TH/2006/CI/002

Empowering Information Professionals:

A Training Programme on Information and
Communication Technology

This training programme is intended for people working in libraries and information
centers. The nine-module programme aims to provide them with the knowledge and skills
they need to deal with the application of ICTs in library and information services. It is
also intended for students and teachers of Library and Information Science.

The package was developed by the UNESCO Asia and Pacific Regional Office with
funding from the Japanese Fund in Trust for Communication and Information.

The nine modules are:

Module 1 - Introduction to Information and Communication Technologies
Module 2 - Introduction to Library Automation
Module 3 - Information Seeking in an Electronic Environment
Module 4 Creation and Management of Databases Using CDS/ISIS
Module 5 - The Internet as an Information Resource
Module 6 - Web Page Concept and Design: Getting a Web Page Up and Running
Module 7 - Library Management and Promotion
Module 8 - Digital Libraries and Open Access
Module 9 - Intellectual Property Rights in the Digital Age

All the Modules have a Teacher's Guide and a Students Text.



UNESCO BANGKOK

Bangkok, Thailand

2006

Bangkok, 2006.


Bangkok.
I. UNESCO II.

Large, Andrew. III.
Editor. Japanese

Funds in
Trust.

IV. Title.

EIPICT_M2_TG

Module 2
Introduction to Library Automation
Teachers Guide
Table of Contents

General Guidelines 4
Introductory Note
Rationale
Content of the Training Programme
Prerequisites
Materials and Equipment
Teaching Tips for Face-to-Face Instruction
Module Evaluation
Typographical Conventions

Overview of Module 9
Learning Outcomes
Schedule
Module Outline
Grading Policy
List of Activities
Assessment
Reading/Reference List
Glossary

The Lessons
Lesson 1 19
Lesson 2 34

Evaluation Form 46

Accompanying Materials
Powerpoint Slides
Students Text

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Empowering Information Professionals :

A Training Programme on Information and
Communication Technology

General Guidelines for Teachers

Introductory Note
Library schools are now changing their curricula to produce graduates who are prepared
for the changing service requirements in libraries. The majority of practitioners, however,
graduated before the advent of the Information Age or studied in schools that did not
teach ICTs for various reasons. This group of practitioners is now finding itself
unprepared for the new demands of the profession. This Training Programme is in
response to this identified need.

People working in libraries and information centers are the primary target group of the
Training Programme. It is intended to provide them with the knowledge and skills to deal
with the application of ICTs to library and information services. It is also intended for use
by teachers of students in library schools and of personnel in library and information
centers. The Package has been developed by the UNESCO Asia and Pacific Regional
Office with funding from the Japanese Funds in Trust for Communication and
Information.

Rationale
In 1961, Marion Harper Jr. wrote, To manage a business well is to manage its future;
and to manage the future is to manage information.1 Less than 25 years later, John
Naisbitt, in discussing the ten megatrends in his opinion were happening in the US, said
None is more subtle, yet more explosive, I think than this first, the megashift from an
industrial to an information society.2 According to Naisbitt, In 1950, only 17 percent
of us worked in information jobs. Now more than 60 percent of us work with information
as programmers, teachers, clerks, secretaries, accountants, stock brokers, managers,
insurance people, bureaucrats, lawyers, bankers and technicians. He groups librarians
among professional workers who are almost all information workers3 Today, society
is in the Information Age, an age where information is power.

1
Harper, Marion Jr. 1961. New profession to aid management, Journal of Marketing, January, p. 1
2
John Naisbitt entitled Megatrends : Ten new directions transforming our lives (New York, N.Y. : Warner
Books, 1982), p11
3
Ibid, p. 14-15

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Content of the Training Programme

The Training Program contains nine Modules:
Module 1 - Introduction to Information and Communication Technologies
Module 2 - Introduction to Library Automation
Module 3 - Information Seeking in an Electronic Environment
Module 4 Creation and Management of Databases Using CDS/ISIS
Module 5 - The Internet as an Information Resource
Module 6 - Web Page Concept and Design: Getting a Web Page Up and Running
Module 7 - Library Management and Promotion
Module 8 - Digital Libraries and Open Access
Module 9 - Intellectual Property Rights in the Digital Age

All the Modules have a Teacher's Guide and a Students Text. The Teacher's Guide
should not be distributed to the students.

Teachers Guide Students Text

The Teachers Guide includes the The Students Text contains the following:
following: General Guidelines
General Guidelines Introductory Note
Introductory Note Rationale
Rationale Content of the Training Programme
Content of the Training Programme Prerequisites
Prerequisites Typographical Conventions
Materials and Equipment Overview of Module
Teaching Tips for Face-to-Face Learning Outcomes
Instruction Schedule
Module Evaluation Module Outline
Typographical Conventions Grading Policy
Overview of Module Lessons
Learning Outcomes List of Activities
Schedule References and Recommended
Module Outline Readings
Grading Policy Glossary
List of Activities
Assessment
Reading/Reference List
Glossary
Lessons
Evaluation Form
Accompanying Materials
PowerPoint Slides
Students Text

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Prerequisites
Module 1. The student must have a genuine interest in understanding the impact of
new information technologies on the practice of Library and Information Science.
Modules 2 - 9. The student must have finished Module 1

Materials and Equipment

The teacher and the students must have the facilities and technical support required to
carry out the course. They must have CD-ROM drives and online access to the Internet.
The teacher must be knowledgeable and skilled in using computers, the Internet, CD-
ROMs and a variety of software and other electronic resources. Copies of the core
materials could be downloaded and printed out if desired.

Teachers guide
Students Guide
Hands-on exercises
Computer system
o Recommended:

CPUIntel Celeron D336 or Intel Pentium 506 (2.66)LGA 775 or higher

Memory512 MB PC400 DDR

Hard DriveWD 40GB 7200RPM

CD-ROM/DVD drive (52x CD-ROM combo drive or 52 DVD combo drive)

Monitor15-17 CRT or LG EZ 17 Flatron

Modem56 k or DSL or Cable

AVR500 w

PrinterLaser
o Minimum

Pentium IV Processor

128 MB RAM
Operating system software ( Windows 98 with all the updates or Windows XP Service
Pack2/XP Professional)
Application software MS Office 2000
Other applications (Acrobat Reader, Multimedia Flash Reader)
Internet access
o If dial-up: modem card, phone and Internet Service provider.
o If DSL: integrated LAN card and Internet Service provider.
o Internet Cafes and other service centers.
Communication Tools. Asynchronous communication by e-mail, discussion groups
and synchronous communication such as chat tools and virtual conference will be
used as needed and whenever possible. Video will not be used due to possible
limitations in access capabilities of some students.

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Teaching Tips for Face-to-Face Instruction

Speak slowly and clearly to ensure that students can follow you this is especially
important if some or all the students do not have English as their first language.
Do not read your lecture notes verbatim. This is a sure way of losing your students
attention.
Always show an interest in what you are teaching.
The Modules have been carefully planned, with exercises and discussions as well as
lectures. Try to follow the schedule as set out in the Module.
Try to use examples as often as possible to explain concepts. If the examples are
taken from the students own countries or regions, so much the better.
Try to keep within the daily timetable recommended for the Module if you get
behind in one lesson it may be difficult to make up time in a later lesson. Avoid
extending the class beyond the time period allotted.
Be prepared to use back-up materials if for any reason the computer will not function
during a lesson.
Try to answer all questions from students, but if you do not know the answer to a
question it is better to admit it than to try and bluff.
Make sure that all equipment needed for a lesson is working properly before the
lesson begins things can often go wrong!
Be ready to stay behind for a few minutes after each lesson to answer questions that
students may have but that they did not wish to ask in class.

Module Evaluation
At the end of the Module, ask your students to evaluate it. The evaluation of the Module
by the students is meant to help you improve your teaching and should be seen in this
light rather than as a criticism of yourself. Make use of it to do an even better job next
time. The evaluation form is found after the last lesson of each Module

Typographical conventions
The following conventions are used through out the Module.

Course Guide
General introduction to the Module

Course Objectives

General introduction to the learning outcomes of the Module

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Note
General note to the teacher and additional information

Tip
Teaching tips and supplemental materials

Activity
Activity for the students

Assessment
Questions/activities to measure learning

End of General Guidelines

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Module 2
An Introduction to Library Automation

Teachers Guide

Overview

This is the Teachers Guide for Module 2 of Empowering Information

Professionals: A Training Programme on Information and
Communication Technology. Module 2 is an introduction to library
automation.

Module 2 covers the basic concepts of library automation. It is not a prerequisite to the
succeeding Modules.

Learning Outcomes

The goal of this Module is to provide the practicing librarian with

the skills and knowledge needed to make intelligent decisions in
automating library operations and services.

By the end of the Module, students should:

1. Understand the scope of library automation

2. Be aware of existing automated library/information systems
3. Be aware of factors that must be considered in planning and implementing ICT
applications in libraries and information centers.

Schedule
Day Lessons
1-2 Lesson 1: What is library automation?
3 Lesson 2. What factors must be considered in planning and implementing
library automation?

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Module Outline
Lesson 1. What is Library Automation?
Scope Objectives

What is library automation? At the end of the lesson, students should be

What are the benefits and difficulties of able to:
library automation? Define library automation.
What is an integrated library system? Identify the benefits and difficulties of
What are the general features and library automation.
functional modules of an integrated Define integrated library systems.
library system? Describe the general features and basic
What are some examples of ALS? functional modules of an integrated
What is the role of standards in library library system.
automation and resource sharing? Identify some off-the-shelf and open
source ALS.
Understand the role of standards in
library automation and resource
sharing.

Lesson 2. What factors must be considered in planning and implementing Library

Automation?
Scope Objectives

 What factors must be considered in At the end of this lesson, students should
planning for library automation? be able to:
 What factors must be considered in  Appreciate the importance of planning.
planning and implementing library  Identify factors that must be considered
automation? in planning and implementing library
 What are the difficulties in automation.
implementing an integrated library  Identify potential problems in planning
system? and implementing library automation.

Grading Policy
A score of 40 points is needed to pass the Module. The breakdown of the points for the
Module assessment is as follows:

Lessons Points
Lesson 1: What is Library Automation? 30
Lesson 2. What factors must be considered in planning and implementing 20
library automation?
Total 50

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List of Activities
Lesson 1
Activity 2.1.1

To learn more about the features of ILS visit the following sites:
Module 2 www.itcompany.com/inforetriever/sys.htm
Lesson 1 www.librarysupportstaff.com/4automate.html
en.wikipedia.org/wiki/Integrated_library_system

Activity 2.1.2

For more information about the MARC standard and UNIMARC visit the
Module 2 following sites:
Lesson 1  http://lcweb.loc.gov/marc/marc.html
 http://www.ifla.org/VI/3/p1996-1/unimarc.htm

Activity 2.1.3

To know more about Z39.50 read the article Z 39.50. Part 1 An

Module 2 Overview in Biblio Tech Review: http://www.biblio-
Lesson 1 tech.com/html/z39_50.html

Activity 2.1.4

View some OPACs on the Web by visiting homepages of university

Module 2 libraries and linking to their web catalogs. These pages may also be good
Lesson 1 sources of MARC records.

To view a home grown WebOPAC visit: http://rizal.lib.admu.edu.ph

You can also view a consolidated catalog for three libraries at this site as
well as portions of the library catalog for the special collections.

To view a catalog running on an open source system go to:

http://ccfls.org/catalog/search.html

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Activity 2.1.5

The basic modules are cataloguing, OPAC and circulation. To find out
Module 2 about other modules go to:
Lesson 1 AcqWeb's Guide to Automated Library Systems, Library Software,
Hardware and Consulting Companies.
http://acqweb.library.vanderbilt.edu/pubr/opac.html
Integrated Library System Reports: Vendors information.
http://www.ilsr.com/search2.cfm

Activity 2.1.6

To view a home-grown serials WebOPAC visit: http://rizal.lib.admu.edu.ph

Module 2 and look for the link to the WebOPAC.
Lesson 1

Activity 2.1.7

Visit the following sites for descriptions of big and small systems.
Module 2 http://www.librarysupportstaff.com/4automate.html
Lesson 1 http://www.ilsr.com/search2.cfm

Activity 2.1.8

Visit the following sites for descriptions and examples of open source
Module 2 systems as well as of libraries using them.
Lesson 1 Koha: www.koha.org
Oss4lib open source system for libraries. www.oss4lib.org
To see an opac using open source. http://ccfls.org/catalog/search.html
phpMyLibrary: http://www.phpmylibrary.org
for a discussion go to Open Source Integrated Library Systems An
Overview: http://www.anchil.org/users/eric/oss4ils.htm
For the library system WEBLIS which is based on CDS/ISIS access.
http://portal.unesco.org/ci/en/ev.php-
URL_ID=16840&URL_DO=DO_TOPIC&URL_SECTION=201.html

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Activity 2.1.9

Visit the following sites for a discussion of the future of ILS.

Module 2 http://www.libraryjournal.com/article/CA302408.html
Lesson 1 Visit the following site for a discussion of some issues in sharing
integrated library systems.
http://www.dpi.wi.gov/pld/sharing.html

Lesson 2
Activity2.2.1

Visit the following sites for sample plans.

Module 2 http://dlis.dos.state.fl.us/bld/Library_Tech/Autoplan.htm
Lesson 2 http://www.documentorsconsultants.com/txtplan%20for%20automation.ht
m
http://www.ilsr.com/leading.htm

Activity2.2.2

Visit the following sites for descriptions and evaluation of ILS.

Module 2 http://www.ilsr.com/search2.cfm
Lesson 2 http://acqweb.library.vanderbilt.edu/pubr/opac.html

Activity 2.2.3

Visit the following sites for sample RFPs.

Module 2 http://www.ilsr.com/sample.htm
Lesson 2 http://www.webdevelopersjournal.com/columns/writerfp.html

Activity2.2.4

Visit the following sites to view and evaluate some open source systems.
Module 2 www.oss4lib.org/readings/oss4lib-getting-started.php
Lesson 2 www.emilda.org/
www.manageability.org/blog/stuff/how-to-evaluate-open-source-
library/viewlibrary.rider.edu/scholarly/ecorrado/il2004/
http://library.rider.edu/scholarly/ecorrado/il2004/ossfeatures.html

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Activity 2.2.5

Visit the web site http://www.greenstone.org. for a description of

Module 2 Greenstone.
Lesson 2

Assessment
Lesson 1

Assessment 2.1

Answer the following (10 points each):

Module 2
Lesson 1 1. What is the impact of library automation on you as an information
professional?
2. What is the impact of automation on your library?
3. Name some standards for library automation and discuss their
importance.

Lesson2

Assessment 2.2

Answer the following (10 points each):

Module 2 What is an RFP and what is its function in selecting a library system?
Lesson 2
Would you recommend an open-source system for your library? Why?

Reference/ Reading List

1. Cohn, J. M. & Kelsey, A. L. 1996. Planning for Automation and Use of
New Technology in Libraries.
http://web.simmons.edu/~chen/nit/NIT'96/96-065-Cohn.html
2. Harrassowitz. Electronic Journals: A Selected Resource Guide.
Module 2 http://www.harrassowitz.de/top_resources/ejresguide.html
3. IFLA. 1996. Universal Bibliographic Control and International MARC
Core Programme. http://www.ifla.org/VI/3/p1996-1/unimarc.htm
4. Integrated Library System Reports. Sample Request for Proposals

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(RFPs) and Request for Information (RFIs) for library automation

projects. http://www.ilsr.com/sample.htm
5. Integrated Library System Reports: Vendors info.
http://www.ilsr.com/search2.cfm
6. Kirby, C. & Wagner, A. The Ideal Procurement Process: The Vendor's
Perspective. http://www.ilsr.com/vendor.htm
7. Library of Congress. MARC Standards.
http://lcweb.loc.gov/marc/marc.html
8. Library of Congress. Z39.50 Gateway to Library Catalogs.
http://lcweb.loc.gov/z3950/gateway.html
9. Library of Congress. Z39.50 Maintenance Agency Page.
http://www.loc.gov/z3950/agency/
10. McNamara, C. Strategic Planning.
http://www.mapnp.org/library/plan_dec/str_plan/str_plan.htm
11. McNamara, C. Basic Overview of Various Strategic Planning Models.
http://www.mapnp.org/library/plan_dec/str_plan/models.htm
12. Millard, M. Tips and Hints on Library Automation and Automated
Library Systems. http://www.ilsr.com/hints.htm
13. National School Boards Foundation. Education Leadership Toolkit.
Planning: Creating a Vision. http://www.nsba.org/sbot/toolkit/cav.html
13. Planning and Evaluating Library Automation Systems.
http://dlis.dos.state.fl.us/bld/Library_Tech/Autoplan.htm
14. Sample RFP. Library HQ. http://www.libraryhq.com/rfp.doc
15. SUNY Library Automation Migration RFP. State University of New
York. Integrated Library Management System. Request for Proposals.
http://ublib.buffalo.edu/libraries/units/cts/ctsplus/sunyrfp.html
16. Swets & Zeitlinger Swetsnet . http://www.swetsnet.com
17. University of Arizona Library. Vision & Mission Statements.
http://www.library.arizona.edu/library/teams/list/missvision.htm
18. University of Illinois Library. Strategic Plan. FY2001-FY2003.
http://www.library.uiuc.edu/committe/strategicplanning/reports/jan00re
port.htm
19. University of Wisconsin Madison. Proposal Writing: Internet
Resources.
http://www.library.wisc.edu/libraries/Memorial/grants/proposal.htm
20. Wisconsin Department of Public Instruction. Public Library
Department. Library Technology Planning: An Outline of the Process.
21. Z39.50. Part 1 - An Overview. Biblio Tech Review. http://www.biblio-
tech.com/html/z39_50.html

Other references are provided in the activities

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Glossary
1. Acquisition Section. The section in the library that is concerned
with selecting, ordering, receiving and paying for library materials.
2. Automated library system (ALS). An automated library system is
software that has been developed to handle basic housekeeping
functions of a library. The software may be focused on one library
Module 2 system only or may be capable of manipulating data from two or
three modules to perform another basic function.
3. Barcode number. A representation of a number by means of a
code, which uses vertical lines.
4. Bibliographic database. A collection of bibliographic records that
are stored in a database for easy retrieval.
5. Carpal tunnel syndrome. An ailment characterized by painful
wrists because of inflammation of the joints between the carpal
bones. It is usually caused by repetitive action such as typing on a
computer keyboard. It is one of the ailments known as repetitive
strain injury.
6. Cataloging. The process of describing a book using conventions
and standards such as AACR2 and the Library of Congress
Classification Scheme and Subject Heading Lists. Other standards
are available and may be in use in other countries.
7. CDS/ISIS. A powerful information storage and retrieval software
developed by UNESCO. It is distributed free of charge to libraries in
developing countries. The latest version of the software is Windows
ISIS.
8. Circulation section. The section in the library that is in charge of
lending books and other materials to users.
9. Copy cataloging. The process of copying catalog entries from other
libraries and adapting them to one's own library. In an electronic
environment, the transfer of records and importation into the library
system is effected by the Z39.50 protocol.
10. Data conversion. The processes of converting data stored in catalog
card into electronic format. It can also mean the processes of
converting electronic records from one format to another.
11. Database. A collection of related files.
12. Electronic catalogs. Catalogs of books, serials, and other library
materials that are online and could be access online. They are
popularly known as OPACs.
13. Electronic indexes. They are similar to catalogs but the records are
for articles from serial publications.
14. Faculty number. A borrower's number assigned to a faculty
member. It is usually his/her employee number.
15. Feasibility study. A document that contains the results of a systems
study, the proposed solutions and financial requirements to
implement the project.
16. Goals. Long-term aims of an institution that are aligned with its

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mission.
17. Home page. The index or main page that accompanies a Web site.
18. Indexing. The process of describing an article and providing it with
a link to the source for purposes of identifying articles and retrieving
them.
19. Information networking. The interconnectivity of computers to
share information and other resources.
20. Information storage and retrieval software. A program designed
to store and retrieve information. An example is CDS/ISIS.
21. In-house. Library management or information storage and retrieval
software that is developed by an institution using its own staff and
other resources.
22. Integrated library systems (ILS). An automated library system
that is capable of managing the operations of more than one basic
library functions by sharing the files in the server to perform them.
For example, data from the book catalog master file and the patron
master file can be retrieved and used in the circulation module to
perform the circulation function of the ILS.
23. Interlibrary loan. One of the functions of a library that is a member
of a consortium or network, where materials are loaned to member
libraries.
24. Item number. The number assigned to a library document. It may
or may not be the same as the accession number or the bar code
number.
25. Library automation. A generic term used to refer to the application
of computers in libraries to automate operations.
26. Library management system. See ALS or ILS.
27. Library networks. The formal organization among libraries that
have agreed to share resources. They may or may not be connected
together electronically.
28. Library software developers. Programmers or groups that develop
automation software for libraries.
29. Library staff. The non-professional personnel of a library.
30. Library system. Software for automating the functions of a library.
31. Library user. The patron, client or user of a library.
32. Local area network. An interconnected group of computers located
inside a room or building.
33. MARC records. The Machine-Readable Cataloging (MARC)
formats are standards for the representation of bibliographic and
related information for books and other library materials in machine-
readable form and their communication to and from other
computers.
34. Off-the shelf systems. Ready made commercial ILS packages.
35. OPAC. Online public access catalog that is used to access and
retrieve information about the holdings of a library. It may or may
not contain full text and/ or multimedia and may or may not be

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connected to the Internet.

36. Reference Section. The section in the library in charge of assisting
users in the conduct of their research. They may also take care of
interlibrary loan requests and document delivery services.
37. Request for proposal. A request for proposal (RFP) is a formal
request for a bid from suppliers of library systems. The RFP is a
comprehensive document that provides the vendor with the outline,
purpose, scope, description, minimum requirements, etc, for the
system.
38. Security system. The system of providing checks against theft of
library materials. They are usually gates that have electromagnetic
detectors and produce sounds when the materials passing through
the magnetic field have not been properly checked out.
39. Self check-in system. The process of returning materials without
the assistance of the library staff.
40. Self-check out system. The process of borrowing library materials
without the assistance of the library staff.
41. Serials management. The function concerned with the monitoring
of serials acquisitions.
42. Software packages. Programs which are available off-the-shelf.
43. Strategic planning. The process of solving problems in an
organized and logical manner. It is usually not long term but top
priority.
44. Systems analysis and design. The process of studying the system
and designing solutions for it.
45. Systems study. Collection of data about the library's operations,
facilities, collection, procedures, staff expertise, etc. In general, the
assessment involves gathering information about user needs and
wants and matching these with what the library can presently offer.
46. Systems requirement study. Specifications for the system based on
the systems study. It is also called systems design.
47. Technology plan. A technology plan is the document that puts the
vision, goals, and objectives in writing. It is an overall plan for all
the technology components of a project. It includes the
specifications for your system requirements, financial estimates, the
action plan and the timetable for the project.
48. Turnkey systems. Turnkey means that the package is ready to use,
data has been converted, and the hardware and network have been
installed by the supplier.
49. UNIMARC. The common MARC format.
50. Vision. A vision is a dream. It is a vivid picture of what you would
like your library to become in the near future. It is based on the
mission of your library, the needs of your users and on the trends in
library service. A vision provides direction and a philosophy for the
library.
51. WebOPAC. The online public access catalog that is accessible via

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the Internet.
52. Z39.50 standard. The protocol observed in importing and exporting
catalog records through the Internet.

End of Overview Module 2

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Module 2
An Introduction to Library Automation

Teachers Guide

Lesson 1: What is Library Automation?

Introduction
The lessons are presented to the students as PowerPoint slides as shown in the title slide
below. The Teachers Guide will provide you with information and tips on how to
explain each slide. It will also provide you with exercises/activities that you can ask the
students to do.

Module 2
Introduction to Library
Automation

Lesson 2
What Factors Must Be Considered in
Planning and Implementing Library
Automation?

UNESCO EIPICT MODULE 2. LESSON 2 1

This is the title slide for lesson 1.

Tip

Establish rapport with the students by asking them to answer the question
on the title slide. This will serve as a motivation activity by letting them
know that you are interested in what they know and that you give
importance to what they have to say. This will also encourage them to
actively participate in the lecture / discussion. Their answers in turn, no
matter how brief they are, will help you gauge their understanding of the
subject matter. There is no need to discuss their answers at this point.

Slide 2: Rationale

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Tip

ICTs have changed the way information is selected, acquired, organized and
delivered. This lesson will introduce the information professional to the
application of ICT in library operations and services.
This slide provides justification for the lesson. Inform the participants that
this Module aims to provide adequate knowledge about library automation
to the students to help them cope with the challenges of implementing
integrated library systems.

Use this slide to encourage students to share experiences and training about
ICT applications in libraries.

Slide 3: Scope

Notes

Slide 3 provides an overview of the scope of the lesson. The lesson is about
library automation. This Module will introduce the participants to the
following:

What is library automation?

What is an automated/integrated library system (ILS)?
What are the advantages of an ILS?
What are the general features and functional modules of an ILS?
What are the modules in an ILS?
What is MARC?
What is Z39.50?
Why are standards necessary?
What is an online public access catalog (OPAC)?
What is a web catalog?
What ALSs are available?
What are the benefits of and difficulties in implementing library
automation?

Slide 4: Learning Outcomes

Notes

Slide 4 provides an overview of the expected outcomes of the lesson. By the

end of the lesson, the participants should have understood how ICT is used

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to automate library services and operations.

By the end of the lesson you should be able to:

Define library automation.

Define an automated/integrated library system.
Discuss the advantages of an ILS.
Identify the general features and functional modules of an ILS.
Identify the modules in an ILS.
Define MARC.
Define Z39.50.
Appreciate the use of standards.
Know what is an online public access catalog.
Know what is a web catalog.
Know what ALSs are available.
Appreciate the benefits of and difficulties in implementing library
automation.

Slide 5: What is Library Automation?

Notes

Library automation is the application of ICT in library operations and services.

The functions that may be automated are any or all of the following:
acquisition, cataloging, indexing and abstracting, circulation, serials
management, and reference.

The software used to automate the services of a library is called an automated

library system (ALS). The ALS may focus on one function only such as
cataloguing or may handle several functions such as cataloguing, circulation
and serials management.

An ALS may be used on a single computer or on a LAN,

depending on the needs of the library.

Slide 6: What is an Integrated Library System?

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Notes

An integrated library system (ILS) is an automated library system (ALS) in

which all of the functional modules share a common bibliographic database. In
an integrated system, there is only one bibliographic record for a book. All
transactions involving this book will therefore be linked to the bibliographic
record. An integrated library system enables the library to link circulation
activities with cataloging, serials management etc. at any given time. It makes
use of a file server and clients in a local area network.

Activity 2.1.1

To learn more about the features of ILS visit the following sites:
1. www.odl.state.ok.us/servlibs/l-files/glossi.htm
Module 2 2. www.librarysupportstaff.com/4automate.html
Lesson 1 3. en.wikipedia.org/wiki/Integrated_library_system

Slide 7: What are the Advantages of an Integrated Library System?

Notes

An integrated library system is more advantageous than a non-integrated

system because:

There is no duplication of effort to create and maintain multiple copies of

bibliographic records. In a manual system, cards have to be typed several
times to provide different access points (author, subject, title, etc) to an
item. In an ALS that is not integrated, the records have to be entered more
than once. For example, once for cataloguing and again for circulation.
Opportunities for errors are reduced since the record is entered only once.
The system automatically accesses the record whether the librarian is
accessing it for cataloguing, circulation, reference, etc.
Library staff and patrons can have access to all pertinent information about
the document at any time, including the status of the document, that is
whether it is on the shelf or out to a borrower. The system records the
transaction in the master file as soon as the record is accessed, hence, at
any given time the user will know the status of a document. You are sure of
the integrity of the database because all transactions can be viewed from
the masterfile/database. There is no redundancy in the data.

Slides 8-9: What are the General Features of an ILS?

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Notes

Functional modules most library software packages offer the basic

modules of cataloging, OPAC and circulation, and other functions such as
acquisition, serials control, interlibrary loan (ILL), and WebOPAC are
usually provided as optional add-on modules or as part of a main module.
In most libraries, these three basic modules are enough. The acquisitions
module and a serials management module are recommended if the volume
of intake of materials is large. In some cases, these are add-on modules
that may or may not be integrated with the cataloguing and/or circulation
module.
Operating systems - The OS requirement depends on the system. Some
work in a Windows environment, others may work under UNIX. An open
source UNIX version is available. It is called LINUX.
Database systems Major systems use the RBDMS offered by different
vendors like Oracle, Informix, and SQL. Smaller systems use MSAccess.
Open source systems use MYSQL.
Network architecture major systems run on client-server architecture and
use TCP-IP to communicate across networks (LANs and WANs).
User interface the use of a graphical user interface (GUI) is the norm for
current systems because users find it easier and it allows a wide range of
tasks to be accomplished with a single mouse click.
Library automation standards provisions for library industry standards
such as MARC and Z39.50 are normally integrated in major systems. This
will be further discussed in the section on the cataloguing module. Some
systems also use Unicode to ensure compatibility across multiple scripts
(writing systems).

Slide 10: The Cataloguing Module

Notes

 The cataloging module is used for creation, storage, retrieval and

management of bibliographic records and/or indexes.
 It also defines the record format (MARC) used in the database and
provides for authority control of authors, subject headings, etc.
 Usually there are two separate interfaces for search and retrieval in the
electronic catalog: one used by catalogers to enable them to do specific
tasks in maintaining the library collection database, and the other the
online public access catalog (OPAC) - provided for users to enable them to

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search records and display results.

 Many integrated library systems allow for copy cataloging and the import
of MARC records from external sources. These systems adhere to the
MARC and Z39.50 standards. They may have non-MARC internal formats
but they can import and export MARC records. One problem with MARC
is the number of variations that are in use. The current standard is MARC
21.
 Unicode is another standard that can handle a large number of different
character sets including Chinese, Korean and Japanese.

Slide 11: What is MARC?

Notes

The Machine-Readable Cataloging (MARC) formats are standards for the

representation of bibliographic and related information for books and other
library materials in machine-readable form, and their communication to and
from other computers. Machine-readable cataloging means that a catalog
record can be read and interpreted by a computer. The record in MARC format
is called a MARC record. The current standard is MARC 21. UNIMARC is
another standard that can be used.

Activity 2.1.2

For more information about the MARC and UNIMARC standards, visit the
Module 2 following sites:
Lesson 1 1. http://lcweb.loc.gov/marc/marc.html
2. http://www.ifla.org/VI/3/p1996-1/unimarc.htm

Slide 12: What is the Importance of MARC in Library Automation?

Notes

Why cannot a computer just read a catalog card? The computer needs a means
of interpreting the information found in a cataloging record. The machine
readable record provides the computer with information for every piece of
bibliographic information to guide it in reading and interpreting the record. If a
bibliographic record has been correctly tagged and encoded, the application
system or library automation system can format the information correctly for

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printing a set of catalog cards, or for displaying the information on a computer

screen, search for and retrieve certain types of information within specific
fields, and display lists of items as required by the user.

Using the MARC standard allows libraries to share bibliographic resources

with other libraries that also use the MARC standard. Using the MARC
standard also enables libraries to easily migrate to commercially available
library automation systems, a majority of which supports only the MARC
standard. Libraries could devise their own method of organizing the
bibliographic information in their electronic catalogs but they will not then be
able to automatically exchange data with other libraries. Libraries using a non-
MARC format cannot participate in a national or regional library networks
because their records will not be readable by other computers in the network.
However, libraries could still use systems that do not adhere to the MARC 21
record format for their own specific needs.

MARC records may be acquired via the Web, or through a CD-ROM resource
database. The Library Corporation produces ITS for Windows, a cataloguing
resource database available in CD-ROM format. The Library of Congress is
also a good source of MARC records.

Slide 13: What is Z 39.50?

Notes

Z 39.50 is generally defined as the information search and retrieval protocol

standard used primarily by library and information related systems. The
standard specifies a client-server based protocol for searching and retrieving
information from remote databases simultaneously using a single interface. For
cataloguing the protocol requires the records to be in MARC format.
Advantages for catalogers are numerous. Copy cataloging will relieve
librarians from cataloging material already catalogued by another library in the
network. The Z 39.50 protocol will enable catalogers to download records and
upload them automatically to their catalogs. In a network of libraries a union
catalog of the member libraries can easily be established. Each library can
easily add its own record or its barcodes/accession numbers and location codes
when it adds its own records to the union catalog if they are duplicates.

Activity 2.1.3

To know more about Z39.50 read the article, Z 39.50. Part 1 An Overview,
Module 2 in Biblio Tech Review: http://www.bibliotech.com/html/z39.50.html
Lesson 1

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Slide 14: Why are Standards Necessary?

Notes

Standards are necessary for:

Networking
o TCP/IP protocol
o Hardware, software, etc
Information exchange
o MARC 21 and Z39.50 allow search, retrieval and exchange of records
across platforms
o Unicode allows encoding, searching and retrieval of information in
different scripts.

Slide 15: The Online Public Access Catalog (OPAC)

Notes

The OPAC is the electronic equivalent of the card catalog. It has the added
advantage of being searchable by keyword and by call number in addition to
searching by author, title and subject. The OPAC could also be in the form of a
WebOPAC if made available over the Internet.

The OPAC provides users with access to the bibliographic database found on
the file server of a local area network. Recent developments in ICT have
enabled libraries to publish their catalogs on the Web. OPACs can also be
linked to the circulation module so that users can find out if an item is on loan.
OPACs also allow for Boolean searching to enable the user to combine
keywords to make the search more specific. Libraries with integrated library
systems benefit more from the system when they join networks because they
can share the resources of other libraries. This has implications for
acquisitions, cataloging, interlibrary loan, reference and access to resources.
The OPACS of participating libraries can be made searchable from any
network member. The OPAC can also be used as an acquisitions tool because
libraries can easily see other libraries collections and choose not to duplicate
the holdings of other member libraries.

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Activity 2.1.4

View some OPACs on the Web by visiting the homepages of university

Module 2 libraries and linking to their web catalogs. These pages may also be good
Lesson 1 sources of MARC records.
1. To view a home grown WebOPAC visit: http://rizal.lib.admu.edu.ph
You can also view a consolidated catalog for three libraries at this site as well
as portions of the library catalog for special collections.
2. To view a catalog running on an open source system go to:
http://ccfls.org/catalog/search.html

Slide 16: The Circulation Module

Notes

Users today are technology literate and technology competent. They expect
libraries to be technology-abled. The circulation module is the service point
that users immediately encounter and take note of. ICT applications for
circulation enhance the image of the library.

The circulation module monitors the loans, fines, and the stock. Having a
circulation module has been the dream of Asian librarians for more than a
decade. At present the cost of an integrated library system is still beyond the
reach of many medium- sized libraries in Asia.

A circulation module makes use of only two sets of numbers to record a

transaction. The item number (barcode number, accession number) and the
user number (student, faculty number, user ID number). A program can be
easily written for such a transaction. In practice, however, the circulation
module is linked to the bibliographic database so that the description of the
item can be displayed and the OPAC can also display the status of the item,
that is, whether it is on the shelf or on loan to a borrower. More sophisticated
systems are linked to security systems. This is true especially with self check-
out and check-in systems.

To borrow books using a self check out system, the borrower simply goes to
the loan terminal and inserts a borrowers card. The system then asks for the
borrowers pin, and once recognized as a library member, the system asks the
borrower to place the book on the terminal so that it can scan the books
barcode. After the terminal has read the barcode, the loan is processed and the
security strip is demagnetized so that the borrower can take the book out
without alerting the security system. Returning books is an easier procedure.
Only the barcode of the book needs to be scanned by the return terminal. The

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computer processes the transaction immediately after scanning the barcode and
deletes the loan formerly issued to the borrower.

Slide 17: What are the Other Modules in an ILS?

Activity 2.1.5

The basic modules are cataloguing, OPAC and circulation. To find out about
Module 2 other modules go to
Lesson 1
1. AcqWeb's Guide to Automated Library Systems, Library Software,
Hardware and Consulting Companies.
http://acqweb.library.vanderbilt.edu/pubr/opac.html
2. Integrated Library System Reports: Vendors info.
http://www.ilsr.com/search2.cfm

Notes

WebOPAC
The basic modules in an ILS are: cataloguing, circulation and the OPAC. The
ILS may also have acquisitions, serials control, interlibrary loan, etc. The need
to have these additional modules will depend on the library. In many cases, the
acquisitions module and the serials module are home-grown.

Acquisitions module
The acquisitions module enables the librarian to create records of items to be
ordered and to print out order slips in cases where the order must be transacted
by ordinary mail. Recent developments have provided electronic means of
ordering items and paying for them. A lot of information is now available on
the Web about online ordering of books and other materials. The module may
also supply accounting information relating to acquisitions activities.

Serials control module

Not all integrated library systems have this module. Large libraries with large
serials subscriptions require the serials control module because it provides
them with a more efficient means of managing serials. The system usually
alerts the library when claims have to be made. It also enables the library to
automatically record arrivals through the barcode attached to the serial.

Interlibrary Loan Module

This module is seldom required except by libraries which have very heavy ILL

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transactions. An interlibrary loan module provides the staff with an

information management system for ILL transactions. This includes the ability
to automatically monitor loans and accounts, make claims, put holds on
materials being borrowed, etc. It can also monitor the librarys ILL activities,
e.g. the number of items borrowed by individual clients, from where, for
whom, etc.

Slide 18: An Integrated Library System with Web Access.

Activity 2.1.6

To view a home-grown serials WebOPAC visit: http://rizal.lib.admu.edu.ph

Module 2 and look for the link to the WebOPAC.
Lesson 1

Slide 19: Off-the-Shelf Systems or Customization?

Notes

There are many library systems available on the market. These are ready to
use, and hence called off-the shelf. In spite of the availability of ILS systems,
many libraries still opt to design their own systems

Designing your own system has advantages as well as disadvantages. Your

decision to do so will depend on your needs.

At present there are also open-source systems that could be downloaded freely
from the Internet.

Slide 20: Commercial Off-the-Shelf Systems

Notes

These are ready to use software and hence are called off-the shelf. There are
advantages as well as disadvantages in using them. The greatest disadvantages
are the cost of purchase and the cost of maintenance. The library has to pay
the supplying company an annual maintenance fee on top of the cost of the
software. Because of these costs many libraries still do not have an ILS.

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Activity 2.1.7

Visit the following sites for descriptions of big and small systems:
Module 2 1. http://www.librarysupportstaff.com/4automate.html
Lesson1 2. http://www.ilsr.com/search2.cfm

Slide 21: Open Source Systems

Notes

Free open source systems are available that include their source codes. Further
development of the system depends on the contributions of users of the system.
The advantages are numerous. First of all, they have no purchase fee. Secondly
libraries have control over them because the source code is available. Thirdly,
many users and discussion groups are available from which helpful
information can easily be found. A fourth advantage is that the library can
customize it to suit it needs.

Activity 2.1.8

Visit the following sites for descriptions and examples of open source systems
Module 2 as well as of libraries using them:
Lesson 1 1. Koha: www.koha.org
2. Oss4lib open source system for libraries: www.oss4lib.org
3. To see an opac using open source: ccfls.org/catalog/search.html
4. phpMyLibrary: http://www.phpmylibrary.org
5. for a discussion go to Open Source Integrated Library Systems An
Overview: http://www.anchil.org/users/eric/oss4ils.htm
6. For the library system WEBLIS which is based on CDS/ISIS access:
http://portal.unesco.org/ci/en/ev.php-
URL_ID=16840&URL_DO=DO_TOPIC&URL_SECTION=201.html

Slide 22: Benefits of Library automation

Notes

Many benefits can be derived from library automation. These include:

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Improved productivity/efficiency
Better use of information resources through improved access
Improved resource sharing through the virtual catalog
o Facilitates interlibrary loan
o Reduces duplication
o Avoids duplication of cataloguing effort
o Optimizes the use of human and other resources
o Enhances the national and regional information infrastructure

A library automates to improve efficiency. An integrated library system

allows automation of other functions using a shared database. Integration
minimizes human error caused by multiple entries of a title for various uses.
An integrated library system provides for one time entry of the catalog record
that can then be used for all the other functions.

Slide 23: Benefits to the Staff

Notes

On the whole library staff in all the subsystems (acquisition, cataloging,

circulation, reference, ILL, reserves) benefit from integrated library systems.

Among the benefits are:

Development of new patterns of communication among staff, especially
between computer services and library staff.
Empowerment of the staff in making decisions.
Acquisition of new skills and knowledge.
Enhanced image due to use of technology.

Slide 24. Potential Difficulties

Notes

While there are many advantages, there are also many potential difficulties:

Staff problems:
o Fear of an adverse impact on employment.
o Lack of staff involvement before and during implementation. Library
staff who have been prepared for automation usually have no problem
in adjusting to the new system. Those who have not been prepared may

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encounter technological and emotional problems.

o Lack of staff preparation for the automation project. The library staff
have to undergo extensive training. New knowledge and skills are
needed.
Lack of support from management.
o Budget constraints, inadequate policies and procedures for the
acquisition of hardware and software, and in the recruitment or training
of competent staff. Apprehension that the technology could be too
expensive.
Physical problems.
o Carpal tunnel syndrome, headaches, backaches, etc. caused by
extended use of computers must be noted and attended to. Some
interventions that have been used are: rest periods given to staff after
two hours continuous use, and rotation of staff between different
services points in the library.
The need to convert data into machine readable form. Data conversion is a
major problem. Many libraries are either not aware of outsourcing or
refuse outside help with conversion. If done in-house, problems of lack of
planning, lack of staff, lack of hardware, etc, are usually encountered.

For the successful implementation of an integrated library system all key

factors must be in place. These factors are: support from the administration,
staff competence, consideration of user requirements, the availability of an
appropriate infrastructure (hardware, software, network), available data,
excellent managerial skill from the coordinator of the project, effective end-
user interfaces.

Activity 2.1.9

1. Visit the following sites for a discussion of the future of ILS:

Module 1 http://www.libraryjournal.com/article/CA302408.html
Lesson 1 2. Visit the following site for a discussion of some issues in sharing integrated
library systems: http://www.dpi.wi.gov/pld/sharing.html

Slide 25: Conclusion

Notes

Library users generally welcome integrated library systems. Many users are
ICT literate and are prepared for automation. They specially like the search
capability because they find it faster and more efficient than manual searching.

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They also like the WebOPAC because they can search it from their offices or
even homes without having to visit the library. With respect to the staff, those
who have not been adequately prepared may encounter technological and
emotional problems. Very few, however, would like to revert to the manual
system even if they have encountered many difficulties during implementation.

Tip

Before concluding the lesson, ask some questions to recall and reinforce the
information and concepts taught in the lesson.

Assessment
Assessment 2.1

Answer the following (10 points each):

Module 2 1. What is the impact of library automation on you as an information

Lesson 1 professional?
2. What is the impact of automation on your library?
3. Name some standards for library automation and discuss their importance.

End of Lesson 1 of Module 2

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Module 2
An Introduction to Library Automation

Teachers Guide

Lesson 2: What Factors must be Considered in Planning and

Implementing Library Automation?

Introduction
The lessons are presented to the students as PowerPoint slides as shown in the title slide
below. The Teachers Guide will provide you with information and tips on how to
explain each slide. It will also provide you with exercises/activities that you can ask the
students to do.

Module 2
Introduction to Library
Automation

Lesson 2
What Factors Must Be Considered in
Planning and Implementing Library
Automation?

UNESCO EIPICT MODULE 2. LESSON 2 1

Slide 1. This is the title slide for lesson 2.

Tip

Establish rapport with the students by asking them to answer the question on
the title slide. This will serve as a motivation activity by letting them know that
you are interested in what they know and that you give importance to what
they have to say. This will also encourage them to actively participate in the
lecture / discussion. Their answers in turn, no matter how brief they are, will
help you gauge their understanding of the subject matter. There is no need to
discuss their answers at this point.

Slide 2: Rationale

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Tip

This slide provides justification for the lesson.

ICT has changed the way information is selected, acquired, organized and
delivered. This lesson will introduce the information professional to the
advantages of planning for library automation. Inform the participants that this
Module aims to provide adequate knowledge about library automation to help
them cope with the challenges of implementing integrated library systems.

Use this slide to encourage students to share experiences of and training for
ICT applications in libraries.

Slide 3: Scope

Notes

Slide 3 provides an overview of the scope of the lesson. The lesson is about
planning for library automation.

This Module will introduce the participants to the following:

What factors must be considered in planning for and implementing library

automation?
What are the advantages of planning?
What is a Request for Proposal?
What are the difficulties in implementing an integrated library system?
Should you consider using an open source system?

Slide 4: Learning Outcomes

Notes

Slide 4 provides an overview of the expected outcomes of the lesson.

By the end of the lesson you should be able to:

Appreciate the importance of planning.

Identify factors that must be considered in planning and implementing
library automation.

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Understand the importance of a Request for Proposal.

Evaluate the pros and cons of using open source systems.

Slide 5: Library Automation Today

Notes

Library automation is the application of ICT in library operations and services.

The functions that may be automated are any or all of the following:
acquisition, cataloging, indexing and abstracting, circulation, serials
management, and reference. Today however, library automation also includes
access to remote databases and CD-ROM databases on the campus LAN.

Slide 6: An Illustration of an Integrated Library System with Web access

Notes

Today the ILS is linked to other libraries via the Web and to other databases
normally on the campus LAN. It can also link to full-text journals, books, etc.
This implies that present day ILS are web-enabled, and if not there should be a
facility to make the catalog available on the Web and the databases other than
the catalog available on the campus LAN.

Slide 7: Why is Planning Necessary?

Notes

Planning enables the library to address its present and future needs within
budget constraints. It ensures the success of the automation project because:

The best possible system for the library is selected.

The staff are involved from the beginning and their needs are addressed.
Take note however of resistance to automation. Some staff may not be
objective and cooperative.
The library is able to control costs involved in the purchase, operation,
maintenance and future upgrade of the system.

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It enables the library to determine if the cost warrants the benefits and if
the library could afford to implement and sustain the project.
It enables the library to identify problems and priorities and to map out
steps in the implementation process.

Activity 2.2.1

Visit the following sites for sample plans.

Module 2
Lesson 2 1. http://dlis.dos.state.fl.us/bld/Library_Tech/Autoplan.htm
2. http://www.documentorsconsultants.com/txtplan%20for%20automation.ht
m
3. http://www.ilsr.com/leading.htm

Slides 8-10: What are the Basic Steps in Planning?

Notes

To be able to plan effectively, data about the library and its users must be
collected. This is the systems analysis phase. The results of this phase will
provide data to make decisions about automation. The steps and the reasons
why these steps are necessary follows:

Systems Analysis Phase.

o Collect basic statistical information about the library (# titles, #users,
#catalog records, #materials acquired annually, # materials circulated
annually, etc). This portion of the systems analysis is used to establish
the need for automation. The data collected in this step will provide
information about the volume of the tasks ahead. For example, if the
total number of titles is small, the data conversion will not take a long
time. If the rate of acquisitions is small, there might be no need to buy
an acquisitions module with the initial package. If the circulation
volume is small then there might be no urgency to automate.
o Determine the status of the records (Are all in cards? Are some in print?
Is data conversion from digital format needed). This step is necessary to
determine how data will be converted, how long it will take to convert
the data and how many people and machines are necessary for the
conversion.
o Determine the status of the collection. (Are all catalogued materials still
useable and used? Is an inventory needed?). It is important that an

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inventory of the collection be carried out. It is at this step that the

records are matched with the collection. They should tally. It is also at
this step that the collection is evaluated. All materials that are no longer
serviceable, are obsolete, have not been used in the last few years may
be weeded out. The faculty and the users may have to be consulted at
this step. The database will be cluttered with records of missing books,
obsolete books, etc., if this step is not done.
o Determine the ICT competence and readiness of the staff for
automation. This step will establish training needs.
o Find out systems in use in your institution. You might need to integrate
with the existing system. For example, an institution using Lotus Notes
might want a system designed to operate in a Lotus Notes environment.

Systems Design Phase

o Set service priorities (What functions are you going to automate first?)
o Develop a strategic development plan for the library (not only for
automation) with the help of the staff. Based on the findings of the
systems study develop a strategic development plan for the library with
ICT as a means of achieving the goals of the library. ICT should not be
an end in itself.
o Develop a technology plan for the automation project based on the
service priorities and overall goals of the library. This will include
determining system specifications.

Slide 11: Cost Considerations

Note

After developing a technology plan, the feasibility of the project must be

studied. Management will usually ask for a cost benefit analysis and the total
project cost. The following must be considered in calculating the total project
cost.

Planning and consulting costs

Many libraries hire a consultant to conduct a systems analysis, define problems
that could be addressed by automation, assess needs (technology, staff, budget
needs), design the system and prepare the RFP, evaluate bids, and undertake
contract negotiation with the selected vendor. There are many advantages in
hiring a consultant if you remember that the consultant is a partner in the
planning process. You have to contribute a lot of information and insight in the
planning process. A consultant may or may not be hired depending on the
expertise of the staff.

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Cost of the system

There are many systems in the market. If you decide to buy one evaluate it in
terms of the RFP. You should not buy a very expensive system when a less
expensive one will do the required job equally well. There are also open source
systems that are available. Your guide in the selection process is your RFP and
the expertise of your staff.

Telecommunications costs
Telecommunications costs must not become too unwieldy. There are less
expensive ways of connecting to the Internet but speed is of primary
importance.

Data Conversion
Data conversion can be a very costly process. Care should be taken in deciding
how data will be converted. Make sure that the format adheres to the MARC
standard and that the ILS uses the Z39.50 protocol. This protocol can save the
library a lot of money for data conversion.

Operating and maintenance costs

These costs are sometimes neglected but they do add up. Make sure that they
are factored in. One example is the cost of annual maintenance of the ILS.

System upgrade
Technology is always developing. Hardware are becoming more powerful.
Needs demand more powerful hardware for faster access and downloading of
information. System upgrade could be very expensive. The initial purchase
contract of hardware should ensure that the hardware will not entail upgrading
for at least three years.

Staff training and recruitment

Knowledge and skill of staff must be continuously enhanced. Include a staff
training program in the strategic development plan. Technology is useful only
in the hands of knowledgeable staff.

Slide 12. What are the Basic Steps in Implementation?

Notes

As soon as management has approved the project, system implementation can

begin. The steps are:

Create a format specifications document (RFP) for vendors or ICT staff (If

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open source systems will be used) and send to vendors or ICT staff (Slide
13).
Evaluate vendor proposals and /or ICT staff proposal for open source
systems against RFP). Include costs of purchase, operations and
maintenance in evaluating the RFPs.
Select the system with features closest to the RFP and within the ICT
budget of the library.
Install the system.
Train staff.
Create the databases.
Market and promote the system.

Activity 2.2.2

Visit the following sites for descriptions and evaluation of ILS:

Module 2 1. http://www.ilsr.com/search2.cfm
Lesson 2 2. http://acqweb.library.vanderbilt.edu/pubr/opac.html

Slide 13. What are the Contents of an RFP?

Notes

An RFP is used to invite bids that match the librarys automation needs. It
contains the following:

Instructions for the vendor re submission of bid.

Background information about the library.
Evaluation criteria for the proposals/bids.
Required functional and technical specifications.
Description of the required functionalities.
Questions re system maintenance programs and services, site preparation
requirements, delivery and installation methodologies, system performance
guarantee, vendor training and documentation.
Request for detailed information on pricing.

Activity 2.2.3

Visit the following sites for sample RFPs:

Module 2 1. http://www.ilsr.com/sample.htm

41
EIPICT_M2_TG

Lesson 2 2. http://www.webdevelopersjournal.com/columns/writerfp.html

Slide 14: What Factors must be considered in opting for Open Source Systems?

Notes

Open source systems are now competing with commercial off-the-shelf

systems. These open source systems are available free of charge from the
Internet and include the source codes of the program. Users can manipulate the
program to suit their needs. The system is developed through contributions
from users. If the library has skilled programmers, librarians and ICT staff,
open source systems could be used. Otherwise, the use of off-the-shelf
software that adheres to standards is recommended so long as the library can
afford the purchase cost and the annual maintenance costs.

Factors to consider in opting for open source systems are:

Staff readiness, knowledge and skill. The systems usually run under a
UNIX operating system (OS) environment and an open source relational
database management system (RDBMS). Additional staff training on the
OS and RDBMS may be needed.
Development team. The customization of the system is not possible
through one person alone. It has to be a team effort.
Availability of Internet access. Regular participation in discussion lists is
important when using open source systems.

Some examples of popular open source ILS are:

Koha. A full-featured open-source ILS developed by Katipo
Communications Ltd in New Zealand. It has attracted the most developers
to its fold. It is currently maintained by IT staff from around the globe. It is
used in pilot libraries around the world. It has the potential to become a
universal ILS. Technical support is provided through email and discussion
lists. The system operates under Linux or Windows, on any web server,
any SQL database system, and with Perl modules.
phpMyLibrary. This was started in the Philippines as a possible low-cost
solution to library automation. Its target audience is small academic and
special libraries. Documentation is poor. Support is provided via email or
discussion lists. It runs under Linux or Windows, PHP, and any SQL
database system. Cataloguing using MARC standard is fully implemented.
Conversion from a CDS/ISIS database is possible.

42
EIPICT_M2_TG

Activity 2.2.4

Visit the following sites to view and evaluate some open source systems:
Module 2
Lesson 2 1. www.oss4lib.org/readings/oss4lib-getting-started.php
2. www.emilda.org/
3. www.manageability.org/blog/stuff/how-to-evaluate-open-source-
library/viewlibrary.rider.edu/scholarly/ecorrado/il2004/
4. http://library.rider.edu/scholarly/ecorrado/il2004/ossfeatures.html

Slide 15: User/Staff Readiness

Notes

User/staff readiness includes not only readiness for ICT but also readiness for
change. Many users still look for traditional systems like the card catalog and
may not be ready to accept change. Involving the staff from the
conceptualization of the project and through the planning and implementation
phase usually eliminates staff resistance to change.

The training needs of staff and users must be also considered in planning and
implementation.

Slide 16: Database Creation

Notes

In planning for database creation the following must be considered:

Inventory of the collection to weed out non-serviceable materials and to
match stock with catalog records.
Database conversion from manual to electronic records.
Catalog maintenance.
Adherence to standards for future networking and record exchange.

For libraries considering building a digital library collection the open-source

software called Greenstone is useful. Greenstone is a suite of software for
building and distributing digital library collections. It is produced by the New
Zealand Digital Library Project at the University of Waikato. Take note,
however, that it is not an ILS. It provides a new way of organizing information

43
EIPICT_M2_TG

and publishing it on the Internet or CD-ROM in the form of a fully searchable

meta-data driven digital library.

Activity 2.2.5

Visit the web site: http://www.greenstone.org. for a description of Greenstone.

Module 2
Lesson 2

Slide 17: Site Preparation

Notes

The site must be prepared in accordance with the specifications in the RFP.
The following needs must be addressed during site preparation:
Technology needs: Hardware, software, network.
Staff training to acquire ICT and ILS knowledge and skill.

If technology needs are not addressed, than installation cannot proceed. If staff
are not trained, than the system remains unused.

Slide 18: Marketing and Promotion Activities

Notes

Strategies to attract users to the new system must be developed. In the

beginning, users will look for the card catalog. Older users tend to shy away
from technology. Younger users are attracted by technology but must be
oriented to its use so that they can efficiently use the system.
Strategies include announcements, user orientation programs, demos and
training.

Slide 19: What are some Potential Problems in Implementation?

44
EIPICT_M2_TG

Notes

The major problem in most automation projects is the lack of readiness of staff
to accept change and acquire competence in using ICT and the ILS. This
problem must be addressed even before the systems analysis phase. User
readiness is more easily addressed than staff readiness.

Another major pitfall is the lack of funds to maintain the system. Costs of
operating and maintaining automated systems can be high. Unlike factories
where the procedures are fixed, and automation typically increases profit,
automation in libraries may not result in reduced costs of operation. It might in
fact increase them. The benefit is really on improved services to users.

Another pitfall for many libraries is data conversion. Care must be taken in
developing an action plan for data conversion. Without a plan, it can go on and
on. Systems are available for copy cataloguing and acquiring digital records.
Librarians must decide on standards and procedures to finish data conversion
in the least possible time.

Not as critical but nevertheless a cause of problems is the delay in delivery of

hardware and network components and the absence of facilities for fast access
to the Internet. In many cases, even telephones are not available at the site.

Slide 20. Conclusion

Notes

Automation in libraries is desirable. It is, however, a complex undertaking

and needs to be carefully planned. Planning ensures success and future
development.
Automation is a means to an end and not an end in itself. Planning for
automation must be part of the strategic development plan of the library.
Implementation of an ILS is a never ending process. The future holds many
new developments that will need to be addressed.

Assessment

Assessment 2.1

Module 2 Answer the following (10 points each):

45
EIPICT_M2_TG

Lesson 1
What is an RFP and what is its function in selecting a library system?
Would you recommend an open-source system for your library? Why?

End of Lesson 2 of Module 2

46
EIPICT_M2_TG

Module 2
An Introduction to Library Automation

Evaluation Form
Instructions: To help us enhance the quality and effectiveness of the Modules in the
Training Programme, please complete and return this evaluation form to the teacher.
Please rate Module # 2 on the following categories using the scales below by drawing a
circle around the appropriate number.

5 = Strongly Agree [SA]

4 = Agree [A]
3 = Not Sure [N]
2 = Disagree [D]
1 = Strongly Disagree [SD]

1. Objectives and Content SA A N D SD

Were the Module objectives clearly stated? 5 4 3 2 1
Were the objectives achieved? 5 4 3 2 1
Were the topics presented relevant to your work? 5 4 3 2 1
Was the Module structured in a logical way? 5 4 3 2 1
Were the activities appropriate to the content of this Module? 5 4 3 2 1
Was the Module easy to follow? 5 4 3 2 1
Was the Module interesting and enjoyable? 5 4 3 2 1
Were your expectations met? 5 4 3 2 1

2. Presentation SA A N D SD
Were the concepts and techniques explained clearly? 5 4 3 2 1
Were you encouraged to actively participate during the Module? 5 4 3 2 1
Were your individual questions/problems discussed to your 5 4 3 2 1
satisfaction?
Was the Module well paced? 5 4 3 2 1
Were the lessons presented in a clear and well organized manner? 5 4 3 2 1

3. Teacher SA A N D SD
Was the teacher knowledgeable in the subject matter? 5 4 3 2 1
Did the teacher present the material effectively? 5 4 3 2 1
Did the teacher show interest in and enthusiasm for the subject? 5 4 3 2 1
Was the teacher effective in answering questions clearly and 5 4 3 2 1
constructively?

47
EIPICT_M2_TG

4. Learning Environment SA A N D SD
Are the Module materials easy to read? 5 4 3 2 1
Were the manual and the other handouts useful? 5 4 3 2 1
Were the visual aids useful? 5 4 3 2 1
Was the venue suitable? 5 4 3 2 1
Was the time frame appropriate? 5 4 3 2 1

5. Before the training began, how experienced were you with the subject?
1 (Beginner) 2 (Intermediate) 3 (Advanced) 4 (Expert)

6. How useful was the training for your level of experience?

1 (Not Useful) 2 (Fairly Useful) 3 (Useful) 4 (Very Useful)

7. Do you feel you have gained new skills and knowledge? Yes No

8. What is the most important concept or skill that you learned in this Module?
__________________________________________________________________
__________________________________________________________

9. What is the least important concept or skill that you learned in this Module?
__________________________________________________________________
____________________________________________________________

10. What additional information should be included in the Module?

__________________________________________________________________
__________________________________________________________________

11. What did you like most about the training materials?
__________________________________________________________________
__________________________________________________________________

12. What did you like least about the training materials?
__________________________________________________________________
__________________________________________________________________

13. Other comments or suggestions?

__________________________________________________________________
__________________________________________________________________

THANK YOU!

48


UNESCO BANGKOK

Bangkok, Thailand

2006

Bangkok, 2006.

I. UNESCO Bangkok. II. Large, Andrew. Editor.

III. Japanese Funds in Trust. IV.

Title.

EIPICT_M2_ST

Module 2
An Introduction to Library Automation

Students Text

Table of Contents

General Guidelines 4
Introductory Note
Rationale
Content of the Training Programme
Prerequisites
Materials and Equipment
Typographical Conventions

Overview of Module 7
Learning Outcomes
Schedule
Module Outline
Grading Policy

Lessons 9
Lesson 1: What is library automation? 10
Lesson 2. What factors must be considered in planning and
implementing library automation? 19

Appendix 26
Appendix 1. List of Activities 27
Appendix 2. Reading/Reference List 31
Appendix 3. Glossary 33

3
EIPICT_M2_ST

Empowering Information Professionals:

A Training Programme on Information and
Communication Technology

General Guidelines for the Student

Introductory Note
Library schools are now changing their curricula to produce graduates who are prepared
for the changing service requirements in libraries. The majority of practitioners, however,
graduated before the advent of the Information Age or studied in schools that did not
teach ICTs for various reasons. This group of practitioners is now finding itself
unprepared for the new demands of the profession. This Training Programme is in
response to this identified need.

People working in libraries and information centers are the primary target group of the
Training Programme. It is intended to provide them with the knowledge and skills to deal
with the application of ICTs to library and information services. It is also intended for use
by teachers of students in library schools and of personnel in library and information
centers. The Package has been developed by the UNESCO Asia and Pacific Regional
Office with funding from the Japanese Funds in Trust for Communication and
Information.

Rationale
In 1961, Marion Harper Jr. wrote, To manage a business well is to manage its future;
and to manage the future is to manage information.1 Less than 25 years later, John
Naisbitt, in discussing the ten megatrends in his opinion were happening in the US, said
None is more subtle, yet more explosive, I think than this first, the megashift from an
industrial to an information society.2 According to Naisbitt, In 1950, only 17 percent
of us worked in information jobs. Now more than 60 percent of us work with information
as programmers, teachers, clerks, secretaries, accountants, stock brokers, managers,
insurance people, bureaucrats, lawyers, bankers and technicians. He groups librarians
among professional workers who are almost all information workers3 Today, society
is in the Information Age, an age where information is power.

1
Harper, Marion Jr. 1961. New profession to aid management, Journal of Marketing, January, p. 1
2
John Naisbitt entitled Megatrends : Ten new directions transforming our lives (New York, N.Y. : Warner
Books, 1982), p11
3
Ibid, p. 14-15

4
EIPICT_M2_ST

Content of the Training Programme

The Training Program contains nine modules:
Module 1 - Introduction to Information and Communication Technologies
Module 2 - Introduction to Library Automation
Module 3 - Information Seeking in an Electronic Environment
Module 4 Creation and Management of Databases Using CDS/ISIS
Module 5 - The Internet as an Information Resource
Module 6 - Web Page Concept and Design: Getting a Web Page Up and Running
Module 7 - Library Management and Promotion
Module 8 - Digital Libraries and Open Access
Module 9 - Intellectual Property Rights in the Digital Age

The Students Text contains the following:

General Guidelines
Introductory Note
Rationale
Content of the Training Programme
Prerequisites
Typographical Conventions
Overview of Module
Learning Outcomes
Schedule
Module Outline
Grading Policy
Lessons
List of Activities
Reading/Reference List
Glossary

Prerequisites
The student must have a genuine interest in understanding the impact of new information
technologies on the practice of Library/Information Service.

Typographical Conventions
The following conventions are used through out the module.

Course Guide
General introduction to the Modules

5
EIPICT_M2_ST

Course Objectives

General introduction to the learning outcomes of the Module

Note
General note to the teacher and additional information

Tip
Teaching tips and supplemental materials

Activity
Activity for the students

Assessment
Questions/Activities to measure learning

End of General Guidelines

6
EIPICT_M2_ST

Module 2
An Introduction to Library Automation

Students Text

Overview

This is the Students Text of Module 2 of Empowering Information

Professionals: A Training Programme on Information and
Communication Technology. Module 2 is an introduction to library
automation.

Module 2 covers the basic concepts of library automation, the impact of ICTs on the
library and the steps in automating your library. It is not a prerequisite to the other eight
modules. Prior knowledge could be credited but the student must take and pass all the
tests for Module 1 to be allowed to take this module.

Learning Outcomes
The goal of this Module is to provide the practicing librarian with the
skills and knowledge needed to handle the demands of the Information
Age. In addition, this course will provide insights on library automation

By the end of the Module, students should be able to:

1. Understand the scope of library automation.

2. Become aware of existing automated library/information systems.
3. Become aware of factors that must be considered in planning and implementing ICT
applications in libraries and information centers.

Schedule
Day Lessons
1-2 Lesson 1: What is library automation?
3-4 Lesson 2. What factors must be considered in planning and implementing
library automation?

7
EIPICT_M2_ST

Outline
Lesson 1. What is Library Automation?
Scope Objectives

What is library automation? At the end of the lesson, students should be

able to:
What are the benefits and difficulties of
library automation? Define library automation.
Identify the benefits and difficulties of
What is an integrated library system?
What are the general features and library automation.
functional modules of an integrated Define integrated library systems.
library system? Describe the general features and basic
What are some examples of ALS? functional modules of an integrated
What is the role of standards in librarylibrary system.
automation and resource sharing? Identify some off-the-shelf and open
source ALS.
Understand the role of standards in
library automation and resource
sharing.
Lesson 2. What factors must be considered in planning and implementing Library
Automation?
Scope Objectives

What factors must be considered in At the end of this lesson, students should
planning for library automation? be able to:
What factors must be considered in Appreciate the importance of planning.
planning and implementing library Identify factors that must be considered
automation? in planning and implementing library
What are the difficulties in automation.
implementing an integrated library Identify potential problems in planning
system? and implementing library automation.

Grading Policy
A score of 40 points is needed to pass the Module. The breakdown of the points for the
module exercises is as follows:

Lessons Points
1. What is Library Automation? 30
2. What factors must be considered in planning and implementing library 20
automation.
Total 50

End of Overview Module 2

8
EIPICT_M2_ST

Module 2
An Introduction to Library Automation

Students Text

The Lessons

Lesson 1: What is Library Automation?

Lesson 2: What Factors must be considered in Planning and

implementing Library Automation?

9
EIPICT_M2_ST

Lesson 1: What Is Library Automation?

Slide 1 ___________________________________
Module 2
Introduction to Library ___________________________________
Automation
___________________________________
Lesson 1
What is Library Automation? ___________________________________
___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 1
___________________________________
___________________________________

Slide 2 ___________________________________
Rationale
___________________________________
ICTs have changed the way information is
created and distributed. They have also
changed the way libraries select, acquire,
___________________________________
organize and deliver information. Librarians
must adapt to this change and acquire skill in ___________________________________
using automated library systems. This lesson
will introduce the information professional to ___________________________________
library automation.

UNESCO EIPICT MODULE 2. LESSON 1 2

___________________________________
___________________________________

Slide 3 ___________________________________
Scope

Library Automation ___________________________________

Automated/integrated library systems

Standards
o MARC ___________________________________
o Z39.50

Online public access catalog (OPAC)/WebOPAC

Available ALS/ILS
___________________________________

Benefits of library automation

Potential difficulties in implementing library
automation
___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 3
___________________________________
___________________________________

10
EIPICT_M2_ST

Slide 4 Learning Outcomes ___________________________________

By the end of the lesson you should be able to:

Define library automation ___________________________________

Define an automated/integrated library system and
identify its general features

Be aware of standards ___________________________________
o MARC
o Z39.50?

Define an online public access catalog/Web
catalog
___________________________________

Be aware of available ALS/ILS




Identify the benefits of library automation
Identify potential difficulties in implementing library
___________________________________
automation

UNESCO EIPICT MODULE 2. LESSON 1 4

___________________________________
___________________________________

Slide 5 ___________________________________
What is Library Automation?
Library automation is the
___________________________________
application of ICTs to library operations
and services. The functions that may be
___________________________________
automated are any or all of the following:
acquisition, cataloging, public access
___________________________________
(OPAC and WebPAC), indexing and
abstracting, circulation, serials
___________________________________
management, and reference.
UNESCO EIPICT MODULE 2. LESSON 1 5
___________________________________
___________________________________

Slide 6 What is an Integrated Library ___________________________________

System (ILS)?
An integrated library system is an
___________________________________
automated library system in which all of the
functional modules share a common ___________________________________
bibliographic database. In an integrated
system, there is only one bibliographic record
for a book. All transactions involving this book ___________________________________
are linked to its bibliographic record. For a
discussion of ILS go to:
www.odl.state.ok.us/servlibs/l-files/glossi.htm
___________________________________
en.wikipedia.org/wiki/Integrated_library_system

UNESCO EIPICT MODULE 2. LESSON 1 6

___________________________________
___________________________________

11
EIPICT_M2_ST

Slide 7 What are the Advantages of an ___________________________________

ILS?
___________________________________

There is no duplication of records since the
bibliographic database can be viewed
before new records are encoded. ___________________________________

Opportunities for errors are reduced since

the record is entered only once.
Library staff and patrons can view the status
___________________________________
of the material from the OPAC or WebPAC.

Library staff use the same masterfile for ___________________________________
cataloguing, circulation, the OPAC and
other services as needed.
UNESCO EIPICT MODULE 2. LESSON 1 7
___________________________________
___________________________________

Slide 8 What are the General Features ___________________________________

of an ILS?

Functional modules-- most systems offer: ___________________________________
cataloguing, OPAC and circulation. Some ILS also
have additional modules such as acquisitions,
serials management and WebPAC. ___________________________________

Operating systemsSome systems have
proprietary OS. Most systems use Windows. Some
use LINUX, an open source OS. ___________________________________

Database systems major systems normally make
use of DBMS offered by vendors like Oracle and
Informix. Open source systems are also available ___________________________________
and downloadable from the Internet.

UNESCO EIPICT MODULE 2. LESSON 1 8

___________________________________
___________________________________

Slide 9 What are the General Features ___________________________________

of an ILS?(2)
___________________________________

Library automation standards
o Database structureMARC21
o ProtocolZ39.50
___________________________________
o Search features

Network architecture major systems run
on client-server architecture and use TCP-
___________________________________
IP to communicate across networks (LANs
and WANs) ___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 9
___________________________________
___________________________________

12
EIPICT_M2_ST

Slide 10 The Cataloging Module ___________________________________

Used for the creation, storage, retrieval and
management of bibliographic records and/or
___________________________________
indexes.

Usually there are two different interfaces for search
and retrieval of the electronic catalog : one used by
___________________________________
the catalogers that allows them to maintain the
library database (the main cataloging module), and
one provided for users that allows them to search ___________________________________
and display the results the Online Public Access
Catalog (OPAC).

A third interface for search and retrieval of the ___________________________________
catalog which may or may not be present in some
systems is the WebPAC
UNESCO EIPICT MODULE 2. LESSON 1 10
___________________________________
___________________________________

Slide 11 What is MARC? ___________________________________

The Machine-Readable Cataloging (MARC) ___________________________________
formats are standards used for the
representation of bibliographic and related
information for books and other library ___________________________________
materials in machine-readable form and their
communication to and from other computers. ___________________________________

MARC 21 is the new standard for MARC. For
more information about the MARC 21
standard visit the following site:
___________________________________
http://lcweb.loc.gov/marc/marc.html
UNESCO EIPICT MODULE 2. LESSON 1 11
___________________________________
___________________________________

Slide 12 What is the Importance of ___________________________________

MARC?
The MARC format allows libraries to: ___________________________________

Describe resources in the format that will
enable the library to correctly print,
display, catalog records.
___________________________________

Search for and retrieve certain types of
information within specific fields ___________________________________

Have a common format that makes
sharing bibliographic resources with other
libraries possible ___________________________________

Easily migrate into another library system
without need for re-encoding records.
UNESCO EIPICT MODULE 2. LESSON 1 12
___________________________________
___________________________________

13
EIPICT_M2_ST

Slide 13 What is Z39.50? ___________________________________

Z39.50 is generally defined as the
information search and retrieval protocol ___________________________________
standard used primarily by library and
information related systems.

The standard specifies a client/server- ___________________________________
based protocol for searching and retrieving
information from remote databases
simultaneously using a single interface. ___________________________________

Read more about Z39.50 by reading this
article: Z39.50. Part 1 - An Overview, from
Biblio Tech Review at
http://www.bibliotech.com/html/z39_50.html
___________________________________
http://www.loc.gov/z3950
UNESCO EIPICT MODULE 2. LESSON 1 13
___________________________________
___________________________________

Slide 14 ___________________________________
Why are Standards Necessary?
___________________________________
Standards are necessary for networking and
for information exchange. For example: ___________________________________

MARC 21 and Z39.50 allow searching,
retrieval and exchange of records across
platforms ___________________________________

Unicode allows encoding, searching and
retrieval of information in different scripts.
___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 14
___________________________________
___________________________________

Slide 15 The Online Public Access ___________________________________

Catalog (OPAC)
___________________________________
 The OPAC is an electronic catalog. It
is the equivalent of the card catalog ___________________________________
but it is searchable online.
 The OPAC could also be Web based
called a WebPAC. The WebPAC is
___________________________________
used by libraries to share bibliographic
information ___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 15
___________________________________
___________________________________

14
EIPICT_M2_ST

Slide 16 ___________________________________
The Circulation Module

The basic components of an integrated ___________________________________
library system are the cataloguing module,
the OPAC and the circulation module. ___________________________________

The circulation system is the transaction
module that allows the system to loan out
and receive returned materials. The
___________________________________
transactions are automatically linked to the
cataloguing module to enable users to find ___________________________________
out if materials are available for loan or
have been borrowed.
UNESCO EIPICT MODULE 2. LESSON 1 16
___________________________________
___________________________________

Slide 17 What are the Other Modules in ___________________________________

an ILS?
___________________________________

The basic modules are cataloguing,
circulation and the OPAC

Other modules which may be present are: ___________________________________
o Serials management
o Acquisitions
o Interlibrary loan
___________________________________

For a discussion of ILS modules please go
to Integrated Library System Reports: ___________________________________
Vendors info. URL:
http://www.ilsr.com/search2.cfm
UNESCO EIPICT MODULE 2. LESSON 1 17
___________________________________
___________________________________

Slide 18 An Integrated Library System with Web Access ___________________________________

WebPAC

___________________________________
Acquisition Circulation

Web Server
___________________________________
Reference
Cataloguing
LAN Server ___________________________________

Indexing
___________________________________
Serials
and abstracting OPAC

UNESCO EIPICT MODULE 2. LESSON 1 18

___________________________________
___________________________________

15
EIPICT_M2_ST

Slide 19 ___________________________________
Off-the-shelf or Customization?

There are many commercial systems that ___________________________________
are available off-the-shelf. These systems
observe standards for ILS. However, the
needs of libraries are not always met by ___________________________________
these systems.

There are also open-source systems that
can be downloaded from the Internet.
___________________________________

Some are not open-source but are also free.

Many libraries still develop their own ILS. ___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 19
___________________________________
___________________________________

Slide 20 Commercial Library Systems ___________________________________

Access the following sites to know more about
the integrated library systems available on ___________________________________
the market:

AcqWeb's Guide to Automated Library Systems,
Library Software, Hardware and Consulting
___________________________________
Companies

http://acqweb.library.vanderbilt.edu/pubr/opac.html
Integrated Library System Reports: Vendors info
___________________________________
http://www.ilsr.com/search2.cfm
___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 20
___________________________________
___________________________________

Slide 21 Open Source Library Systems

___________________________________
The open source Avanti ___________________________________
model is a collaborative PYTHEAS (OSDLS)
programming infrastructure Learning Access ILS
that co-opts copyright law by
freely releasing source code
phpMyLibrary
GNUTeca
___________________________________
to the general public for any
OpenBiblio
use, modification, and
redistribution without licensing
restrictions(Open Source
Firefly
Greenstone
___________________________________
Initiative 2003) Koha

___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 21
___________________________________
___________________________________

16
EIPICT_M2_ST

Slide 22 Benefits of Library Automation ___________________________________

Improved productivity/efficiency



Better use of information resources through
___________________________________
improved access

Improved resource sharing through the
virtual catalog or network
___________________________________
o Facilitates interlibrary loan
o Reduces duplication ___________________________________
o Avoids duplication of cataloguing effort

Optimizes the use of human and other
resources ___________________________________

Enhances the national and regional
information infrastructure
UNESCO EIPICT MODULE 2. LESSON 1 22
___________________________________
___________________________________

Slide 23 ___________________________________
Benefits to Staff

Development of new patterns of ___________________________________
communication among staff, especially
between computer services and library
staff
___________________________________

Empowerment of the staff in making
decisions ___________________________________

Acquisition of new skills and knowledge
___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 23
___________________________________
___________________________________

Slide 24 Potential Difficulties ___________________________________

Fear of adverse impact on employment ___________________________________

Apprehension that the technology could
be too expensive

The library staff have to undergo
___________________________________
extensive training. New knowledge and

skills are needed.
Lack of support from the management,
___________________________________
may be owing to budget constraints

The need to convert data into machine ___________________________________
readable form

UNESCO EIPICT MODULE 2. LESSON 1 24

___________________________________
___________________________________

17
EIPICT_M2_ST

Slide 25 ___________________________________
Conclusion
___________________________________
 Benefits outweigh disadvantages
 ICTs are here to stay and society is ___________________________________
becoming an information society
demanding the use of ICTs to
improve access to information.
___________________________________
___________________________________
UNESCO EIPICT MODULE 2. LESSON 1 25
___________________________________
___________________________________

End of Lesson 1 Module 2

18
EIPICT_M2_ST

Lesson 2. What Factors Must Be Considered in Planning and

Implementing Library Automation?
Slide 1 ___________________________________
Module 2
Introduction to Library ___________________________________
Automation
___________________________________
Lesson 2
What Factors must be Considered in ___________________________________
Planning and Implementing Library
Automation? ___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 1
___________________________________
___________________________________

Slide 2 ___________________________________
Rationale
___________________________________
Library automation has many
benefits both for the users and the ___________________________________
staff. To be able to apply ICTs correctly
and minimize errors in implementation ___________________________________
it is important to carefully plan for
automation.
___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 2
___________________________________
___________________________________

Slide 3 ___________________________________
Scope
 What factors must be considered in
___________________________________
planning for and implementing library
automation? ___________________________________
 What are the advantages of planning?
What is a Request for Proposal?


 What are the difficulties in implementing

___________________________________
an integrated library system?
 Should you consider using an open source ___________________________________
system?

UNESCO EIPICT MODULE 2. LESSON 2 3

___________________________________
___________________________________

19
EIPICT_M2_ST

Slide 4 ___________________________________
Learning Outcomes
At the end of this lesson, students ___________________________________
should be able to:

Appreciate the importance of planning.

Identify factors that must be considered
___________________________________
in planning and implementing library

automation.
Understand the importance of a
___________________________________
Request for Proposal

Evaluate the pros and cons of using
open source systems.
___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 4
___________________________________
___________________________________

Slide 5 ___________________________________
Library Automation Today
___________________________________
Todays users expect the
automated library system to provide ___________________________________
access to the cataloguing, circulation,
public catalog (OPAC) and acquisitions
modules of the library and also to ___________________________________
provide access through the system to
information in other libraries, CD-ROM
databases on a local area network
___________________________________
(LAN), and the Internet.
UNESCO EIPICT MODULE 2. LESSON 2 5
___________________________________
___________________________________

Slide 6 An Integrated Library System with Web Access ___________________________________

Other libraries
and databases
WebPAC
of Library
___________________________________
Acquisition

Web Server Circulation

___________________________________
Cataloguing
LAN Server Reference
Serials
___________________________________

Indexing
CD-ROM
___________________________________
databases
and abstracting
OPAC

UNESCO EIPICT MODULE 2. LESSON 2 6

___________________________________
___________________________________

20
EIPICT_M2_ST

Slide 7 ___________________________________
Why is Planning Necessary?
___________________________________
The Library must plan for library automation
because
 It has to establish priorities based on need ___________________________________
 It has to determine the ICT competence and
training needs of staff
 It must work within budget constraints ___________________________________
 It must be able to select the right software
 It must address future developments and needs
___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 7
___________________________________
___________________________________

Slide 8 ___________________________________
What are the Basic Steps in
Planning? (1) ___________________________________
Systems analysis phase
 Collect basic statistical information about the ___________________________________
library (# titles, #users, #catalog records,
#materials acquired annually, # materials
circulated annually, other) ___________________________________
 Find out status of the records (are all in
cards? are some in print? is data conversion ___________________________________
from digital format needed)

UNESCO EIPICT MODULE 2. LESSON 2 8

___________________________________
___________________________________

Slide 9 What are the Basic Steps in ___________________________________

Planning? (2)
Systems analysis (continued)
___________________________________

Find out the status of the collection. (Are all
catalogued materials still useable and ___________________________________
used? Is an inventory needed?)
 Find out the ICT competence of the staff. ___________________________________
 Find out systems in use in your institution.
You might need to integrate with the ___________________________________
existing system)
 Budget constraints
UNESCO EIPICT MODULE 2. LESSON 2 9
___________________________________
___________________________________

21
EIPICT_M2_ST

Slide 10 ___________________________________
What are the Basic Steps in
Planning? (3) ___________________________________
Systems design phase
 Set service priorities (What functions are ___________________________________
you going to automate first?)
 Develop a strategic development plan for
the library (not only for automation) with
___________________________________
the help of the staff
 Develop a technology plan based on the ___________________________________
overall goals of the library.

UNESCO EIPICT MODULE 2. LESSON 2 10

___________________________________
___________________________________

Slide 11 ___________________________________
Cost Considerations
___________________________________

Planning and consulting costs

Purchase of the system ___________________________________

Telecommunications costs

Conversion ___________________________________

Operating and maintenance costs

System upgrade

Staff training and recruitment
___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 11
___________________________________
___________________________________

Slide 12 ___________________________________
What are the Basic Steps in
Implementation? ___________________________________
 Create a format specifications document
(RFP) for vendors or ICT staff (If open
source systems will be used)
___________________________________
 Evaluate vendor proposals/ open source
systems against RFP) ___________________________________
 Select/purchase/develop the system
Install


 Create databases ___________________________________

 Train staff and other users
UNESCO EIPICT MODULE 2. LESSON 2 12
___________________________________
___________________________________

22
EIPICT_M2_ST

Slide 13 The RFP ___________________________________

 Instructions for the vendor re submission of bid
 Background information about the library ___________________________________
 Evaluation criteria for the proposals/bids
 Required functional and technical
specifications
___________________________________
 Description of the required functionalities
 Questions re vendor system maintenance ___________________________________
programs and services, site preparation
requirements, delivery and installation
methodologies, system performance ___________________________________
guarantee, vendor training and documentation,
and their detailed pricing and cost strategies
UNESCO EIPICT MODULE 2. LESSON 2 13
___________________________________
___________________________________

Slide 14 ___________________________________
Considerations for Open
Source Systems ___________________________________
 Staff readiness ___________________________________
 Staff knowledge and skill
 Development team ___________________________________
 Availability of Internet access
___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 14
___________________________________
___________________________________

Slide 15 ___________________________________
User/Staff Readiness
___________________________________
 Readiness to accept change
 Training needs ___________________________________
 Training programs
 Participation in planning ___________________________________
___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 15
___________________________________
___________________________________

23
EIPICT_M2_ST

Slide 16 ___________________________________
Database Creation
___________________________________

Inventory and weeding

Matching stock with records ___________________________________

Manual/electronic conversion

Catalog maintenance ___________________________________

Consider standards for future networking
and record exchange
___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 16
___________________________________
___________________________________

Slide 17 ___________________________________
Site Preparation
___________________________________
 Technology needs
o Hardware ___________________________________
o Software
o Network ___________________________________
 Staff and user training
___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 17
___________________________________
___________________________________

Slide 18 ___________________________________
Marketing and Promotion
___________________________________
 Target audience
 Strategies ___________________________________
o Announcements
o Orientation ___________________________________
o Workshops
o Demos and presentations ___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 18
___________________________________
___________________________________

24
EIPICT_M2_ST

Slide 19 Potential Problems in ___________________________________

Implementing Library
Automation ___________________________________
 Lack of staff readiness ___________________________________
 Lack of user readiness
Operating and maintenance costs


 Data conversion
___________________________________
 Hardware not arriving on time
 Telecommunications facilities not available ___________________________________
UNESCO EIPICT MODULE 2. LESSON 2 19
___________________________________
___________________________________

Slide 20 ___________________________________
Conclusion
 Automation in libraries is desirable. It is however, a ___________________________________
complex project and needs to be carefully planned.
Planning ensures success and further
development.
___________________________________
Automation is a means to an end and not the end


itself. Planning for automation must be part of the

___________________________________
strategic development plan of the library.
 Implementation of an ILS is a never ending
___________________________________
process. The future holds many new developments
that need to beUNESCO
addressed.
EIPICT MODULE 2. LESSON 2 20
___________________________________
___________________________________

End of Lesson 2 and Module 2

25
EIPICT_M2_ST

Module 2
An Introduction to Library Automation

Students Text

Appendix

Appendix 1: List of Activities

Appendix 2: Reading/Reference List

Appendix 3: Glossary

26
EIPICT_M2_ST

Appendix 1: List of Activities

Lesson 1
Activity 2.1.1

To learn more about the features of ILS visit the following sites:
Module 2 www.itcompany.com/inforetriever/sys.htm
Lesson 1 www.librarysupportstaff.com/4automate.html
en.wikipedia.org/wiki/Integrated_library_system

Activity 2.1.2

For more information about the MARC standard and UNIMARC visit the
Module 2 following sites:
Lesson 1
http://lcweb.loc.gov/marc/marc.html

http://www.ifla.org/VI/3/p1996-1/unimarc.htm

Activity 2.1.3

To know more about Z39.50 read the article Z 39.50. Part 1 An Overview
Module 2 in Biblio Tech Review: http://www.biblio-tech.com/html/z39_50.html
Lesson 1

Activity 2.1.4

View some OPACs on the Web by visiting homepages of university libraries

Module 2 and linking to their web catalogs. These pages may also be good sources of
Lesson 1 MARC records.

To view a home grown WebOPAC visit: http://rizal.lib.admu.edu.ph

You can also view a consolidated catalog for three libraries at this site as well
as portions of the library catalog for the special collections.

To view a catalog running on an open source system go to:

http://ccfls.org/catalog/search.html

Activity 2.1.5

The basic modules are cataloguing, OPAC and circulation. To find out about
Module 2 other modules go to:

27
EIPICT_M2_ST

Lesson 1 AcqWeb's Guide to Automated Library Systems, Library Software,

Hardware and Consulting Companies.
http://acqweb.library.vanderbilt.edu/pubr/opac.html
Integrated Library System Reports: Vendors information.
http://www.ilsr.com/search2.cfm

Activity 2.1.6

To view a home-grown serials WebOPAC visit: http://rizal.lib.admu.edu.ph

Module 2 and look for the link to the WebOPAC.
Lesson 1

Activity 2.1.7

Visit the following sites for descriptions of big and small systems.
Module 2 http://www.librarysupportstaff.com/4automate.html
Lesson 1 http://www.ilsr.com/search2.cfm

Activity 2.1.8

Visit the following sites for descriptions and examples of open source systems
Module 2 as well as of libraries using them.
Lesson 1 Koha: www.koha.org
Oss4lib open source system for libraries. www.oss4lib.org
To see an opac using open source. http://ccfls.org/catalog/search.html
phpMyLibrary: http://www.phpmylibrary.org
for a discussion go to Open Source Integrated Library Systems An
Overview: http://www.anchil.org/users/eric/oss4ils.htm
For the library system WEBLIS which is based on CDS/ISIS access.
http://portal.unesco.org/ci/en/ev.php-
URL_ID=16840&URL_DO=DO_TOPIC&URL_SECTION=201.html

Activity 2.1.9

Visit the following sites for a discussion of the future of ILS.

Module 2 http://www.libraryjournal.com/article/CA302408.html
Lesson 1 Visit the following site for a discussion of some issues in sharing integrated
library systems.

28
EIPICT_M2_ST

http://www.dpi.wi.gov/pld/sharing.html

Lesson 2
Activity2.2.1

Visit the following sites for sample plans.

Module 2 http://dlis.dos.state.fl.us/bld/Library_Tech/Autoplan.htm
Lesson 2 http://www.documentorsconsultants.com/txtplan%20for%20automation.htm
http://www.ilsr.com/leading.htm

Activity2.2.2

Visit the following sites for descriptions and evaluation of ILS.

Module 2 http://www.ilsr.com/search2.cfm
Lesson 2 http://acqweb.library.vanderbilt.edu/pubr/opac.html

Activity 2.2.3

Visit the following sites for sample RFPs.

Module 2 http://www.ilsr.com/sample.htm
Lesson 2 http://www.webdevelopersjournal.com/columns/writerfp.html

Activity2.2.4

Visit the following sites to view and evaluate some open source systems.
Module 2 www.oss4lib.org/readings/oss4lib-getting-started.php
Lesson 2 www.emilda.org/
www.manageability.org/blog/stuff/how-to-evaluate-open-source-
library/viewlibrary.rider.edu/scholarly/ecorrado/il2004/
http://library.rider.edu/scholarly/ecorrado/il2004/ossfeatures.html

Activity 2.2.5

Visit the web site http://www.greenstone.org. for a description of Greenstone.

Module 2

29
EIPICT_M2_ST

Lesson 2

End of Activities Module 2

30
EIPICT_M2_ST

Appendix 2: Reference/Reading List

1. Cohn, J. M. & Kelsey, A. L. 1996. Planning for Automation and Use of

New Technology in Libraries.
http://web.simmons.edu/~chen/nit/NIT'96/96-065-Cohn.html
2. Harrassowitz. Electronic Journals: A Selected Resource Guide.
http://www.harrassowitz.de/top_resources/ejresguide.html
Module 2 3. IFLA. 1996. Universal Bibliographic Control and International MARC
Core Programme. http://www.ifla.org/VI/3/p1996-1/unimarc.htm
4. Integrated Library System Reports. Sample Request for Proposals (RFPs)
and Request for Information (RFIs) for library automation projects.
http://www.ilsr.com/sample.htm
5. Integrated Library System Reports: Vendors info.
http://www.ilsr.com/search2.cfm
6. Kirby, C. & Wagner, A. The Ideal Procurement Process: The Vendor's
Perspective. http://www.ilsr.com/vendor.htm
7. Library of Congress. MARC Standards.
http://lcweb.loc.gov/marc/marc.html
8. Library of Congress. Z39.50 Gateway to Library Catalogs.
http://lcweb.loc.gov/z3950/gateway.html
9. Library of Congress. Z39.50 Maintenance Agency Page.
http://www.loc.gov/z3950/agency/
10. McNamara, C. Strategic Planning.
http://www.mapnp.org/library/plan_dec/str_plan/str_plan.htm
11. McNamara, C. Basic Overview of Various Strategic Planning Models.
http://www.mapnp.org/library/plan_dec/str_plan/models.htm
12. Millard, M. Tips and Hints on Library Automation and Automated Library
Systems. http://www.ilsr.com/hints.htm
13. National School Boards Foundation. Education Leadership Toolkit.
Planning: Creating a Vision. http://www.nsba.org/sbot/toolkit/cav.html
13. Planning and Evaluating Library Automation Systems.
http://dlis.dos.state.fl.us/bld/Library_Tech/Autoplan.htm
14. Sample RFP. Library HQ. http://www.libraryhq.com/rfp.doc
15. SUNY Library Automation Migration RFP. State University of New York.
Integrated Library Management System. Request for Proposals.
http://ublib.buffalo.edu/libraries/units/cts/ctsplus/sunyrfp.html
16. Swets & Zeitlinger Swetsnet . http://www.swetsnet.com
17. University of Arizona Library. Vision & Mission Statements.
http://www.library.arizona.edu/library/teams/list/missvision.htm
18. University of Illinois Library. Strategic Plan. FY2001-FY2003.
http://www.library.uiuc.edu/committe/strategicplanning/reports/jan00report
.htm
19. University of Wisconsin Madison. Proposal Writing: Internet Resources.
http://www.library.wisc.edu/libraries/Memorial/grants/proposal.htm
20. Wisconsin Department of Public Instruction. Public Library Department.
Library Technology Planning: An Outline of the Process.

31
EIPICT_M2_ST

21. Z39.50. Part 1 - An Overview. Biblio Tech Review. http://www.biblio-

tech.com/html/z39_50.html

Other references are provided in the activities

End of Reference/Reading List Module 2

32
EIPICT_M2_ST

Appendix 3: Glossary
1. Acquisition Section. The section in the library that is concerned with
selecting, ordering, receiving and paying for library materials.
2. Automated library system (ALS). An automated library system is
software that has been developed to handle basic housekeeping functions of
a library. The software may be focused on one library system only or may
Module 2 be capable of manipulating data from two or three modules to perform
another basic function.
3. Barcode number. A representation of a number by means of a code, which
uses vertical lines.
4. Bibliographic database. A collection of bibliographic records that are
stored in a database for easy retrieval.
5. Carpal tunnel syndrome. An ailment characterized by painful wrists
because of inflammation of the joints between the carpal bones. It is
usually caused by repetitive action such as typing on a computer keyboard.
It is one of the ailments known as repetitive strain injury.
6. Cataloging. The process of describing a book using conventions and
standards such as AACR2 and the Library of Congress Classification
Scheme and Subject Heading Lists. Other standards are available and may
be in use in other countries.
7. CDS/ISIS. A powerful information storage and retrieval software
developed by UNESCO. It is distributed free of charge to libraries in
developing countries. The latest version of the software is Windows ISIS.
8. Circulation section. The section in the library that is in charge of lending
books and other materials to users.
9. Copy cataloging. The process of copying catalog entries from other
libraries and adapting them to one's own library. In an electronic
environment, the transfer of records and importation into the library system
is effected by the Z39.50 protocol.
10. Data conversion. The processes of converting data stored in catalog card
into electronic format. It can also mean the processes of converting
electronic records from one format to another.
11. Database. A collection of related files.
12. Electronic catalogs. Catalogs of books, serials, and other library
materials that are online and could be access online. They are popularly
known as OPACs.
13. Electronic indexes. They are similar to catalogs but the records are for
articles from serial publications.
14. Faculty number. A borrower's number assigned to a faculty member. It
is usually his/her employee number.
15. Feasibility study. A document that contains the results of a systems
study, the proposed solutions and financial requirements to implement the
project.
16. Goals. Long-term aims of an institution that are aligned with its mission.
17. Home page. The index or main page that accompanies a Web site.

33
EIPICT_M2_ST

18. Indexing. The process of describing an article and providing it with a

link to the source for purposes of identifying articles and retrieving them.
19. Information networking. The interconnectivity of computers to share
information and other resources.
20. Information storage and retrieval software. A program designed to
store and retrieve information. An example is CDS/ISIS.
21. In-house. Library management or information storage and retrieval
software that is developed by an institution using its own staff and other
resources.
22. Integrated library systems (ILS). An automated library system that is
capable of managing the operations of more than one basic library
functions by sharing the files in the server to perform them. For example,
data from the book catalog master file and the patron master file can be
retrieved and used in the circulation module to perform the circulation
function of the ILS.
23. Interlibrary loan. One of the functions of a library that is a member of a
consortium or network, where materials are loaned to member libraries.
24. Item number. The number assigned to a library document. It may or
may not be the same as the accession number or the bar code number.
25. Library automation. A generic term used to refer to the application of
computers in libraries to automate operations.
26. Library management system. See ALS or ILS.
27. Library networks. The formal organization among libraries that have
agreed to share resources. They may or may not be connected together
electronically.
28. Library software developers. Programmers or groups that develop
automation software for libraries.
29. Library staff. The non-professional personnel of a library.
30. Library system. Software for automating the functions of a library.
31. Library user. The patron, client or user of a library.
32. Local area network. An interconnected group of computers located
inside a room or building.
33. MARC records. The Machine-Readable Cataloging (MARC) formats
are standards for the representation of bibliographic and related
information for books and other library materials in machine-readable
form and their communication to and from other computers.
34. Off-the shelf systems. Ready made commercial ILS packages.
35. OPAC. Online public access catalog that is used to access and retrieve
information about the holdings of a library. It may or may not contain full
text and/ or multimedia and may or may not be connected to the Internet.
36. Reference Section. The section in the library in charge of assisting users
in the conduct of their research. They may also take care of interlibrary
loan requests and document delivery services.
37. Request for proposal. A request for proposal (RFP) is a formal request
for a bid from suppliers of library systems. The RFP is a comprehensive
document that provides the vendor with the outline, purpose, scope,

34
EIPICT_M2_ST

description, minimum requirements, etc, for the system.

38. Security system. The system of providing checks against theft of library
materials. They are usually gates that have electromagnetic detectors and
produce sounds when the materials passing through the magnetic field
have not been properly checked out.
39. Self check-in system. The process of returning materials without the
assistance of the library staff.
40. Self-check out system. The process of borrowing library materials
without the assistance of the library staff.
41. Serials management. The function concerned with the monitoring of
serials acquisitions.
42. Software packages. Programs which are available off-the-shelf.
43. Strategic planning. The process of solving problems in an organized and
logical manner. It is usually not long term but top priority.
44. Systems analysis and design. The process of studying the system and
designing solutions for it.
45. Systems study. Collection of data about the library's operations,
facilities, collection, procedures, staff expertise, etc. In general, the
assessment involves gathering information about user needs and wants
and matching these with what the library can presently offer.
46. Systems requirement study. Specifications for the system based on the
systems study. It is also called systems design.
47. Technology plan. A technology plan is the document that puts the
vision, goals, and objectives in writing. It is an overall plan for all the
technology components of a project. It includes the specifications for
your system requirements, financial estimates, the action plan and the
timetable for the project.
48. Turnkey systems. Turnkey means that the package is ready to use, data
has been converted, and the hardware and network have been installed by
the supplier.
49. UNIMARC. The common MARC format.
50. Vision. A vision is a dream. It is a vivid picture of what you would like
your library to become in the near future. It is based on the mission of
your library, the needs of your users and on the trends in library service.
A vision provides direction and a philosophy for the library.
51. WebOPAC. The online public access catalog that is accessible via the
Internet.
52. Z39.50 standard. The protocol observed in importing and exporting
catalog records through the Internet.

CONGRATULATIONS! YOU HAVE JUST FINISHED MODULE 2

35
Module 2
Introduction to Library
Automation

Lesson 1
What is Library Automation?

UNESCO EIPICT MODULE 2. LESSON 1 1

Rationale

ICTs have changed the way information is

created and distributed. They have also
changed the way libraries select, acquire,
organize and deliver information. Librarians
must adapt to this change and acquire skill in
using automated library systems. This lesson
will introduce the information professional to
library automation.

UNESCO EIPICT MODULE 2. LESSON 1 2

Scope

Library Automation

Automated/integrated library systems

Standards
o MARC
o Z39.50

Online public access catalog (OPAC)/WebOPAC

Available ALS/ILS

Benefits of library automation

Potential difficulties in implementing library
automation

UNESCO EIPICT MODULE 2. LESSON 1 3

Learning Outcomes
By the end of the lesson you should be able to:

Define library automation

Define an automated/integrated library system and
identify its general features

Be aware of standards
o MARC
o Z39.50?

Define an online public access catalog/Web
catalog

Be aware of available ALS/ILS

Identify the benefits of library automation

Identify potential difficulties in implementing library
automation

UNESCO EIPICT MODULE 2. LESSON 1 4

What is Library Automation?
Library automation is the
application of ICTs to library operations
and services. The functions that may be
automated are any or all of the following:
acquisition, cataloging, public access
(OPAC and WebPAC), indexing and
abstracting, circulation, serials
management, and reference.
UNESCO EIPICT MODULE 2. LESSON 1 5
What is an Integrated Library
System (ILS)?
An integrated library system is an
automated library system in which all of the
functional modules share a common
bibliographic database. In an integrated
system, there is only one bibliographic record
for a book. All transactions involving this book
are linked to its bibliographic record. For a
discussion of ILS go to:
www.odl.state.ok.us/servlibs/l-files/glossi.htm
en.wikipedia.org/wiki/Integrated_library_system

UNESCO EIPICT MODULE 2. LESSON 1 6

What are the Advantages of
an ILS?

There is no duplication of records since the
bibliographic database can be viewed
before new records are encoded.

Opportunities for errors are reduced since
the record is entered only once.

Library staff and patrons can view the status
of the material from the OPAC or WebPAC.

Library staff use the same masterfile for
cataloguing, circulation, the OPAC and
other services as needed.
UNESCO EIPICT MODULE 2. LESSON 1 7
What are the General
Features of an ILS?

Functional modules-- most systems offer:
cataloguing, OPAC and circulation. Some ILS also
have additional modules such as acquisitions,
serials management and WebPAC.

Operating systemsSome systems have
proprietary OS. Most systems use Windows. Some
use LINUX, an open source OS.

Database systems major systems normally make
use of DBMS offered by vendors like Oracle and
Informix. Open source systems are also available
and downloadable from the Internet.

UNESCO EIPICT MODULE 2. LESSON 1 8

What are the General
Features of an ILS?(2)

Library automation standards
o Database structureMARC21
o ProtocolZ39.50
o Search features

Network architecture major systems run
on client-server architecture and use TCP-
IP to communicate across networks (LANs
and WANs)

UNESCO EIPICT MODULE 2. LESSON 1 9

The Cataloging Module

Used for the creation, storage, retrieval and
management of bibliographic records and/or
indexes.

Usually there are two different interfaces for search
and retrieval of the electronic catalog : one used by
the catalogers that allows them to maintain the
library database (the main cataloging module), and
one provided for users that allows them to search
and display the results the Online Public Access
Catalog (OPAC).

A third interface for search and retrieval of the
catalog which may or may not be present in some
systems is the WebPAC
UNESCO EIPICT MODULE 2. LESSON 1 10
What is MARC?

The Machine-Readable Cataloging (MARC)
formats are standards used for the
representation of bibliographic and related
information for books and other library
materials in machine-readable form and their
communication to and from other computers.

MARC 21 is the new standard for MARC. For
more information about the MARC 21
standard visit the following site:
http://lcweb.loc.gov/marc/marc.html
UNESCO EIPICT MODULE 2. LESSON 1 11
What is the Importance of
MARC?
The MARC format allows libraries to:

Describe resources in the format that will
enable the library to correctly print,
display, catalog records.

Search for and retrieve certain types of
information within specific fields

Have a common format that makes
sharing bibliographic resources with other
libraries possible

Easily migrate into another library system
without need for re-encoding records.
UNESCO EIPICT MODULE 2. LESSON 1 12
What is Z39.50?

Z39.50 is generally defined as the
information search and retrieval protocol
standard used primarily by library and
information related systems.

The standard specifies a client/server-
based protocol for searching and retrieving
information from remote databases
simultaneously using a single interface.

Read more about Z39.50 by reading this
article: Z39.50. Part 1 - An Overview, from
Biblio Tech Review at
http://www.bibliotech.com/html/z39_50.html
http://www.loc.gov/z3950
UNESCO EIPICT MODULE 2. LESSON 1 13
Why are Standards
Necessary?
Standards are necessary for networking and
for information exchange. For example:

MARC 21 and Z39.50 allow searching,
retrieval and exchange of records across
platforms

Unicode allows encoding, searching and
retrieval of information in different scripts.

UNESCO EIPICT MODULE 2. LESSON 1 14

The Online Public Access
Catalog (OPAC)
 The OPAC is an electronic catalog. It
is the equivalent of the card catalog
but it is searchable online.
 The OPAC could also be Web based
called a WebPAC. The WebPAC is
used by libraries to share bibliographic
information

UNESCO EIPICT MODULE 2. LESSON 1 15

The Circulation Module

The basic components of an integrated
library system are the cataloguing module,
the OPAC and the circulation module.

The circulation system is the transaction
module that allows the system to loan out
and receive returned materials. The
transactions are automatically linked to the
cataloguing module to enable users to find
out if materials are available for loan or
have been borrowed.
UNESCO EIPICT MODULE 2. LESSON 1 16
What are the Other Modules
in an ILS?

The basic modules are cataloguing,
circulation and the OPAC

Other modules which may be present are:
o Serials management
o Acquisitions
o Interlibrary loan

For a discussion of ILS modules please go
to Integrated Library System Reports:
Vendors info. URL:
http://www.ilsr.com/search2.cfm
UNESCO EIPICT MODULE 2. LESSON 1 17
An Integrated Library System with Web
Access WebPAC

Acquisition Circulation

Web Server

Cataloguing Reference
LAN Server

Indexing Serials
and abstracting OPAC

UNESCO EIPICT MODULE 2. LESSON 1 18

Off-the-shelf or
Customization?

There are many commercial systems that
are available off-the-shelf. These systems
observe standards for ILS. However, the
needs of libraries are not always met by
these systems.

There are also open-source systems that
can be downloaded from the Internet.

Some are not open-source but are also free.

Many libraries still develop their own ILS.

UNESCO EIPICT MODULE 2. LESSON 1 19

Commercial Library Systems
Access the following sites to know more about
the integrated library systems available on
the market:

AcqWeb's Guide to Automated Library Systems,
Library Software, Hardware and Consulting
Companies
http://acqweb.library.vanderbilt.edu/pubr/opac.html

Integrated Library System Reports: Vendors info
http://www.ilsr.com/search2.cfm

UNESCO EIPICT MODULE 2. LESSON 1 20

Open Source Library Systems
The open source Avanti
model is a collaborative PYTHEAS (OSDLS)
programming infrastructure Learning Access ILS
that co-opts copyright law by phpMyLibrary
freely releasing source code GNUTeca
to the general public for any
OpenBiblio
use, modification, and
redistribution without licensing Firefly
restrictions(Open Source Greenstone
Initiative 2003) Koha

UNESCO EIPICT MODULE 2. LESSON 1 21

Benefits of Library
Automation

Improved productivity/efficiency

Better use of information resources through
improved access

Improved resource sharing through the
virtual catalog or network
o Facilitates interlibrary loan
o Reduces duplication
o Avoids duplication of cataloguing effort

Optimizes the use of human and other
resources

Enhances the national and regional
information infrastructure
UNESCO EIPICT MODULE 2. LESSON 1 22
Benefits to Staff

Development of new patterns of
communication among staff, especially
between computer services and library
staff

Empowerment of the staff in making
decisions

Acquisition of new skills and knowledge

UNESCO EIPICT MODULE 2. LESSON 1 23

Potential Difficulties

Fear of adverse impact on employment

Apprehension that the technology could
be too expensive

The library staff have to undergo
extensive training. New knowledge and
skills are needed.

Lack of support from the management,
may be owing to budget constraints

The need to convert data into machine
readable form

UNESCO EIPICT MODULE 2. LESSON 1 24

Conclusion

 Benefits outweigh disadvantages

 ICTs are here to stay and society is
becoming an information society
demanding the use of ICTs to
improve access to information.

UNESCO EIPICT MODULE 2. LESSON 1 25

Module 2
Introduction to Library
Automation

Lesson 2
What Factors must be Considered in
Planning and Implementing Library
Automation?

UNESCO EIPICT MODULE 2. LESSON 2 1

Rationale
Library automation has many
benefits both for the users and the
staff. To be able to apply ICTs correctly
and minimize errors in implementation
it is important to carefully plan for
automation.

UNESCO EIPICT MODULE 2. LESSON 2 2

Scope

What factors must be considered in
planning for and implementing library
automation?

What are the advantages of planning?

What is a Request for Proposal?

What are the difficulties in implementing
an integrated library system?

Should you consider using an open source
system?

UNESCO EIPICT MODULE 2. LESSON 2 3

Learning Outcomes
At the end of this lesson, students
should be able to:
 Appreciate the importance of planning.
 Identify factors that must be considered
in planning and implementing library
automation.
 Understand the importance of a
Request for Proposal
 Evaluate the pros and cons of using
open source systems.

UNESCO EIPICT MODULE 2. LESSON 2 4

Library Automation Today
Todays users expect the
automated library system to provide
access to the cataloguing, circulation,
public catalog (OPAC) and acquisitions
modules of the library and also to
provide access through the system to
information in other libraries, CD-ROM
databases on a local area network
(LAN), and the Internet.
UNESCO EIPICT MODULE 2. LESSON 2 5
An Integrated Library System with Web
Access Other libraries
and databases
WebPAC
Acquisition of Library

Web Server Circulation

Cataloguing Reference
LAN Server
Serials

CD-ROM
Indexing
databases
and abstracting
OPAC

UNESCO EIPICT MODULE 2. LESSON 2 6

Why is Planning Necessary?
The Library must plan for library automation
because

It has to establish priorities based on need

It has to determine the ICT competence and
training needs of staff

It must work within budget constraints

It must be able to select the right software

It must address future developments and needs

UNESCO EIPICT MODULE 2. LESSON 2 7

What are the Basic Steps in
Planning? (1)
Systems analysis phase

Collect basic statistical information about the
library (# titles, #users, #catalog records,
#materials acquired annually, # materials
circulated annually, other)

Find out status of the records (are all in
cards? are some in print? is data conversion
from digital format needed)

UNESCO EIPICT MODULE 2. LESSON 2 8

What are the Basic Steps in
Planning? (2)
Systems analysis (continued)
 Find out the status of the collection. (Are all
catalogued materials still useable and
used? Is an inventory needed?)

Find out the ICT competence of the staff.

Find out systems in use in your institution.
You might need to integrate with the
existing system)

Budget constraints
UNESCO EIPICT MODULE 2. LESSON 2 9
What are the Basic Steps in
Planning? (3)
Systems design phase

Set service priorities (What functions are
you going to automate first?)

Develop a strategic development plan for
the library (not only for automation) with
the help of the staff

Develop a technology plan based on the
overall goals of the library.

UNESCO EIPICT MODULE 2. LESSON 2 10

Cost Considerations
 Planning and consulting costs
 Purchase of the system
 Telecommunications costs
 Conversion
 Operating and maintenance costs
 System upgrade
 Staff training and recruitment

UNESCO EIPICT MODULE 2. LESSON 2 11

What are the Basic Steps in
Implementation?

Create a format specifications document
(RFP) for vendors or ICT staff (If open
source systems will be used)

Evaluate vendor proposals/ open source
systems against RFP)

Select/purchase/develop the system

Install

Create databases

Train staff and other users
UNESCO EIPICT MODULE 2. LESSON 2 12
The RFP

Instructions for the vendor re submission of bid

Background information about the library

Evaluation criteria for the proposals/bids

Required functional and technical
specifications

Description of the required functionalities

Questions re vendor system maintenance
programs and services, site preparation
requirements, delivery and installation
methodologies, system performance
guarantee, vendor training and documentation,
and their detailed pricing and cost strategies
UNESCO EIPICT MODULE 2. LESSON 2 13
Considerations for Open
Source Systems

Staff readiness

Staff knowledge and skill

Development team

Availability of Internet access

UNESCO EIPICT MODULE 2. LESSON 2 14

User/Staff Readiness

Readiness to accept change

Training needs

Training programs

Participation in planning

UNESCO EIPICT MODULE 2. LESSON 2 15

Database Creation
 Inventory and weeding
 Matching stock with records
 Manual/electronic conversion
 Catalog maintenance
 Consider standards for future networking
and record exchange

UNESCO EIPICT MODULE 2. LESSON 2 16

Site Preparation

Technology needs
o Hardware
o Software
o Network

Staff and user training

UNESCO EIPICT MODULE 2. LESSON 2 17

Marketing and Promotion

Target audience

Strategies
o Announcements
o Orientation
o Workshops
o Demos and presentations

UNESCO EIPICT MODULE 2. LESSON 2 18

Potential Problems in
Implementing Library
Automation

Lack of staff readiness

Lack of user readiness

Operating and maintenance costs

Data conversion

Hardware not arriving on time

Telecommunications facilities not available

UNESCO EIPICT MODULE 2. LESSON 2 19

Conclusion

Automation in libraries is desirable. It is however, a
complex project and needs to be carefully planned.
Planning ensures success and further
development.

Automation is a means to an end and not the end
itself. Planning for automation must be part of the
strategic development plan of the library.

Implementation of an ILS is a never ending
process. The future holds many new developments
that need to beUNESCO
addressed.
EIPICT MODULE 2. LESSON 2 20