Library Science Studies in Latin America and the Caribbean A Numerical and Interpretative Approach Adolfo Rodríguez

The socio-historical background Aboriginal population: culture, language, religion, folklore Aboriginal population: culture, language, religion, folklore The colonial period The colonial period  Cultural diversity between conquerors: Anglo- Saxon, Hispanic-Portuguese, Dutch, Germans, French The independent life (democratic government, conservative government and dictatorships). The independent life (democratic government, conservative government and dictatorships).

The educational system as a colonial heritage The Anglo-Saxon System The Anglo-Saxon System The higher education begins with general studies in order to be able to get a master or a doctorate in a specific field The Hispanic-Portuguese System The Hispanic-Portuguese System The higher education begins after 12 years of studies and constitutes the first professional level (Licenciatura), after that, there is the postgraduate level: master, doctorate and post doctorate.

The Library Science Studies in Latin America and the Caribbean Its main characteristics are: Its main characteristics are: There is a high variety in the level and scope of the curricula The curricula is designed to focus in different aspects of the discipline There is curricula focused on preparing special librarians (school, public and academic librarians or only in training personnel).

Today’s objective To present a clear panoramic on the current situation and trends of the library science studies in Latin America and the Caribbean To present a clear panoramic on the current situation and trends of the library science studies in Latin America and the Caribbean In order to accomplish the above, this study compares the available directories of the library science schools in the area. In order to accomplish the above, this study compares the available directories of the library science schools in the area.

Data dispersion There are several Web sites that listed Departments and Schools of library science worldwide, but the information corresponding to Latin America and the Caribbean is obsolete and incomplete There are several Web sites that listed Departments and Schools of library science worldwide, but the information corresponding to Latin America and the Caribbean is obsolete and incomplete On the other hand, there are a few printed directories and although they have not been updated recently they seem to be more complete and reliable On the other hand, there are a few printed directories and although they have not been updated recently they seem to be more complete and reliable There are great difference between sources about the number of schools, programs and the countries they belong to. There are great difference between sources about the number of schools, programs and the countries they belong to.

The main sources are: Fang and Nauta’s International guide to library and information science education (1985) Fang, Stueart and Tuamsuk’s World guide to library archive and information science education (1995) Maris and Giunti’s Planes de estudio de las escuelas de bibliotecología, archivología y museografía de Iberoamérica (1999).

Comparison between Fang (1985), Fang (1995) and Maris (1999) SourceSchools Schools with known Programs Countries Fang (1985) countries Fang (1995) countries Maris (1999) countries

LIS Programs' Level According to their Source SourceTotal programs Technical (Less than 3 years) Post- Secondar y Tertiary Undergrad uate Tertiary Graduate Tertiary Postgrad uate Fang (1985) 96 (100%) 1 (1%) 25 (25% 57 (59%) 14 (15%) Fang ( (100%) 7 (12%) 41 (69%) 10 (17%) 1 (2%) Maris (1999) 128 (100%) 23 (18%) 32 (25%) 51 (40%) 17 (13%) 5 (4%)

Web Directories of LIS Schools SourceSchools Associaçao Brasileira de Educaçao em Ciencia da Informaçao 79 Directorio de Instituciones sobre el Área de Bibliotecología y Ciencias de la Información en Iberoámerica y el Caribe (INFO LAC) 51 Centro de Servicios y Recursos para Bibliotecas y 40 Escuelas y Departamentos de Bibliotecología 36 UNESCO Libraries Portal 21 World list of Departments and Schools of Information Studies, Information Management, Information Systems 21

LIS Schools established per decade DecadesFang 1st edFang 2nd edMaris Without date Total

The influences The American School The American School The European School The European School UNESCO’s Programs. UNESCO’s Programs.

LIS Programs’ Level by Country, Maris (1999) CountryTotal programs Technical (less than 3 years) Post- secondary Tertiary undergradua te Tertiary graduate Tertiary (post- graduate) Argentina Bolivia 211 Brazil Chile 422 Colombia 514 Costa Rica 6141 Dominican Republic 321 El Salvador 11 Guatemala 11 Mexico Panama 11 Paraguay 211 Peru 5221 Puerto Rico 22 Uruguay 11 Venezuela 22 Total 128 (100%) 23 (18%) 32 (25%) 51 (40%) 17 (13%) 5 (4%)

LIS Teaching Levels and Characteristics (1) Level%Characteristics Training18 Remedial, On-the-job training of employees. During a few months. It is not clear whether it begins after 12 years of schooling. It does not offer disciplinary bases Technical25 It covers 3 years of study as a post- secondary school. In some countries it is equivalent to a professional level 43%

LIS Teaching Levels and Characteristics (2) Level%Characteristics TertiaryUndergraduate40 It is the first professional level. It requires 12 years of previous studies. It usually extends from 4 to 5 years. A thesis is required to conclude this level Tertiary Post-graduate Master’s 13 It requires years of previous schooling.Its duration implies 2 or 3 years.While in a few countries it has a professional character, in others it is an initiation to a disciplinary research

LIS Teaching Levels and Characteristics (3) Level%Characteristics TertiaryPost-graduateDoctorate4 It develops the ability to perform research work independently. It takes 4 to 5 years. There are 2 options: a) To perform research with the help of a tutorial committee, or b) To attend several courses In both cases the student has to submit a dissertation that implies a disciplinary advance

Archival Science (AS) Study It is separated from the library science studies It is separated from the library science studies It is taught in institutions and schools different from those of library science, as if there were no connection between them It is taught in institutions and schools different from those of library science, as if there were no connection between them There are three levels according to their duration: There are three levels according to their duration: Less than 3 years 3 years More than 3 years.

AS Schools and Programs According to the Source SourceSchoolsPrograms Fang (1985) 34 Fang (1995) 77 Maris (1999) 1824 Associaçao Brasileira de Educaçao em Ciencia da Informaçao 1919 UNESCO Archives Portal 45

AS Programs’ Level According to their Source SourceTotal Programs Technical (less than 3 years) Post- secondary Tertiary undergraduate Tertiary graduate (Master’s degree) Fang (1985) 4 (100%) 1 (25%) 3 (75%) Fang (1995) 7 (100%) 6 (86%) 1 (14%) Maris (1999) 22 (100%) 5 (23%) 13 (59%) 4 (18%)

Conclusions The educational system has affected the main features of teaching in library science The educational system has affected the main features of teaching in library science Latin America followed the European pattern at the beginning of the 20 th century and the American pattern at the mid-twentieth century Latin America followed the European pattern at the beginning of the 20 th century and the American pattern at the mid-twentieth century Information about the quantity of schools and programs varies largely Information about the quantity of schools and programs varies largely There is no agreement regarding the number of schools and programs There is no agreement regarding the number of schools and programs

Conclusions (2) Programs’ levels vary from only training to postgraduate Programs’ levels vary from only training to postgraduate The most common of all is the Bachelor’s degree (20 years of study) The most common of all is the Bachelor’s degree (20 years of study) Except Jamaica, the less developed area is the Non-Latin Caribbean, where they do not have any library science college Except Jamaica, the less developed area is the Non-Latin Caribbean, where they do not have any library science college A census must be done about schools and programs in Latin America and the Caribbean in order to learn more about the teaching situation in library science in the area. A census must be done about schools and programs in Latin America and the Caribbean in order to learn more about the teaching situation in library science in the area.