7. User Education in India: Past, Present, and Future:

User education in India has witnessed various developments over the years, reflecting both challenges and opportunities. Understanding the past, assessing the present scenario, and envisioning the future can shed light on the trajectory of user education in the Indian context.
Past: In the past, India experienced sporadic efforts in the development of user education programs. Institutions like INSDOC, DRTC, and IASLIC organized seminars, workshops, and conferences to promote user education. However, these initiatives were not consistently institutionalized, and user education remained a voluntary and sporadic undertaking.
Present: Currently, there is growing recognition of the importance of user education in India. Many academic libraries and information centres have taken steps to provide user education services. With the advancements in technology and the increasing availability of digital resources, user education has become even more crucial to equip users with the necessary skills to navigate and make effective use of these resources. Libraries in India are focusing on imparting information literacy skills, promoting research and critical thinking abilities, and fostering digital literacy among users. Efforts are being made to integrate user education into the curriculum of educational institutions, ensuring that students are equipped with the requisite information skills to excel in their academic pursuits. However, there is still a need for a more systematic and comprehensive approach to user education across the country.
Future: The future of user education in India holds immense potential. There is a need to prioritize user education as an essential component of the information landscape. It requires the collective efforts of library professionals, educational institutions, policymakers, and funding agencies to provide the necessary infrastructure and support for the development of user education programs. Institutions like INSDOC (Indian National Scientific Documentation Centre), DRTC (Documentation Research and Training Centre), and IASLIC (Indian Association of Special Libraries and Information Centres) have played a significant role in promoting user education in India. These institutions have organized a series of seminars, workshops, and conferences dedicated to addressing the challenges and opportunities in user education.

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