Library and Information Science (6 courses: 4 core, 2 electives)

1 i. Course Code: COLLECTION DEVELOPMENT AND

MANAGEMENT (Semester 1, yr 3)
ii. Course Aim(s)

This course aims to enable students to acquire knowledge and skills on the principles
and practices of collection development and management with particular attention to
health libraries, of both print and electronic resources, including intellectual property
issues.

iii. Course Expected Learning Outcomes

At the end of the course students will be able to:

i. Describe the range of collection development and management responsibilities

and the required skills and competencies
ii. Develop policies for selection and collection development.
iii. Evaluate and select health library materials in accordance with a policy
statement.
iv. Apply knowledge and skills gained to develop and manage health libraries and
resources centres
v. Explain opportunities, problems and challenges facing collection development
and management in the electronic era with specific reference to health libraries
vi. Develop a weeding plan for the library which includes a schedule, criteria for
specific subject areas and material types, and procedures
vii. Discuss the intellectual property challenges and opportunities in the electronic
age.

iv. CORE
v. 7.5 CREDITS
vi. 75 hrs
vii. Course Contents

Concepts in Collection Development and Management: Collection development

and management, Collection development and management policy, Selection and
acquisition, Weeding library materials, Evaluation, Preservation, Resource sharing/
Inter Library Cooperation

Philosophy and principles of collection development and management:

User/community needs analysis, Type of library: Public library, Health libraries,
 School library, Academic library,

Collection development and management policies: Collection development and

management policies, Critic to written collection development and management
policy, Elements of a collection development and management policy

Theories of Library/Information resources selection: Philosophy and theories of

collection, Criteria for selecting print and e – resources, Selection aids/tools

Acquisition of Library/Information resource: Description of acquisition, Methods

of acquiring health library/ information center resources, Acquisitions processing,
Changing nature of acquisitions work

Weeding/ deselection/ collection evaluation: Weeding/ deselection of library

materials, Reasons for deselecting, Barriers to deselection, Deselection criteria,
Collection evaluation methods, weeding plan for the library collection.

Preservation and conservation of Library/Information resources: Nature of health

library materials, Causes of Deterioration of health Library Materials, Preservation
and conservation of health library materials, Reasons for conserving and preserving
library materials, methods of conserving and preserving health library materials

Intellectual property rights: Concept of intellectual property rights, types of

intellectual property rights with particular reference to copyright

Collection Assessment and Networking: Collection-centered decisions, User-

centered decisions, the nature of resource sharing, Methods of resource sharing

Resource Sharing, Inter Library cooperation, Types/ forms of cooperation

Challenges facing collection development and management in the Electronic era:

factors affecting collection development, challenges facing collection development in
health libraries, strategies for enhancing collection development in health libraries

viii. Teaching and Learning activities

30 hours for lectures + 15 hours for tutorials/seminars + 15 hours for

assignment + 15 hours for independent studies + 15 hours for practicals.

ix.
Assessment Methods:
40% for Coursework (i.e. Assignments (i.e. individual and group), quiz,
laboratory reports and tests) and 60% for the final University examination
(UE).

x. Recommended References / Text Books:

 Berkman Centre for Internet and Society (2012) Copyright for Librarians: The
Essential Handbook

Evans, G. E., & Saponaro, M.Z. (2012). Collection management basics. Santa
Barbara: Libraries Unlimited

Evans, G. E., & Saponaro, M Z. (2005). Developing library and information center
collections. London: Libraries Unlimited

Gregory, V. L. (2011). Collection Development and Management for 21st Century

Library Collections: An Introduction. Chicago:Neal-Schuman Publishers,
Inc

Hibner, H., & Kelly, M. (2010). making a collection count: A holistic approach to
library collection management. Oxford: Chandos Publishing.

Hoffman, F.W., & Wood, R.J. (2005). Library collection development policies:
academic, public and special libraries. Larham: Scarecrow Press Inc.

Johnson, P. (2014). Fundamentals of Collection Development and Management, 3rd

ed.

Royersford: Alpha Pub House

Mack, D [ed]. (2003). Collection development policies: New directions for changing
collections. Binghamton: The Haworth Press.

Singh, R.K., & Sengar, S. (2007). Library collection development and acquisition
system. New Delhi: Shree Publishers and Distributors.

Su, D. (2007). Collection development: Issues in the online environment. New York:
Harworth Press Inc.

United Republic of Tanzania (URT). Copyright and Neighbouring Rights Act, 1999.
Dar es Salaam

2 i. Course Code: LIBRARY OPERATIONS (Semester 2, yr 2)

ii. Course Aim(s)

The broad objective of this course is to familiarize students with different kind of
library operations, activities and services

iii. Course Expected Learning Outcomes

At the end of the course students should be able to:

(i) Describe the types of information resources in the library.

(ii) Explain the processes involved in the management of library and
 information resources.
(iii) Explain the techniques involved in maintaining library and information
resources.
(iv) Describe different kinds of library operations.

iv. CORE

v. 7.5 CREDITS

vi. 75 hrs

vii. Course Contents

Library activities and services: Library organization, Library sections and services,
Selection of library materials, Acquisition and ordering of library materials.

Materials accessioning: Library materials processing, Shelving and filing,

Circulation of library materials, Display of library materials, Promoting library.

Maintenance of library materials: Stocktaking, weeding of library materials, Caring

and maintenance of library materials and equipment, Security in the library

Statistics and records in the library: Library statistics, Records maintenance

viii. Teaching and Learning activities

• 30 Lecture
• 15 Seminar and practical hours

ix.
Assessment Methods:
40% for Coursework (i.e. Assignments (i.e. individual and group), quiz,
laboratory reports and tests) and 60% for the final University examination
(UE).

x. Recommended References / Text Books:

Baker, S. L., & Lancaster, F. W. (1991). The measurement and evaluation of Library
services. Arlington, VA: Information Resources Press.

Chapman, L. (2001). Managing acquisitions in library and information services.

London: Library Association

Kumar, K. (1991). Library manual. Vikas Publishing House

Matthews, J. R. (2007). The evaluation and measurement of Library Services.

Westport, CT: Libraries Unlimited.
 1. Ranganathan, S.R. (1962). Library manual. Bombay: Asia Publishing House.

3 i. Course Code: HEALTH INFORMATION LITERACY (Semester 2, yr 2)

ii. Course Aim(s)

This course aims at providing critical thinking skills necessary to identify, evaluate,
and use diverse information sources effectively, ethically and legally. It is a practical
way to get the experience for determining the extent of information needed, accessing
the needed information, critically evaluating the information, organizing the
information to accomplish a specific purpose, and using the information ethically and
legally.

iii. Course Expected Learning Outcomes

At the end of the course students should be able to:

(i) Identify a variety of types and formats of potential sources of information.

(ii) Understand the value and nature of information and how it is organized.
(iii) Effectively search for information using both print and electronic resources.
(iv) Evaluate information and its sources critically.
(v) Access relevant information and use it effectively.
(vi) Acknowledging information sources following accepted citation styles.
(vii) Use the information ethically and legally (avoid plagiarism).
(viii) Demonstrate an expanded understanding of information resources relevant for
health sciences.

iv. CORE

v. 7.5 CREDITS

vi. 75 hrs

vii. Course Contents

Introduction to information literacy: What is information literacy? Importance of

information literacy, Components of information literacy, Models of Information
Literacy, Skills possessed by an information literate individual.

Information and its sources: The information need: Categories of information

(Primary versus secondary information, Scholarly versus popular information, Current
versus historical information); Formats of information – (Print, Electronic). Sources of
information: academic journals, magazines, online databases, newspapers, library
catalogues, books, websites.

Reference sources and periodicals: Introduction to reference sources, Characteristics

of reference sources, Types of reference sources, Introduction to periodicals, Types of
periodicals literature, Scholarly journals, Popular magazines, Newspapers, Professional
journals, Typical characteristics of periodicals, The role of periodical literature in
 research, Evaluating articles in a periodicals.

Information access tools: Index, Abstract, Bibliography, Library catalogue

Academic integrity and plagiarism: Academic integrity (Principles of academic

integrity, Copyright, Special exceptions to copyright); Plagiarism (Reasons for
plagiarism, Types of plagiarism, Consequences of plagiarism, Avoiding plagiarism,
Anti-plagiarism software)

Search strategies: Basic and advanced search techniques, Search formulation (subject
definition), Planning a search strategy using concept maps, Search tools, Selection of
sources (types of information sources and retrieval process – primary, secondary and
tertiary sources) , The search process, Managing search results, Using advanced search
techniques to refine search results, Evaluating of information and its sources, Formats
of information available on the internet.

Information resources for health sciences: Navigating online databases which

provide access to information sources in health sciences (specific and general
databases), Navigating institutional repositories, publisher websites, and other relevant
online platforms offering access to health-related information sources, Awareness on
health libraries locally and internationally, Open access information resources vs.
subscription-based information resources.

Citation and referencing: Introduction to citation and referencing, When to cite,

Citation styles, Elements of a citation, Composing a citation, Quoting, paraphrasing,
and summarizing, in-text citations, Works cited (references) vs. bibliography / endnotes
and footnotes, Reference software, Automatic citation and referencing using software.

Cloud storage: Introduction to cloud storage tools and software, navigating five online
cloud storage providers for file sharing, collaboration, backup.

viii. Teaching and Learning activities

30 hours lectures + 15 hours tutorials/seminars + 15 hours assignment + 15

hours independent studies + 15 hours practical.

ix.
Assessment Methods:
40% for Coursework (i.e. Assignments (i.e. individual and group), quiz,
laboratory reports and tests) and 60% for the final University examination
(UE).

x. Recommended References / Text Books:

Alewine, M. C. & Canada, M. (2017). Introduction to Information Literacy for

Student. New York: John Wiley & Sons Inc.

Blanchett, H., Powis, C., & Webb, J. (2012). A guide to teaching information literacy:
 101 practical tips. London: Facet Publishing.

Herring, J. E. (2011). Improving students' web use and information literacy: A guide

for teachers and teacher librarians. London: Facet Publishing.

Kaplowitz, J. R. (2012). Transforming information literacy instruction using learner-

centered teaching, London: Facet, & New York: Neal-Schuman Publishers,

Lanning, S. (2017). Concise guide to information literacy. Englewood: ABC-CLIO.

Lokse, M., Lag, T., Solberg, M., Andreassen, H. N., & Stenersen, M.
(2017). Teaching information literacy in higher education: Effective teaching and
active learning. Oxford: Elsevier Science & Technology.

Ragains, P. (2006). Information literacy instruction that works: a guide to teaching by

discipline and student population. New York: Neal-Schuman Publishers, Inc

Ragains, P., & Wood, M. S. (2015). The new information literacy instruction: best
practices. Maryland: Rowman & Littlefield.

Thomas, N. P., Crow, S. R. & Franklin, L. L. (2011). Information Literacy and

Information Skills Instruction: Applying Research to Practice in 21st Century School
Library, 3rd Ed. California: ABC-CLIO, LLC.

Wlash, J. (2011). Information literacy instruction: selecting an effective model.

Oxford: Chandos Publishing.

4 i. Course Code: DIGITAL LIBRARIES (Semester 1 & 2 yr 3)

ii. Course Aim(s)

This course is intended to provide essential skills, principles and technologies

involved in developing digital libraries. It focuses on the application of digital
technology in the provision of health library services

iii. Course Expected Learning Outcomes

At the end of the course students should be able to:

I. Apply the major techniques and skills used in the development of digital
libraries Discuss the legal, regulatory, and accountability issues surrounding
ICT.
II. ii) Evaluate and compare different data digital platforms of digital libraries,
user interfaces, uploaded materials and search facilities adopted by digital
libraries
III. iii) Use digital libraries to widen access to health information.

iv. CORE
 v. 7.5 CREDITS

vi. 75 hrs

vii. Course Contents

Overview of Digital Libraries: Definition and History/Overview of Digital

Libraries, Functions of Digital Libraries, Characteristics of Digital Libraries,
Advantages and Disadvantages of Digital Libraries, Current Trends of Digital
Libraries and Health Information Services, Categories and Types of Digital Libraries
(Stand Alone Digital Libraries (SADL), Virtual Libraries and Hybrid Digital
Libraries).

Major Components of Digital Libraries: Library Automation, Library Web site,

User Interface Search System, Handling of Digital data, Institutional Repository,
Digital Libraries Resources- Storage Devices ;(CD ROMS data), Online databases,
Digital archives, Scanned Images, Digital Audios and Video Clips for Teaching and
Learning Purposes, Thesis and Dissertations, Research Reports, Evidence Based
Resources,

Meta Data Mark up: Metadata for representing and organizing digital objects, Types
of Metadata (Descriptive, Structure XML (Syntax Language) and Administrative),
Creating simple XML documents for describing digital objects.

Development and Digitalization process: Hardware and Software’s Components

Required for Digitalization, Major components of Digital Libraries (User Interface,
Searching System, Handling data, Process to configure IR- Institutional Repository
(Data, Meta Data and meta Objects), , Interface of Digital Architecture.

Management of Digital Library Collection; Digitization of Selection and

Acquisition, Indexing, storage, Information Search and Retrieval, Basic Strategies
for Digital preservation, Rights and Management of Digital Libraries (Policy and
Regulations), Evaluation of Digital Libraries

Copyright issues and Digital Libraries: Data Management and Accessibility; Data
Migration, privacy issues in DL, Information Sharing, Challenges in Accessing DL,
Evaluation of Digital Libraries.

viii.
Teaching and Learning activities

30 hours lectures + 15 hours tutorials/seminars + 15 hours assignment + 15

hours independent studies + 15 hours practical.
ix.
Assessment Methods:
40% for Coursework (i.e. Assignments (i.e. individual and group), quiz,
laboratory reports and tests) and 60% for the final University examination
(UE).

x. Recommended References / Text Books:

Anker, K. E. (2010). From Papyrus to Hypertext: Toward the Universal Digital Library by
Urbana, Chicago, IL: USA University of Illinois Press

Calhoun, K. (2014). Exploring digital libraries: foundations, practice, and prospects.

London: Facet Publishing

Fox, E. A., Goncalves, M. A., & Shen, R. (2012). Theoretical foundations for digital
libraries: The 5S (societies, scenarios, spaces, structures, streams) approach. Synthesis
Lectures on Information Concepts, Retrieval, and Services, 4(2), 1-180: United States
San Rafael, CA

Goedeken, E. (2014). Digital libraries and information access: Research perspectives,

London, United Kingdom

Huang, K. H. (Ed.). (2011). Digital Libraries: Methods and Applications: Canada:

BoD–Books on Demand Publishing

Johnson, J. A., & Palmer, K. L. (2013). Organic, symbiotic digital collection

development. In A handbook of digital library economics (pp. 59-65): United
Kingdom: Chandos Publishing

Singh, G (2011), Digital Libraries and Digitization; New Delhi, India: Ess Publication

Trivedi, M. (2010). Digital libraries: functionality, usability, and

accessibility. Library Philosophy and Practice, 381. Retrieved from
http://digitalcommons.unl.edu/libphilprac/381

Mittal, R., & Mahesh, G. (2008). Digital libraries and repositories in India: an
evaluative study. Program: United Kingdom: ISTE Press Ltd - Elsevier Inc

Wei, C. H. (Ed.). (2012). Multimedia Storage and Retrieval Innovations for Digital

 Library Systems: United States: IGI Global, Harrisburg

5 i. Course Code: KNOWLEDGE MANAGEMENT (Semester 1 & 2 yr 3)

ii. Course Aim(s)

The main objective of this course is to enable students to acquire and develop
competencies required in knowledge management.

iii. Course Expected Learning Outcomes

At the end of the course students should be able to:

i. Identify, create and distribute knowledge using Knowledge Management (KM)

best practices
ii. Establish criteria for applying Knowledge management solutions
iii. Create knowledge assets from personal expertise, events and other key sources
iv. Analyze and build communities of practice to contribute and share knowledge
v. Apply comprehensive Knowledge management strategies that leverages the
cultural values of organization
Evaluate the success of a Knowledge management project to maintain effectiveness

iv. ELECTIVE

v. 7.5 CREDITS

vi. 75 hrs

vii. Course Contents

Basics of knowledge management: Definition of knowledge management and key

terms
Knowledge management: objectives; perspectives; and significance, Evolution of
knowledge management, Knowledge management theories and approaches

Knowledge and learning: Perspectives and types of knowledge, Locations of

knowledge
Knowledge as a strategic resource, Knowledge management and learning in
organizations: individual and organizational learning

Knowledge management and change management: Knowledge management and

organizational challenges, Managing change: need for change management approach,
Knowledge strategy: essentials, guidelines and best practices, Organization culture:
 typologies, characteristics; and shaping, Knowledge workers and roles

Knowledge management processes: Discovery, Capture, Sharing, Application,

Assessment

Knowledge management enabling technologies: Technology and Knowledge

management
Technologies for Knowledge management, Mapping knowledge management
technology to transfer modes, Technology issues and challenges

Impacts of Knowledge management: Impact on people, Impact on processes,

Impact on products, Impact on organizational performance

viii. Teaching and Learning activities

30 hours lectures + 15 hours tutorials/seminars + 15 hours assignment + 15

hours independent studies + 15 hours practicals.

ix.
Assessment Methods:
40% for Coursework (i.e. Assignments (i.e. individual and group), quiz,
reports and tests) and 60% for the final University examination (UE).

x. Recommended References / Text Books:

Awad, E. M. & Ghaziri, H. M. (2004). Knowledge Management, Pearson Education

Inc,USA.

Barnes, S. E. (2002), Knowledge Management Systems: Theory and Practice.

Thomson Learning: Boston.

Dalkir, K., & Liebowitz, J. (2011). Knowledge management in theory and practice.

MIT press.

Firestone, J. M., & McElroy, M. W. (2003). Key issues in the new knowledge

management. Routledge: KMCI Press

Geoff, T & Jones, T (2003). Introduction to Knowledge Management, Burlington

MA: Butterworth Heineman.

Jashapara, A. (2004). Knowledge Management, an Integrated Approach, Prentice

Hall, Harlow, Essex, UK.

Jashapara, A. (2011). Knowledge Management: An Integrated Approach (2nd ed)

Harlow: Pearson Education

North, K. & Kumta, G. (2014). Knowledge Management: Value Creation Through

 Organizational Learning. Berlin et. al.: Springer

Prusak, L. and Matson, E. (2006). Knowledge Management and Organizational

Learning.  Oxford: Oxford University Press

6 i. Course Code: ORGANISATION OF KNOWLEDGE (Semester 1 yr 2)

ii. Course Aim(s)

This course conveys students with knowledge and skills around concepts and
practices of cataloguing e.g. descriptive cataloguing, historical background, aspects
of document description, manual and automated aspect and the concepts, principles,
practices of classification in determining the hypothetical foundations and the
application of the major classification schemes (DDC, LCC and NLM).

iii. Course Expected Learning Outcomes

At the end of the course students should be able to:

(i) Describe the principles and standards used in cataloguing structure and functions
of MARC Format, Metadata and the cataloguing code.
(ii) Apply various cataloguing tools, aids, including online, copy and cooperative
cataloguing.
(iii) Determine the choice of access points, authority control and the creation of
records/entries for manual and automated databases.
(iv) Describe classification process in health library and information and basics skills
in classification.
(v) Apply, Analyze and evaluate the schemes of classification such as DDC, LCC
schemes and NLM.

iv. CORE
v. 7.5 CREDITS
vi. 75 hrs
vii. Course Contents

Basics of organization of knowledge and information: Introduction and definition

of key concepts: Manual vs electronic organization of knowledge: Principles of
cataloguing and level of cataloguing: Catalogues and databases.

Descriptive cataloging: History of cataloguing and cataloguing rules. Need and

purpose of cataloguing. Cataloguing rules and codes, overview of AACR II. Choice
and creation of access points and Creation of records/entries

Standards and functions of organization of knowledge: MARC (Machine Readable

Cataloguing) Format. Library of Congress and Sears Subject headings Lists.
 (Understanding the thesaurus format., Subdivisions: subject and geographic, Cross-
references. Usage instructions). Metadata. Cataloguing methods

Content description (verbal classification) : Principles of subject and verbal

classification, Subject headings and Forms of catalogues, Authority control names and
subjects, Principles and functions of bibliographic control.

Basics of library classification: History and theory of classification. Universe of

Knowledge, Book classification, Knowledge classification vis-à-vis book
classification, Need, purposes and functions, Artificial classification, General
principles and theory and Limitations of classification.

Types and features of classification schemes: Enumerate and faceted classification,

Components of classification scheme, General principals of classifying, Comparing
classification systems

Notation: Need, functions and characteristics, Types and qualities, Call number,
General and special classification schemes, Subject Analysis

Dewey Decimal Classification (DDC): Introduction and basic concepts, Summary

tables and the relative index, The schedules, The tables and Number building,
Evaluation.

Library of Congress Classification: Introduction and basic concepts, The schedule

and Cutter (book) numbers, LCC call numbers, Evaluation.

National Library of Medicine Classification: Introduction and basic concepts,

Structure of the NLM Classification, Relationship to MeSH, how to use the Index,
Cross References and see also references

Current developments/trends in classification: various aspects of library

classification, including modern applications of classification such as internet
resource discovery, automatic book classification, text categorization, modern
manifestations of classification such as taxonomies, folksonomies and ontologies and
interoperable systems enabling crosswalk; and major developments in DDC, LCC and
NLM.

viii. Teaching and Learning activities

30 hours lectures + 15 hours tutorials/seminars + 15 hours assignment + 15

hours independent studies + 15 hours practical.

ix.
Assessment Methods:
40% for Coursework (i.e. Assignments (i.e. individual and group), quiz,
laboratory reports and tests) and 60% for the final University examination
(UE).
x. Recommended References / Text Books:

Gorman, M. (2002). Anglo-American Cataloging Rules [AACR], 2nd ed. Ottawa:

Canadian Library Association; Chicago: American Library Association.

Chan, L. M., Intner, S. S., & Weihs, J. (2016). Guide to the Library of Congress
classification. ABC-CLIO.

Hider, P. (2018). The terminological and disciplinary origins of information and

knowledge organization. Education for Information, 34(2), 135-161.

Hider, P. (2020). Origins of the knowledge organization field. ISKO Encyclopedia

of Knowledge Organization.

Scot, M. L. (2005). Dewey Decimal Classification 22nd ed: A study Manual and
Number Building Guide. Westport, Conn: Libraries Unlimited.

Taylor, A. G. (2006). Introduction to cataloguing and classification, 10th ed.

Westport, Conn: Libraries Unlimited.