ISSN (Print) : 0972-2467

ISSN (Online) : 0976-2477

SRELS Journal of Information Management, Vol 57(6), December 2020, p.297-308 DOI: 10.17821/srels/2020/v57i6/154832

Comparing Digital Library Job Requirements

and Digital Library Course Curriculum: An Indian
Perspective
Nisha Kumari* and Shesh Mishra
Banasthali Vidyapith, Vanasthali - 304022, Rajasthan, India; nisha741992@gmail.com, shesh2709@gmail.com

Abstract
The main purpose of the study is to compare the digital library job requirements and the curriculum offered in Indian LIS
departments. Data were obtained from two sources: 180 job advertisements obtained through online job sites and course outlines
obtained from the websites of 21 universities. The content analysis method was followed in the research for data analysis. The
findings indicate that employers demand good communication skills and ability of working on digital library software, handling
library management software, knowledge of basic computer skills, programming and markup languages. Job ads also indicate
that a bachelors’ and masters’ degree programme in library and information science are the minimum essential requirements for
employing digital library professionals. The study also found that there is no separate digital library programme offered whereas
digital library course contents are integrated into BLIS & MLIS programmes. The digital library topics such as training students
in using library management software, digital library software and content management systems; creating databases using MySql;
website designing are offered at both bachelor’s and master’s degree levels. This paper compares what is demanded in the job market
and what is offered by LIS departments and found that the curriculum does not fully address the needs of the job market, as certain
topics such as troubleshooting and problem solving skills were seen missing from the Indian LIS curricula.

Keywords: Academic Libraries, Digital Library Education, Job Requirements, LIS Curriculum

1. Introduction “Without well-educated digital librarians, digital libraries

The continuous growth of digital technologies has had a
significant impact on library functioning, the education
of library professionals, the expectation of employers of
products of LIS schools, and on the curriculum in LIS
schools (Singh & Mehra, 2013) with the introduction
of digital resources, increasing number of positions in
academic libraries require advanced skills, particularly
for the profile of digital librarians. Ma, Brian and
O’Brien (2006) highlighted that there is a shortage of
professionals with right combination of skills required in
digital resources management. Nowadays, creating and
managing digital resources and providing access to them
have become a vital component in educational institutes
all around the world. Many digitization projects could
not be completed because of the lack of expertise among
professionals. Choi and Rasmussen (2006) have observed,
cannot reach their full potential”. However, digital library
education has become a topic of discussion and debates
within LIS community. Most of the research on digital
library education is conducted in European countries,
United States and Canada. Very few studies have been
done in India that illustrates the status of digital library
education in the Indian context. Therefore, in the current
study, Indian LIS curriculum has been chosen as the
subject of research. 
2.  Literature Review
This section reviews literature on digital library education,
particularly about curriculum content, from a global and
Indian perspective. The key literature on digital library
education has been reviewed.

*Address for correspondence

 Comparing Digital Library Job Requirements and Digital Library Course Curriculum: An Indian Perspective
2.1 Digital Library Education:
Global View
Spink and Cool (1999) analyzed the websites of 20 LIS
schools offering courses in digital libraries. The authors
highlighted the importance of interdisciplinary digital
library curriculum suggesting distinct curriculum
areas for digital library education: foundation of
digital libraries, digital library technical infrastructure,
knowledge organization, collection development,
information access and use, economic and policy issues
and roles of a digital librarian. Further, the authors also
recommended the topics on developing digital collections,
information retrieval, creating databases, digital archives
and preservation. Based on the web analysis, Saracevic
and Dalbello (2001) examined the LIS programs offered
in United States and Canada and found that 89% of LIS
programs have included the digital library course content
in their curriculum.
Liu (2004) conducted a survey of digital library
course curriculum in universities of United States,
Canada, Europe and East Asia. She found that courses
on digital libraries followed two approaches, including
topics that teaches the basic computer architecture and
programming, and programs which teach the topics
related to digital library operations and user services. She
further suggested that the focus of digital library course
curriculum should be on organization of digital resources,
integration and interoperation of digital information,
legal issues, interface designing, building and evaluation
of digital libraries and collaboration balancing theoretical
and practical aspects.
Ma, Clegg and O’Brien (2006) conducted a survey of
institutions offering digital library courses in USA, UK
and Canada. They focused on the digital library course
curriculum offered by both LIS and Computer science.
They found that the LIS curriculum has covered the
modules dealing with creation, maintenance, evaluation
and legalization of digital libraries, whereas the computer
science curriculum dealt with specialization in computer
focused topics related to a digital library. Courses such
as information retrieval and designing user interface
were included in both degrees’ curricula. They further
recommended that library educators should work in
collaboration with digital library practitioners to develop
a well-rounded curriculum.
Choi and Rasmussen (2006) surveyed academic
library practitioners engaged in digitization or digital
298 SRELS Journal of Information Management | Vol 57(6) | December 2020
library projects seeking their opinions about the
skills and education desired in executing their daily
duties. They found that educational programs for
digital librarians should cover topics related to website
designing and development, interface designing, digital
preservation, digitization, information retrieval, metadata
standards, OAI-PMH, usability testing and improving
communication skills. Imparting project management
skills through practical exposure of digital projects is also
essential.
Pomerantz, Oh, Wildemuth, Yang and Fox (2007)
conducted a survey to analyze the syllabus for computer
science and LIS programs. Syllabi were collected from
the institutional websites for the courses related to
digital library. Their findings revealed that LIS and CS
programs view digital library topics differently. In LIS
the topics are user focused such as reference services and
personalization, while in CS courses the topics are system
focused such as web designing and database development.
Koltay and Boda (2008) examined the digital library
courses offered in LIS schools of Hungary and found that
courses cover different areas such as information retrieval,
reference and information sources, web designing using
markup languages, database designing, metadata, library
management systems, e-resources and their accessibility,
digitization, managing digitization projects, digital
library software, open source software and open access
technologies.
Abrizah, Noorhidawati, Hilmi and Azeana (2009)
analyzed the digital library curriculum offered in LIS
schools of US, UK, Canada, Australia, New Zealand and
Malaysia. They found that the topics which are relevant
to work in real world of digital libraries, e.g. Hands on
practice in using digital library software, copyright
issues, and funding, programming and user studies were
included in their curriculum.
Baro (2010) conducted a content analysis of digital
library courses curricula offered by the library schools in
Africa. They found that the courses cover areas related to
the types of e-resources and delivery, means of accessing
e-resources and their integration with existing library
resources, different methods of information organization,
basic computer knowledge, information storage and
retrieval and knowledge of programming and evaluation
of information systems. The author further suggested
the inculcation of topics such as digital preservation and
conversion, database management, metadata, archiving,
copyright and intellectual property rights.

Howard (2010) conducted a survey to investigate the
skills required to manage a digital library environment.
The study seeks opinions from both academic library
practitioners’ and LIS educators’ in Australia. The
communication skills were ranked first by both
practitioners and educators. Both rated knowledge of
user needs, copyright, metadata and content management
system as “highly desirable” skills for digital library
professionals. The author also noted the discrepancy in
opinions of practitioners’ and educators’ regarding the
requisite skills to work in digital libraries. The knowledge
of programming languages and digital library architecture
was least preferred by academic library practitioners,
whereas it was highly favored by educators.
Rasuli and Naghshineh (2014) surveyed 45 LIS
educators and 66 academic librarians of Iran about their
views for a dedicated digital library education programme.
Results showed that according to 80% of library
practitioners, the existing LIS curriculum is not offering
desired skills on digital libraries. Similar observations
have been made by LIS educators also, which implicates
that current LIS curriculum could not impart the skills
required to work in digital libraries.
Audunson and Shuva (2016) examined the digital
library course curriculum offered in Europe. The results
of the study showed that 80% of LIS schools in Europe had
integrated the digital library courses in their bachelor’s
and master’s degree programmes. Subject areas such as
architecture of digital libraries, information retrieval,
archiving, e-resource development, intellectual property
rights were considered very important in the study. The
authors found that the digital library courses offered
by computer science and engineering departments
concentrate more on practical aspects while the LIS
schools tend to focus on theoretical aspects. Approach
of hybrid curriculum was proposed in the study to bring
together strengths from varied departments.
2.2  Digital Library Education in India
Panigrahi (2010) analysed the LIS programme contents of
universities in North-east India, Odisha and West Bengal
and found that there was no satisfactory balance in the
emphasis on theoretical aspects and practical exercises in
the syllabi. The author further recommended to include
courses on digital library, designing library website,
content management system, e-resource evaluation,
networking, library automation, knowledge management
Nisha Kumari and Shesh Mishra
and e-publishing to produce the manpower who can work
in a digital library environment.
Kumar (2010) outlined the gaps between the
competencies demanded by employers and the
competencies being taught in the LIS schools of India.
The study found that communication skills, presentation
skills, library automation, digitization of library resources,
e-resource acquisition and management are essential
employability skills. The author further suggested
inclusion of courses on communication skills, hands on
practice of digital library software and library automation
software in LIS programme.
Varalakshmi (2010) analyzed the course content of 27
LIS departments of Southern India. She found that DRTC
and the universities of Madras, Andhra, and others have
enriched their syllabi with courses like digital libraries,
webpage designing and development, e-publishing,
knowledge management, database creation, networking,
content management system and semantic web. MS (LIS)
curricula of DRTC have balanced emphasis on practical
and student centered learning. The LIS curriculum of
Pondicherry University provides hands on practice in
library automation and digital library software. University
of Mysore, Madras and Pondicherry offer a core course
on communications skills.
Ramesha and Babu (2007) found that continuously
emerging demand for digital libraries and database
creation skills have contributed to restructuring of
curriculum in LIS schools of India. Most of the LIS
courses in India are theory based. Library schools in India
must adapt themselves to the changing environment so
that they can turnout better professionals.
The findings of Satpathy and Maharana (2011)
concluded that the majority of the library practitioners
possess the knowledge of web languages, digital library
software, etc., but only few of them were able to apply
it practically. There is a need to incorporate educational
system experiential components, such as internships,
placements, and other practical exposures (Tammaro,
2007). As many universities are digitizing their collections,
LIS graduates should have practical knowledge of digital
library software (Kumar, 2010). Theoretical knowledge
is not sufficient for LIS professionals to work in a digital
information environment (Pradhan, 2015). 
SRELS Journal of Information Management | Vol 57(6) | December 2020 299
 Comparing Digital Library Job Requirements and Digital Library Course Curriculum: An Indian Perspective
3.  Research Methodology
In order to investigate the skills required for working
in digital libraries and the educational practices being
followed to impart those skills and knowledge, a survey
of the job advertisements posted on online job sites
and BLIS and MLIS course curricula of university LIS
departments’ was conducted. Content analysis method is
used for analyzing the content of textual data to discover
data characteristics (Neuman, 2006). The content analysis
of textual data on the websites from two different samples
was used to study expected competencies from digital
library professionals and the subjects taught to impart
those competencies. Similar method has been adopted
in the studies by Spink and Cool (1999), Saracevic and
Dalbello (2001), Liu (2004) and Ma, Clegg and O’Brien
(2006).
The data collection was done in two parts. Firstly,
the authors collected the job advertisements from
January 2011- December 2019. The job advertisements
of academic libraries with the words digital, e-resources,
digital services, institutional repository, digital
preservation, digitization, digital projects in a position
description, duties/responsibilities, or qualifications
were included in the study. The job announcements were
gathered for positions at digital academic libraries from
the two job websites LIS links (http://www.lislinks.com/)
and LIS portal (https://lisportal.com/en/). The selected job
sites had wider use in India and they also provide archival
access. In similar studies, Kumar (2010); Ocholla and
Shongwe (2013) and Raju (2014) used the newspapers
and online job sites to analyze the LIS job market.
Secondly, the researcher examined the university
websites of those offering LIS programs in India either
at bachelors’ or masters’ level, during the period from
April to June 2020 to identify the content pertaining to
digital library. Further, the syllabi of the BLIS and MLIS
courses was downloaded from the university websites and
analyzed to assess the state of digital library education
in LIS departments of India. Topics related to the skills
demanded by employers to work in digital libraries
(Table 2) such as digitization and digital preservation,
e-resource management, Metadata, computer networking
and components, website development and designing,
open access, classification and cataloguing of e-resources,
were included in the study. In total, 21 Universities’ LIS
300 SRELS Journal of Information Management | Vol 57(6) | December 2020
departments were found to have digital library courses in
their BLIS and MLIS curriculum and had uploaded the
detailed syllabi on their websites. The results are listed in
Table 1. All URLs are valid when revisited on 09 August
2020. In similar studies, Ma, Clegg and O’Brien (2006),
Pomerantz, Oh, Wildemuth, Yang and Fox (2007), Baro
(2010) and Kumar (2010) collected the course curriculum
from university websites to analyze the digital library
topics being taught. Using websites and web pages to
collect data for analysis is now acknowledged as a valuable
additional option for present day researchers (Bryman,
2004).
4. Findings
This section presents the findings of the study. Firstly, it
will present the results from job advertisements followed
by the results from course outlines.
Educational qualifications, knowledge and skills demanded
by employers: The digital library based job ads retrieved
from LIS links and LIS portal were analyzed to identify
the skills and competencies required by the employers. In
total, 180 job advertisements were found in a nine year
period i.e. from 2011-2019. The findings revealed that
bachelor’s or master’s degree in library and information
science or computer science and post graduate diploma
in computer applications are required for a position in
academic libraries. However, most job ads indicate that
master’s degree in library and information science is ideal
for the position in academic libraries. The knowledge and
skills required for managing digital academic libraries
were also analyzed. The results discovered a typology of
44 skills and competencies demanded in the job market.
Table 2 presents the results.
Digital library courses in BLIS and MLIS curriculum:
Programme outlines were used to analyze the digital
library courses. This was meant at identifying what is
being taught in LIS schools. The results indicate that no
university in India offers a standalone programme on
digital libraries. A few digital library courses are offered
at bachelors’ and masters’ degree programme of Library
and information science. Table 3 shows the digital library
course curriculum at bachelors’ and masters’ degree
level.
 Nisha Kumari and Shesh Mishra

Table 1.  List of Universities’ in India covered digital library courses in the BLIS/MLIS programme

University Department Programme Syllabus available at:

Central University of Library & MLIS http://cuh.ac.in/admin/uploads/pdf/0CUH_DLIS_MLIS%20
Haryana Information Science Syllabus_(2017-2019).pdf
Babasaheb Bhimrao Library & BLIS & MLIS http://www.bbau.ac.in/dept/dlis/BLIS_Syllabus.pdf http://www.
Ambedkar University Information Science bbau.ac.in/dept/dlis/MLIS_Syllabus.pdf
Assam University Library & MLIS http://www.aus.ac.in/library-information-science/wp-content/
Information Science uploads/sites/32/2017/11/MLibISc-Syllabus-2015.pdf
Mizoram University Library & MLIS https://drive.google.com/file/d/1YoYKXAYa1Duy4fhOLozoetbnF
Information Science O8ViZrt/view
Kalyani University Library & MLIS http://162.144.89.90/download/syllabus/05_01_18DLIS_KU_Int_
Information Science mlis_credit_structure_Final4(2017-19)%20(2).pdf
University of Library & MLIS https://www.buruniv.ac.in/Downloads/Syllabus/Syllabus_MLIS.pdf
Burdwan Information Science
University of Delhi Library & BLIS & MLIS http://dlis.du.ac.in/Downlaod/BLISc%20I.pdf http://dlis.du.ac.
Information Science in/Downlaod/BLISc%20II.pdf http://dlis.du.ac.in/Downlaod/
MLISc%20I.pdf http://dlis.du.ac.in/Downlaod/MLISc%20II.pdf
University of Mumbai Library & MLIS http://old.mu.ac.in/wp-content/uploads/2016/06/MLISc-Syllabus.
Information Science pdf
North Eastern Hill Library & MLIS https://nehu.ac.in/public/assets/files/departments/courses/
University Information Science syllabus_MLISc.pdf
Andhra University Library & MLIS https://www.andhrauniversity.edu.in/img/syllabus/MLISC-CBCS-
Information Science Syllabus-2015-2016.pdf
Gauhati University Library & MLIS https://drive.google.com/file/d/0BxdJk6bMViG3ZmpRU21xZ0l3Y
Information Science y1GUVk5NUF6aVJsdVRnZ0ln/view
Aligarh Muslim Library & BLIS & MLIS https://www.amu.ac.in/newdata/syllabus/10923.pdf,
University Information Science https://www.amu.ac.in/newdata/syllabus/11100.pdf
Tripura University Library & BLIS & MLIS https://tripurauniv.ac.in/Upload/DepartmentSyllabus/syllabus/
Information Science syllabus_libraryinfoscience_23092016.pdf,
https://tripurauniv.ac.in/Upload/DepartmentSyllabus/
syllabus/Syllabus%20for%20MLISc.%20TRIPURA%20
UNIVERSITY_21072017.pdf
Banaras Hindu Library & MLIS https://www.bhu.ac.in/arts/lis/mlis.pdf
University Information Science
Guru Nanak Dev Library & BLIS & MLIS http://gndu.ac.in/syllabus/201920/ARTSOC/BACHELOR%20
University Information Science OF%20LIBRARY%20AND%20INFORMATION%20
SCIENCE%20HONS%20SEMESTER%20I%20AND%20II%20
CBCEGS%202019-20.pdf,
http://gndu.ac.in/syllabus/201920/ARTSOC/MASTER%20OF%20
LIBRARY%20AND%20INFORMATION%20SCIENCE%20
HONS%20SEMESTER%20I%20and%20II%20CBCEGS%202019-
20.pdf
Indira Gandhi Library & BLIS & MLIS http://www.ignou.ac.in/upload/programme/C%20PG-BLIS-E.pdf,
National Open Information Science http://www.ignou.ac.in/upload/programme/D%20PG-MLIS%20
University English%202017%20%281%29.pdf
Pondicherry Library & MLIS http://www.pondiuni.edu.in/sites/default/files/downloads/ML-
University Information Science ibI-Sc-%20%202018-2019%20onwards.pdf
Jiwaji University Library & BLIS & MLIS http://www.jiwaji.edu/pdf/syllabus/cbcs2019-22/B.Lib%20
Information Science C.B.C.S..pdf

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 Comparing Digital Library Job Requirements and Digital Library Course Curriculum: An Indian Perspective

Table 1. Continued
University Department Programme Syllabus available at:
University of Madras Library & MLIS https://www.unom.ac.in/webportal/uploads/department/syllabus/
Information Science SYLLABUS%20-%202016-17_45.pdf
University of Library & BLIS & MLIS https://www.uniraj.ac.in/student/syllabi/syllabus2020/
Rajasthan Information Science Bachelor%20of%20Library%20&%20Information%20Science%20
(Annual).pdf,
https://www.uniraj.ac.in/student/syllabi/syllabus2020/Master%20
of%20Library%20&%20Information%20Science%20(I%20to%20
II)%20(Semester).pdf
Panjab University Library & BLIS & MLIS https://puchd.ac.in/includes/syllabus/2020/20200728153749-
Information Science blib2020-21.pdf?202005530608,
https://puchd.ac.in/includes/syllabus/2020/20200728153819-
mlib2020-21.pdf?202005530608

Table 2.  Required educational qualification, skills and knowledge

Educational qualifications Knowledge Soft skills
Bachelors’/Masters’ in LIS Library management software Good communication skills in English
BSc in information or computer science Digital library software Good analytical & problem solving skills
Post graduate diploma in computer Metadata encoding & standards
application
Bachelors’/Masters’ in computer Classification schemes
application
Btech in computer science Metadata harvesting
Cataloguing and Vocabulary control tools
Digitization/ Digital preservation
Project management
E-resource management
Indexing & abstracting
Basic Computer knowledge & applications
in libraries
Networking
Hardware and software maintenance
Operating System
Web designing
Website development & Maintenance
Web server management
Database management System
Implementing security system
Troubleshooting IT Systems & database
issues
Storage technologies
Open source technologies & software
System analysis and design
Content Management System

302 SRELS Journal of Information Management | Vol 57(6) | December 2020

 Nisha Kumari and Shesh Mishra

Table 2. Continued
Educational qualifications
 
Knowledge Soft skills
MS office
Institutional repository creation
Knowledge of e-resources/databases
Subscription and renewal of e-resources
Budgeting
Evaluation of e-resource for subscription
Licensing & negotiation
Open Educational Resources
Intellectual property rights
Tracking and preparing usage statistics
reports
Providing access to eResources
Web 2.0 and 3.0 application
Electronic reference service
Online document delivery system
Conducting tutorials & information
literacy prog.
Reference management tools
E-learning system
Information retrieval  

Table 3.  Bachelors’ and Masters’ digital library course curriculum

Digital library course curriculum in BLIS and MLIS programmes

Networking
Computer components: hardware and software
Operating system (windows, linux): installation & functioning
Markup languages (HTML, XML, CSS) for webpage designing
Programming languages for website development
Web servers
Developing relational databases using MySql/PostgreSql
Database recovery, Transaction management, Concurrency
control and deadlock
Open Source softwares: installation & configuration
System Analysis & Design: Concept and Types
Process of system development: Traditional Waterfall,
Prototyping, Computer-Aided Software Engineering, Agile
Methodologies, eXtreme Programming, etc.
Installation and configuration of Drupal, Joomla, Mediawiki
Knowledge organisation tools: taxonomies, folksonomies
Metadata harvesting: OAI-PMH, PKP-OHS
Cataloguing standards (CCC, AACR2, RDA, MARC 21)
practice including cataloguing of e-resources
Using vocabulary control tools and deriving subject headings
using SLSH, LCSH
Methods and techniques of digital conversion and preservation
Digitization process (material selection, steps & policy) and
projects
Project management
E-resource life cycle
Keyword indexing (KWIC, KWOC); Pre-coordinate indexing
(PRECIS, POPSI); Post coordinate indexing (Uniterm) and
Online citation indexing tools
Indexing and abstracting practice
Creating Institutional repository
Types of e-resources

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 Comparing Digital Library Job Requirements and Digital Library Course Curriculum: An Indian Perspective
Table 3. Continued
Digital library course curriculum in BLIS and MLIS programmes
Creating word documents; powerpoint presentations;
spreadsheets
Access management and authorization for providing e-resource
access
Library 2.0 applications- Chat & Instant messaging, RSS feeds,
podcasts, webcasts, ask a librarian; E-alerts
E-Document Delivery Service
User orientation and information literacy programmes
Reference management softwares: Mendeley, Zotero, Endnote
E-Learning Management System (Moodle, ATutor, Claroline,
Brihaspati)
Search strategies & techniques in databases and search
algorithms
Information Retreival Models: Probabilistic Retrieval Model,
Language Models, XML Retrieval; Multimedia information
retrieval; Z39.50 protocol
Library management software (Koha, Libsys, Soul): Installation,
customisation and hands on practice
Digital library software (Content DM, Greenstone, Dspace,
Eprints): Installation, customisation and hands on practice
Metadata elements (Dublin core, EAD, METS, VRA core)
Classification schemes (DDC, CC, UDC) practice
Automatic classification, Classification in online systems and
Web dewey ontologies
5. Discussion
Job sites scanning results revealed that digital library
employers in India require that candidates must have
Masters’ or Bachelors’ degree in Library and Information
Science (BLIS/MLIS) or computer science (BSc/ MSc) or
computer application (BCA/MCA) and Post Graduate
Diploma in Computer Applications (PGDCA). Similar
studies by Choi and Rasmussen (2009) and Ratledge
and Sproles (2017) also concluded that masters’ degree
in library and information science is required for the
position of digital librarians in academic libraries.
Further, Audunson and Shuva (2016) found that future
LIS curricula will be more directed towards computer
science, engineering and management science. Latest
technologies such as robotics and satellite technology will
also have a significant impact on LIS curricula.
304 SRELS Journal of Information Management | Vol 57(6) | December 2020
Acquisition/ Subscription of e-resources (consortias, publishers,
aggregators)
Budgeting methods and budgetary control
Cost analysis approaches
Evaluation and Selection of e-resources
License and agreements on online resources (model licenses &
negotiation)
Open access e-resources & educational resources (MOOCs,
Swayam)
IPR in digital era (copyright laws and digital rights management
in India)
Plagiarism detection softwares (Tunitin, Urkund and
ithenticate) & Penalties for plagiarism
E-resource usage analysis (COUNTER, SUSHI) & presentation
of data
Oral Communication skills
Report writing: Annual Report, Event Report, Promotion
Report, etc.
Office Writing: Notice & Memo Writing, Writing letters to
publishers, booksellers, binders and others
Presentation skills at the time of Library meetings
 
The study discovered varied knowledge and skills
demanded by employers for digital academic library
positions. Basic computer knowledge and Microsoft
office skills are very important. Choi and Rasmussen
(2009), Raju (2014), Gerolimos, Malliari and Iakovidis
(2015) and Ratledge and Sproles (2017) also highlighted
the importance of basic computer knowledge in a
digital academic library environment. Additional skills
such as establishing authorization mechanisms for
providing online access, license negotiation and offering
digital reference services were also discovered to be
important. This finding is supported by the results of
Croneis and Henderson (2002). Employers indicated
the troubleshooting skills, project management skills,
expertise of using library management software,
knowledge of digitization and digital preservation
processes, e-resources and information search techniques,

metadata standards, programming languages, website
designing and classification and cataloguing are required
for the position of digital librarians. Similar results were
found in the studies of Orme (2008), Choi and Rasmussen
(2009), Bronstein (2015), Shahbazi and Hedayati (2016),
Ratledge and Sproles (2017) and Maceli (2018).
Effective communication skills are widely sought by
academic library employers in the job advertisements.
Several studies has cited this as an important skill
required to work in digital libraries (Bronstein, 2015;
Choi & Rasmussen, 2006; Gerolimos, Malliari &
Iakovidis, 2015; Howard, 2010; Kumar, 2010; Orme, 2008;
Ratledge & Sproles, 2017; Shahbazi & Hedayati, 2016).
Choi and Rasmussen (2006) and Kumar (2010) suggested
including communication skills in a digital library course
curriculum.
The results showed that LIS departments in India teach
a wide range of subjects to impart the skills and knowledge
required for working in digital libraries. The present study
revealed that curriculum seek to equip future digital
library professionals with skills of database creation,
installation and customization of library management
and digital library software, programming, web page
designing and project management; knowledge of digital
preservation methods and handling digitization projects,
system analysis and designing and copyrights laws;
knowledge of different e-resources and their organization,
retrieval and dissemination practices including metadata
elements, access management and authorization for
providing access, information retrieval models, search
algorithms, online database search strategies; knowledge
of computers including networking, windows or Linux
installation, web server configuration and maintenance,
installation and configuration of open source software,
MS office suite and videoconferencing. Similar content
has been found in the digital library course curriculum
of Slovenia and UK (Bawden, David, Vilar & Zabukovec,
2005), Hungary (Koltay & Boda, 2008), Africa (Baro,
2010) and Europe (Audunson & Shuva, 2016).
The study found that curriculum also covers various
other important topics recommended by Tammaro
(2007), Choi and Rasmussen (2009), Baro (2010),
Panigrahi (2010), Rasuli and Naghshineh (2014),
Audunson and Shuva (2016) to include in courses
pertaining to digital libraries such as indexing and
abstracting, classification schemes, semantic web,
automatic classification, classification in online systems,
taxonomies, folksonomies, cataloguing standards
Nisha Kumari and Shesh Mishra
and subject cataloguing, vocabulary control tools,
cataloguing of e-resources, centralized and cooperative
cataloguing, hardware and software maintenance, library
automation, open source technologies such as LAMP/
WAMP architecture, installation of content management
software’s such as wordpress, drupal and licensing and
negotiation for e-resources.
Table 4 compares the job market requirements to
curriculum offered in LIS departments. The comparison
concludes that LIS departments teach what is mostly
demanded in the job market. Though, it is also noticed
that troubleshooting skills and problem solving skills are
essential but they are not covered in curriculum.
6. Conclusion
The study sought to compare the job market requirements
and the curriculum offered in Indian LIS departments and
to determine whether what is required by digital academic
library employers is taught in the LIS schools. Through
online job sites scanning, the study found that employers
require knowledge ranging from basic computer
knowledge to traditional library functions. They also
demand knowledge in database management, networking,
website designing and development, metadata standards,
Microsoft office, library management and digital library
software and soft skills such as communication skills and
analytical and problem solving skills.
The study discovered that many LIS departments
have been established in India over the period of time
but no attention has been paid to a stand-alone digital
library education programme development, although
there have been various studies that emphasized the need
such as Rasuli and Naghshineh (2014) Mohsenzadeh
and Isfandyari-Moghaddam (2011). The study also
found that LIS courses in India train students in using
library management and digital library software, content
management systems, creating databases using Mysql,
website designing and various others. Based on the
comparison between job market requirements and the LIS
curriculum, the study found that the topics on problem
solving and troubleshooting skills were seen missing
from the Indian LIS curricula. Thus, the study concludes
that the curriculum is relevant but does not adequately
address the needs of the job market.
The study recommends that there should be a strong
link between the academic libraries and academia
recognized to strengthen the teaching of digital library
SRELS Journal of Information Management | Vol 57(6) | December 2020 305
 Comparing Digital Library Job Requirements and Digital Library Course Curriculum: An Indian Perspective

Table 4.  Job requirements vs curriculum

Job market requirements Curriculum offered in LIS departments

Educational requirements-bachelors’ or masters’ degree in LIS Offered at bachelors’ or masters’ level
Job market demands skills & knowledge of LIS departments teach
Communication & problem solving skills Oral and written Communication skills
Microsoft office skills Designing presentations & working on spreadsheets, word
documents
Website designing and development Programming and Markup languages
Indexing & abstracting Practicing indexing & abstracting
Library management & Digital library software Installation, customisation & hands on practice of library
management & digital library software
Metadata encoding & metadata harvesting Metadata elements & harvesting tools
Cataloguing Cataloguing standards including practice of cataloguing
e-resources
Vocabulary control tools Deriving subject headings using subject heading lists &
thesaurus
Digitization & Digital preservation Digitization and Digital preservation process, techniques and
projects
Project management Project management
E-resource management E-resource life cycle & usage analysis; Access management &
authorization for providing e-resource access
Database management system MySql/ PostgreSql for developing relational databases
Open source technologies & software Open access e-resources; Installation & configuration of OSS
Budgeting Budgeting methods, budgetary control
Licensing & negotiation Licenses on online resources & negotiation skills
Intellectual property rights Copyright laws and digital rights management in India
Information retrieval Searching techniques in online databases & Information
Retrieval Models
Computer knowledge Networking, Hardware & software components of computer,
operating systems and web servers
Web 2.0 & 3.0 application Library 2.0 applications
Classification Classification in online systems and Web dewey ontologies and
practice of classification schemes
Content management system Installation, configuration and working practice of Content
Troubleshooting skills Management softwares
Problem solving & analytical skills
System analysis & design System analysis & design
Reference management tools Reference management software’s
E-learning system E-Learning Management System

education. Library practitioners can advise digital library
curriculum designers on which courses of the curriculum
should be strengthened and which topics to drop. Digital
library is an area where employers, practitioners, experts as
well as different LIS schools can work together to develop
a standard digital library course curriculum. Moreover,
collaboration of LIS departments with computer science,
management and business departments can assists in
creating an interdisciplinary curriculum. Keeping in
view the rapid advancements in digital technologies such

306 SRELS Journal of Information Management | Vol 57(6) | December 2020


as automatic metadata extraction, automatic indexing,
artificial intelligence, data mining, personalization, block
chain technology and various others, the course offerings
for digital library education should be revised at regular
intervals.
The authors hope that the study is of interest to
digital library researchers and LIS educators in India and
worldwide.
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