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library and information science notes, Study notes of Library science

Mindanao State University (MSU)Library science

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LIS Refresher Program 2016
LIS History, Principles, Concepts, and Laws Page 1
I. Nature of Information and Information Science
A. Knowledge Spectrum – the connectedness of data, information, knowledge and wisdom (Ackoff, 1989)
1. Data – mere letters, numbers or symbols
2. Information – interpreted data; contextualized data; data presented in comprehensible form
3. Knowledge – information integrated in a larger body of knowledge; applied or potentially applicable to some
end (Rubin, 2000)
4. Wisdom – the application of knowledge as contained in human judgment, centered around certain criteria
or values
B. Characteristics of Information
1. Inherent Characteristics of Information
a. Abstract, objective – can be structured, analyzed, synthesized, extracted, summarized, abstracted,
reviewed, classified, stored and recalled, interrelated to other pieces of information, shared, transmitted,
suppressed, destroyed, disseminated
b. Concrete, objective – can be recorded, transmitted, translated, stored and recalled, surrogated
c. Concrete – can be stored, converted to other media, duplicated, stored and recalled, interrelated,
formatted, surrogated, suppressed, relegated, destroyed
2. User Dependent Characteristics
a. Subjective – can be evaluated, interpreted, used, misused, valued, interrelated to use
b. Contextual –can be variably interpreted depending on the context of the user
c. Choice of selection of media
3. Properties of Information needs
a. Information need is a relative concept
b. Quantifying information need is difficult
c. Information needs are often poorly expressed
d. Information need changes upon receipt of information
C. Educational, Recreational and Informational (ERI) Needs of Users (Rubin, 2000)
1. ERI infrastructure can be viewed as a process where information is created, disseminated and used and it
has these five components
a. Creators
b. Products
c. Distributors
d. Disseminators
e. Users
2. ERI infrastructure as devices used to transmit information and knowledge. These include books,
periodicals, newspapers, television, radios, MP3 players, etc.
3. ERI infrastructure as networks that serve as major channels for communication of information and
knowledge. Networks enable the transfer of information from one source to another and from a source to a
user. Such networks include telephone lines, radio, television networks and of course the Internet.
4. ERI infrastructure as media structures that produce, distribute knowledge and information.
a. Media industries
i. Print industry
ii. Telephone/mobile phone industry
iii. Radio industry
iv. Television industry
v. The database industry
b. Patterns of media use
i. Consumer and educational books
ii. Newspapers
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I. Nature of Information and Information Science A. Knowledge Spectrum – the connectedness of data, information, knowledge and wisdom (Ackoff, 1989)

  1. Data – mere letters, numbers or symbols
  2. Information – interpreted data; contextualized data; data presented in comprehensible form
  3. Knowledge – information integrated in a larger body of knowledge; applied or potentially applicable to some end (Rubin, 2000)
  4. Wisdom – the application of knowledge as contained in human judgment, centered around certain criteria or values B. Characteristics of Information
  5. Inherent Characteristics of Information a. Abstract, objective – can be structured, analyzed, synthesized, extracted, summarized, abstracted, reviewed, classified, stored and recalled, interrelated to other pieces of information, shared, transmitted, suppressed, destroyed, disseminated b. Concrete, objective – can be recorded, transmitted, translated, stored and recalled, surrogated c. Concrete – can be stored, converted to other media, duplicated, stored and recalled, interrelated, formatted, surrogated, suppressed, relegated, destroyed
  6. User Dependent Characteristics a. Subjective – can be evaluated, interpreted, used, misused, valued, interrelated to use b. Contextual – can be variably interpreted depending on the context of the user c. Choice of selection of media
  7. Properties of Information needs a. Information need is a relative concept b. Quantifying information need is difficult c. Information needs are often poorly expressed d. Information need changes upon receipt of information C. Educational, Recreational and Informational (ERI) Needs of Users (Rubin, 2000)
  8. ERI infrastructure can be viewed as a process where information is created, disseminated and used and it has these five components a. Creators b. Products c. Distributors d. Disseminators e. Users
  9. ERI infrastructure as devices used to transmit information and knowledge. These include books, periodicals, newspapers, television, radios, MP3 players, etc.
  10. ERI infrastructure as networks that serve as major channels for communication of information and knowledge. Networks enable the transfer of information from one source to another and from a source to a user. Such networks include telephone lines, radio, television networks and of course the Internet.
  11. ERI infrastructure as media structures that produce, distribute knowledge and information. a. Media industries i. Print industry ii. Telephone/mobile phone industry iii. Radio industry iv. Television industry v. The database industry b. Patterns of media use i. Consumer and educational books ii. Newspapers

iii. Radio iv. Television v. Theatres vi. Videos and DVD vii. Video Games

  1. ERI infrastructure as institutions that provide the foundation for knowledge creation and dissemination a. Libraries b. Schools and Academic Institutions c. Non-formal educational units D. Understanding Information Needs, Use and Users
  2. Concepts a. Information need – recognition that your knowledge is inadequate to satisfy a goal that you have (Case, 2002); it is a condition b. Information want – desire for information to satisfay an uncertainty
  3. Importance of studying information needs – individuals may not know what information they need, but for librarians to satisfy the needs (and wants) of their clients, they need to be equipped with the skills to proper reference interview to determine such. Having a clear understanding of information needs also contributes to the proper/better design of information systems
  4. Approaches to studying information needs a. Individual based b. Institution (libraries) based c. Discipline based
  5. Some findings on information needs/wants studies a. There is a difference between information seeking and information gathering b. People usually search information in some context c. People prefer personal rather than institutional sources d. People seldom see librarians as source of information e. Information seeking process proceeds in stages i. Initiation ii. Selection iii. Exploration iv. Formulation v. Collection vi. Presentation f. Search abilities vary among individuals g. Principle of least effort h. People’s search behaviour on the web vary greatly i. Personal attributes  Horizontal information seeking – skimming  Navigators – more time spent in finding their way around the web as they actually view what they find  Viewers – short time spent on e-books and e-journal sites  Squirreling behaviour – saving information for future use  Checkers – assess authority ii. Web use of the young vary from their parents (older generation)  Students use the web for everything  Vary in terms of time spent  Varying search skills depending on experience and exposure  Gives equal importance to discussion lists and actual journal/book files

i. Common professional traits shared by LIS however librarianship does not correspond to all of these traits  They are service oriented and altruistic in its orientation rather than profit making  Professional associations old conferences, produce publications, promulgate codes of ethics, and accredit educational institutions  Professional associations possess normative authority, including standards of conduct and work ii. Proposed different traits to satisfy the requirements of the profession as the following do not include concepts of enforcement and monopoly (Gardner & Shulman, 2005, P. 14).  Commitment to serve the interest of clients, in particular, and the welfare of the society, in general  A body of theory or special knowledge with its own principles of growth and reorganization  A specialized set of professional skills, practices and performances unique to the profession  A capacity to render judgments with integrity under conditions of both technical and ethical certainty  An organized approach to learning from experience both individually and collectively, thus growing new knowledge from the context of practice  A professional community responsible for the oversight and monitoring of quality in both practice and professional education b. Control model – as suggested by Winter (1988); the distinguishing features of a profession are based on different degrees of power and the nature of the control that each exercises. i. Three ways librarians exert control  Classifying knowledge as a means of organizing it  Indexing knowledge so it can be accessed  Understanding the formal and informal organization of various bodies of knowledge ii. Other types of control according to Winter  Collegial control – professional practice is controlled by those who provide the service  Client control – individuals who use the services determine their wants and needs by the means by which they are satisfied  Mediated control – there is balance between collegial control and client control c. Values model – LIS professional serve the public good by bringing people in contact with knowledge. In doing so, LIS professionals also support fundamental democratic values by ensuring that all people have equal access to that knowledge. Under this view, the professional foundation of LIS is not its techniques but its fundamental values.

  1. Perception about libraries a. Stereotypes i. Negative perceptions – impede recruitment in the field and affect the status and growth of the profession as a whole  Spinsters  Hair in a bun  Look stern  Authoritarian and say shh all the time  Male librarians as intellectual effeminates ii. Positive perceptions –  Male librarians as organized, approachable and friendly  Writers often portray librarians in a positive light b. Personality types i. Submissive and lack qualities of leadership

ii. Male and female librarians exhibited personality of deference, passivity and self-abasement iii. Different library types attracted different personality types (as to librarians) c. Role of gender i. First female clerk was hired by the Boston Public Library in 1852 ii. By 1910, more than 75% of the library workers were females iii. Librarianship fit the values of work for women (at that time) iv. The feminization of public librarianship in the 19th^ century created an inferior image for the profession that it might not have had if it remained the domain of male scholars v. Image and status – women are more likely to serve as children’s librarians or in cataloguing positions B. Education and training

  1. History a. Before 1850, there was no training for librarians except trial and error b. From 1850 to 1875 apprenticeship was done for those who were to work in libraries c. 1876 to 1923 marked the development in library education i. The technical education model was adopted because the British classical model was inappropriate and apprenticeship was lacking ii. The proliferation of public libraries through Andrew Carnegie necessitated the training of librarians to man these institutions iii. Melvil Dewey contributed a lot to the development of library education  Dewey Decimal Classification  He organized the national meeting of librarians in 1876 ushering therefore the development of the American Library Association where he became its secretary  He also created the American Library Journal  In 1879 he promoted the systematic training for librarianship by establishing the School of Library Economy at Columbia College (which transferred later on to New York State Library School in 1889 but reverted to Columbia in 1926)
  2. Philippine Library Education a. Philippine library education started in 1914 at the University of the Philippines as an Associate in Arts degree b. Philippine Librarianship is governed by RA 9246 c. It is only in the Philippines that librarians are required by law to pass a licensure exam to practice the profession d. There are graduate and undergraduate programs for LIS in the Philippines offered by approximately 70 LIS schools all over the country C. Seven Values of LIS
  3. Service – Libraries and librarians are all about serving the people and society
  4. Reading and the book are important
  5. Respect for truth and the search for truth
  6. Tolerance
  7. The public good – in every policy that librarians make or for every rule that librarians impose, the public good should always come first
  8. Justice
  9. Aesthetics D. Ranganathan’s Five Laws of Librarianship
  10. Books are for use
  11. Books are for all
  12. Every book its reader
  13. Save the time of the reader
  14. The library is a growing organism

d. These Roman public libraries contained religious articles along with public records and general literature available for borrowing. These libraries included halls where authors can recite their works and hold public forum. e. Romans recorded their history using papyrus scrolls which were then replaced by parchment codex for practical reasons B. Medieval Times – while Western Europe experienced political, economic and social chaos, the archival and scholarly missions of libraries were sustained by Byzantine and Moslem libraries

  1. Emperor Constantinus founded the Imperial Library in 353 AD which ontained Christian and Latin works along with Greek materials
  2. University libraries also flourished in Constantinople
  3. Preservation of Greek classics by Byzantine libraries made Renaissance possible
  4. Libraries were commonplace in the Moslem Empire (650 AD-1000 AD) because the culture afforded reading and learning
  5. Royal Library in Damascus contained materials from throughout the world on a wide variety of topics including medicine, philosophy, history and literature
  6. Research and learning was the focus of university libraries
  7. Monasteries provided a means of isolating Christian adherents from the disorder spreading across Europe
  8. Mission of monastic libraries : to provide a place for spiritual reflection, to archive religious texts, and to reproduce religious and sometimes secular texts.
  9. St. Benedict of Monte Cassino said that the monastic life was to concentrate on spiritual matters and to avoid secular thoughts. As such, monks were tasked with the following: reading and studying books, copying books in their scriptorium
  10. Monasteries produced beautifully illuminated copies of books which are supposed to reveal the beauty of God
  11. Cathedral libraries rose during the late middle ages and were much bigger than monastic libraries and less dominated by religious works
  12. Less contemplative and more secular orders like the Dominicans and Franciscans gave rise to academic centers in Bologna, Paris and Oxford which supported not only theological studies but also classical and professional instruction in law, medicine and philosophy. Therefore, the collection in these specific libraries have also varied in terms of the concentration of these universities but were primarily there in support of the educational needs of the institutions. C. Renaissance
  13. The Renaissance was primarily an aristocratic enthusiasm and great private libraries were developed by leading literary figures such as Petrarch and Boccaccio, who themselves were sponsored by popes or Renaissance princes such as the dukes of Urbino and Medici (who are passionate book collectors themselves)
  14. Due to these private collections, many Greek classics were preserved and handed down to our current generation
  15. The invention of printing press and its subsequent development enabled the following: a. Producing exact copies of books b. Producing more titles and more copies c. Having more subjects d. Creation of new techniques for the organization of published materials e. Stimulation of literacy and education of the general population D. Modern times
  16. College libraries were developed. Harvard University library started as a modest collection of about 5, volumes. Yale University library started with 2,500 volumes.
  17. Libraries for religious purposes were still in place, as maintained in England. However, special libraries were also developed such as agricultural libraries, antiquarian society libraries, art society libraries, hotel

reading rooms, ladies’ libraries, law libraries, mechanics’ libraries, medical libraries, prison libraries, railroad libraries, saloon reading rooms, scientific and engineering libraries, sewing circle libraries, state libraries, university libraries, and YMCA libraries.

  1. It can be said that social libraries emerged from these highly specialized libraries where individuals contributed to the purchase of the collection. Two types of social libraries emerged: a. Proprietary libraries – those who have contributed money for the library actually owned the materials purchased thereby making them stockholders b. Subscription libraries – individuals would pay corresponding fees for the use of the materials but they do not own the items.
  2. The modern times also saw the development of circulating libraries whose selections include popular literature such as romance novels.
  3. Special libraries were established as well where the library’s goal was to provide the information needs of the individuals of a particular organization and focused its collection development around this objective rather than just build a collection per se.
  4. The modern times saw much of the development in libraries and these developments have made the libraries to how they are now.
  5. Standards in cataloguing and classification were initiated by known personalities such as Dewey, Cutter, Jewett, Panizzi, and were developed further by library associations
  6. Production of library cards and the computerization of the library catalog were later on developed to make the services more efficient
  7. The Library of Congress was developed in terms of its collection and it became the National Library E. Contemporary Times
  8. The later part of the 19th^ century saw the full partnership of universities/academic institutions and their respective libraries.
  9. Research libraries also developed side by side with the development of the modern educational model F. Libraries and Librarianship in the Philippines
  10. 1604 – Fr. Pedro Chirino, S.J. wrote a book Relacion de las Islas Filipinas described the writing tradition of Philippine writing tradition; in his account, the people knew how to read and write using their own writing, using bamboo and palm leaves to write on and an iron point for a pen
  11. 1663 – Fr. Francisco Colin, S.J. in his book Labor evangelica IV. Characteristics of Libraries, Information Centers and Archives A. Academic and Research Libraries
  12. Academic libraries have existed since the 17th^ century but the collection were too small to merit a separate structure. Normally, it was the teachers who maintained these collection in their respective faculty centers or offices.
  13. Contemporary academic research model was seen in the 1960s thereby giving way to a separate structure for the library to house its exponentially increasing collection to support the educational needs of the people
  14. Challenges a. Recruitment, education and retention of librarians b. Clarifying the role of the library in the academic enterprise c. Dealing with the impact of information technologies d. Creation, control and preservation of digital resources e. Chaos in scholarly publication f. Support of new users
  15. Issues/Concerns/Developments a. Networked information and the WWW has revolutionized the way libraries render services, the nature of the collection, research productivity and publication b. Information commons

iv. Providing students and staff with instruction and resources that reflect current information needs and anticipate changes in technology and education v. Providing leadership in the total education program and advocating for strong school library media programs as essential to meeting local, state and national education goals. d. Specific skills needed by students to be effective learners are established by the AASL Standards for the 21 st^ Century Learner and these standards are based on the following beliefs: i. Reading is a window to the world ii. Inquiry provides a framework for learning iii. Ethical behaviour in the use of information must be taught iv. Technology skills are crucial for future employment needs v. Equitable access is a key component for education vi. The definition of information literacy has become more complex as resources and technologies have changed vii. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own viii. Learning has a social context ix. School libraries are essential to the development of learning skills. e. School libraries are established to help meet the educational mission of schools f. IT along with AV materials have been the focus of collection for SLMCs g. Information literacy is the topmost service of SLMCs whether as a stand-alone program or incorporated in the school curricula. The following information literacy standards are advanced by the ALA i. The student who is information literate accesses information efficiently and effectively ii. The student who is information literate evaluates information critically and competently iii. The student who is information literate uses information accurately and creatively iv. The student who is an independent learner is information literate and pursues information related to personal interests v. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information vi. The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation vii. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society viii. The student who contributes positively to the learning community and to society is information literate and practices ethical behaviour in regard to information and information technology ix. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information h. Issues i. Declining funds ii. Diminishing workforce iii. Censorship C. Public Libraries and National Libraries

  1. Mission and roles a. To meet the educational, recreational, informational and cultural needs of its community b. ALA’s 8 roles for Public Libraries i. Community Center ii. Information Center iii. Educational Support Center iv. Independent Learning Center v. Popular Materials Center

vi. Early Learning Center vii. Reference Center viii. Research Center c. There is a variety of users for the public libraries, funding comes either from local governments or communities as such support for its collection development also vary d. Issues confronting public libraries i. Politics ii. Financial stresses iii. Information Technology, Connectivity iv. Perception of the public v. Quality of services and facilities vi. Censorship issues vii. Demand problem viii. Service to diverse populations, to rural communities, to individuals with special needs ix. Children’s services, adult services, and geriatric services x. Cooperation between school libraries and public libraries D. Special Libraries and Information Centers

  1. No single definition can aptly accommodate the variety of special libraries and information centers. They may be sponsored by various organizations, with specific goals and specific collection.
  2. Characteristics of special libraries a. They tend to emphasize the provision of information for practical purposes rather than instruction on how to find information or a physical document b. They generally involve the librarian researching and finding the answer for a client, rather than the client expecting to locate the answer with the librarian’s assistance c. They tend to give librarians a great deal of autonomy because those requesting the information are unfamiliar with the function of information centers d. They tend to have a relatively small number of users and restricted access to relatively small, but highly specialized collections e. They are directly and narrowly related to the mission of the organization in which they are located, and must regularly demonstrate their usefulness to survive f. They involve management oriented to the goals of the larger organization rather than the library, and the library staff itself represent only a small fraction of the total organizational workforcef
  3. Issues a. Scarce resources b. Establishing worth c. copyright V. LIS Related Laws and Legislations A. RA 9246 – An Act Modernizing the Practice of Librarianship in the Philippines thereby repealing RA 6966, entitled “An Act Regulating the Practice of Librarianship and Prescribing the Qualifications of Librarians” appropriating funds therefor and for other purposes (Approved February 19, 2004)
  4. Philippine Librarianship Act of 2003
  5. Governs the following: a. National examination for licensure, registration, issuance of Certificate of Registration and Professional Identification Card b. Supervision, control and regulation of the practice of librarianship c. Integration of librarians under one national organization d. Development of professional competence of librarians
  6. Scope of the practice of librarianship a. Selection and acquisition

a. Practicing librarians who have completed at least a bachelor’s degree and a librarian or supervising librarian eligible b. A practicing librarian who completed at least a bachelor’s degree, 18 units in Library Science, 5 years experience in librarianship, and a first grade eligible or its equivalent c. Practicing librarian who has completed a masteral degree in Library Science or Library and Information Science, and a first grade eligible or its equivalent d. A practicing librarian who has completed at least a bachelor’s degree, 18 units in Library Science and 7 years experience in librarianship Those who qualify are given 3 years within the effectivity of this Act to register

  1. The certificate of registration bears the signature of the Chairperson of the Commission and the Chairperson and members of the Board. The professional identification card bears the name, signature of the registrant, registration number, date of issuance, expiry date, duly signed by the Chairperson of the Commission.
  2. All successful examinees and other qualified applicants for registration are required to take an oath of profession
  3. The Board may refuse certification and registration to people who have been convicted or have criminal offense involving moral turpitude, found guilty of immoral or dishonourable acts or declared as having unsound mind
  4. Certificate of registration and professional identification card may be revoked by the Board for reasons under section 22 and for unprofessional or dishonourable act, fraud, deceit, falsification etc.
  5. Revoked certificates of registration may be reissued 2 years from the date of revocation with proper application
  6. Roster of librarians – a list of librarians registered since RA 6966 maintained by the Board
  7. Illegal practice of librarianship – person assuming the position or functions of a librarian without having a valid certificate of registration
  8. Foreign reciprocity – a librarian from another country, that allows Filipino librarians to practice in their respective territories and having similar privilages as ours, may be allowed to take the exam
  9. All practicing librarians (registered under RA6966) shall automatically be registered
  10. All registered librarians shall be integrated under a single organization and accredited by the Board and approved by the commission – the Philippine Librarians Association Inc. (PLAI) B. RA 6966 – An Act Regulating the Practice of Librarianship and Prescribing the Qualifications of Librarians - Philippine Librarianship Act (Approved September 19, 1990)
  11. Differences a. Qualification: citizenship, age, courses (BLS, BLIS, BSE maj in LS, BA LIS, MLIS, MALS) b. Report of results – 90 days c. Repeaters – failing for 3 successive exams shall be disqualified from taking 4th^ without having taken a refresher course C. RA 7356 – Law Creating the National Commission for Culture and the Arts, Establishing a National Endowment Fund for Culture and the Arts and for Other Purposes (Approved April 3, 1992)
  12. Composition of the National Commission for Culture and the Arts a. Undersecretary of the Department of Education Culture and Sports b. Undersecretary of the Department of Tourism c. Chairman of the House Committee on Culture d. Chairman of the Senate Committee on Culture e. President of the Cultural Center of the Philippines f. Executive Director if the National Historical Institute g. Director of the National Museum h. Director of the National Library i. Director if the Institute of Philippine Languages

j. Director of the Records Management and Archives Office k. Executive Director if the Commission l. Head of the Sub-commission on Cultural Communities and Traditional Arts m. 3 reps from the private sector who shall be elected heads of the sub-commissions i. Cultural Heritage – libraries and information services, archives, museums, galleries, monuments and sites, historical research ii. Cultural Arts – literary arts, visual arts, architecture, dramatic arts, broadcast arts, musical arts, dance and film iii. Cultural Dissemination – language and translation, cultural events, cultural education and information iv. Cultural Communities and Traditional Arts – Agta culture and arts, cultures and arts of Northern Cultural Communities, Southern Cultural Communities, Muslim Cultural Communities and lowland cultural communities

  1. Mandate a. Encourage the continuing and balanced development of a pluralistic culture by the people b. Conserve and promote the nation’s historical and cultural heritage c. Ensure the wi[l]dest dissemination of artistic and cultural products among the greatest number across the country and overseas for their appreciation and enjoyment d. Preserve and integrate traditional culture and its various creative expressions as a dynamic part of the national cultural mainstream e. Ensure that standards of excellence are pursued in programs and activities and implementing policies, encourage and support discussion and debate on norms available in the matrix of Philippine culture D. RA 7743 – An Act Providing for the Establishment of Congressional, City and Municipla Libraries and Barangay Reading Centers Throughout the Philippines, Appropriating the Necessary Funds therfor and for other purposes (Approved June 17, 1994)
  2. The National Library in coordination with the Department of Interior and Local Government (DILG) shall establish additional public libraries
  3. Role of national library – provide standard sets of reference books and other materials, continue to supply the public libraries with materials
  4. Functions of Public Libraries and Barangay Reading Centers a. Make available to members of the community reading materials b. Be used as venue for AV presentations and other kinds of exhibitions and activities aimed at increasing the literacy rate c. Offer such other related services E. RA 8047 – An Act Providing for the Development of the Book Publishing Industry Through the Formulation and Implementation of a National Book Policy and a National Book Development Plan (Approved June 7, 1995)
  5. National Book Policy a. to create condition conducive to development, production and distribution of books, especially the acquisition and adoption of state-of-the-art technology, equipment and machineries on book publishing; b. to obtain priority status for the book publishing industry; c. to ensure an adequate, affordable and accessible supply of books for all segments of the population; d. to promote book readership especially among the young and neo-literates, through programs promoting literary and good reading habits, book fairs and exhibits; and an efficient nationwide system of libraries and reading centers especially in the rural areas; e. to promote the development of indigenous authorship and of translations among various language groups in the country; f. to promote the translation and publication of scientific and technical books and classic works in literature and the arts; g. to promote the effective distribution of books in the domestic as well as in the international markets through an efficient and reliable postal and transport delivery system;

I. Proclamation No 120 s1999 – Declaring the Month of June 1999 and Every Year Thereafter as Philippine Book Development Month (Approved 25 June 1999 By Joseph Ejercito Estrada) J. Proclamation No 837 s1999 – Declaring the Month of November 1991 and Every Year Thereafter as “Library and Information Services Month”: (Approved November 19, 1999 by Corazon C. Aquino) K. Proclamation No 1014 s1997 – Declaring the Month of June 1997 as Philippine Book Development Month (Approved June 2, 1997 Fidel V. Ramos) L. Proclamation No 1222 s1998 – Declaring the Month of June as Philippine Book Development Month (Approved May 20 1998 Fidel V. Ramos)

References:

Ackoff, R. (1989). From Data to Wisdom. Journal of Applied System Analysis, 16: 3-9. Case, D. O. (2002). Looking for Information: A Survey of Research on Information Seeking, Needs and Behavior. San Diego: Academic Press. Gardner, H. and Shulman, L.S. (2005). “The Profession in America Today” Daedalus 134 (13-18). Harter, S. (1986). Online Information Retrieval. Orlando, Fl.: Academic Press Rubin, R. (2000). Foundations of Library and Information Science, 3rd^ ed. NY: Neal-Schuman.

The outline is largely based from the book Foundations of Library and Information Science by Rubin (2010)