Download - Librarianship in the Arab World

ht. Libr. Rev. (1988) 20, 233-245

Librarianship in the Arab World ‘I’. ALQUDSI-GHABRA*

INTRODUCTION

In the following article I point out the main characteristics of librarianship in developing countries in general, then I discuss the status of librarianship in the Arab countries specifically.

The risk of overgeneralization in talking about a large number of nations should not be underestimated, but it is very important to remember that these nations share general problems. These problems vary in degree from one country to another; however, case area studies should enable us to overcome the generalization problem when talking about a particular nation.

SCOPE OF THE REVIEW

‘This review is defined within the following limits:

(1) To place the problem within its sociocultural and economic context, I looked for background material about the developing nations. Then, I chose material about the Arab-speaking countries that are representative of issues within the field.

(2) I looked for problems addressed in the literature and proposed solutions or major actions. Active professional, national, and international agencies are covered.

(3) Books, as well as journal articles, are included. The fact that there are only a few books published in the field of comparative or international librarianship is obvious.

The literature reviewed falls into the following categories:

i I ) Material on international and comparative librarianship, practices in and status of libraries in the developing countries.

(2) Descriptions, problems, and future prospects (as represented in the literature) oflibraries and librarianship in the Arab world generally, or in a specific Arab country.

(3) Issues concerning Arab Librarianship not raised or emphasized in the literature.

* Litwary Dcpartmrnt, Kuwait IJnivrrsity, Kuwait

0020 78371881000233 + 13 $03.00,‘0

234 I- . ALQUDSI-GHABRA

LIBRARIES AND LIBRARIANSHIP IN THE

DEVELOPING COUNTRIES

In the literature, two terms are used to refer to studies of library systems in other cultures: “international librarianship”, and “comparative librarianship”. Some authors feel that “comparative librarianship” is part of “international librarianship”, but the two terms are frequently used interchangeably in the literature. John F. Harvey, in Comparatiue and International Library Science, feels that the majority of publications refer to international rather than comparative studies.’ This review is written with the understanding that the term “comparative librarianship” refers to the study of “libraries and related institutions in the context of various cultures”.’

In fact, the term is fairly new. Its first use dates back to 1954, when C. Dane published two articles based on his experience in a study group at the Graduate Library School of the University of Chicago. Ten years passed without the term appearing again in the literature. In 1964 D. J. Foskett used it in a lecture at the University of Michigan.” Since the mid-1960s, interest in the field has grown.

Magnus Johns asserts that human recources are an important part of the wealth of a nation. In Libraries in Oral- Traditional Societies, he talks about the developing countries, where illiteracy is a major problem that hinders development and where human resources are wasted.4 Because the major means of communication in traditional societies is by oral, face-to-face encounters, an informal system of teaching, which represents an old cultural tradition, and which composes the repertoire ofwhat has been preserved by means ofmemory, exists. In such societies, a system of communication resistant to communication by means of print is a common phenomenon. Print threatens group solidarity. It “encourages privatization, the lonely scholar and the development of private, individual points of view”.” Thus, printed means of communication are not tolerated in a closed system that is usually domi- nated by the tribe, clan, or family.

Illiteracy, a problem that librarians could play a large role in solving, is addressed extensively in the literature. Librarians, among all professionals, should be aware of the potential of education and the written word. They should be active participants in promoting education. Through campaigns that bear in mind that an educated person is

‘.J. Harvey (1977:. Comparative and International Lihrq Srzenre, p. vii. N.F. Scarecrow I’rcss. ‘S. Simsova (1982). 11 Primer qfComparatiue I,ihrarianship, p. Il. I.ondom Clive Bingley. ’ S. Simsova (1975). A Handbook oJC’onrparatiue Lihrarianshzp, p. I 1. London: Clivr Bin&y. “M. Johns (1979). L’b 1 raries in oral-traditional societies. ht. f,?hr. Keo. 11, 321. 5 Ibid., p. 326.

LIBRARIANSHIP IN THE ARAB WORLD 235

a productive person, libraries could increase the developing world’s investment of human resources by broadening the library’s clientele and, consequently, the book trade and readership.’

Within a context of limited resources, particular social conditions and political institutions, the developing nations share problems that are being addressed extensively in the literature. One of the earliest works, considered a classic in the field, is Librarianship in the Developing Cow&es, by Lesther Asheim ( 1966). The work describes the philosophy, practices, and problems of librarianship in the developing nations. Meanings, roles, and status are attributed to libraries that are very different from those in the developed nations. The following major points are covered in the book:

(1) Di$erenl connotations allached to di$renl concepts: Meanings attributed to what a public library is, or what children’s services would include. The concept of library would have different connotations from that in the developed nations.

(2) DiJerent policies for di$renl p rote d ures: Problems of access to information as a result of closed-stack policies, arrangement of card catalogs, and restrictions on users, such as cash deposits for borrowing books.

(3) Di$erent perceptions qf services: Reference services never mean searching through a variety of sources.

(4) Acquisilionpolicies: Gifts and exchanges are accepted immediately and constitute a good part of the collection.

(5) Librarian’s role: Librarians never select the material that comes into the library. Their ,job is to assign classification numbers and create a card catalog.

(6) Significance of libraries: Funds for library development are a low priority, indicating libraries’ importance in government plans.

(7) Importance of librarians: Status of professional librarians is low, therefore, salaries are low also.

A major question is raised in Asheim’s study: How does the patron find the material? The author stresses that it is a “question that’s never dealt with. In fact, the whole purpose of people present in the library is a matter of using the premises, not the books.“” Are services to readers important? What is more important, the user or the book? These questions are well defined for librarians in the West, but librarians in the developing countries have to look for their own answers. Answers to these questions constitute the philosophy of the profession and, until

’ H. M. Kibirgir (1977). L‘b 1 rdrirs and illiteracy in dcvcloping countries: A critical assessment. I.ibri: Internatzonal Library Kmew 27, 60.

I’ L. Ashrim (1966). 6bml-ianrhip in the Dewlopin~q Countnn, p. I 1. Chicago: University of Illinois I’rrm

236 T. ALQUDSI-GHABRA

librarians determine what their role is, their work will lack direction. Problems oflibrarianship in the developing countries touch on almost

every aspect of the field. Jigekuma A. Ombu in Acquisition Problems in Developing Countries addresses some problems in this area. Government bureaucracies and ignorance of the need for libraries are addressed. The developing nations suffer from an underdeveloped economic structure, a structure that is essential to a publishing industry. Lack of an organized book trade creates a state of dependency on materials obtained from the developed nations. In addition, only a small sector of the population is highly educated, which hinders the growth of a publishing industry that could be of interest to more than .just an elite group.

A close interrelation exists between the cultural context, education system, and libraries, so the lack of professional librarians with the necessary skills to improve the profession and service is a major short- coming. The fact is, “library education reflects a country’s system of libraries, and the library system reflects the culture of the nation”.’

In Waiting for Technology: An Overview of Bibliographic Services in the Third World, Dorothy Anderson summarizes several problems common to developing nations: “lack of library standards, of library legislation, oflibrary planning at the national level, ofprofessional education within the countries, with a shortage of libraries and a lack of an active professional library association”.’ These problems, needless to say, can- not be solved by high technology or by economic assistance only. They are products of the system, and dealing with them requires more insight into proposing or planning solutions.

The expansion within information science is reflected in assessments of problem-solving in Third World countries. The growing need for communication and information retrieval has given rise to great interest in common problems. In Automation for Libraries in Developing Counhies, Louise van Niel states that automation should make the maximum use of all available resources: people, materials, money, and machines. Librarians should also be aware that machines will need to be repaired and serviced. Related to this awareness is the need to cost-benefit analyses before computerization.

Most of the literature on information science and information control in the developing countries stresses the need for system analysis in situations where people think technology is the ultimate solution. The literature of the 1960s reflects a trend that calls for technology transfer,

’ Harvey, Comparatiue and International Library Science, p. 148. ’ D. Anderson (1983). Waiting for technology: An overview of bibliographic services in the

Third World. IFI.A Journal 9, 288.


Everyone assumed that the benefits would outweigh the costs. Robert F. Munn’s Appropriate Technolou and Information Services in Developing Countries talks about two approaches taken by librarians from developed countries to help their counterparts in the developing countries. One, a “traditional” approach, seeks to strengthen collections, train the staff, and construct the buildings. The second approach is “futuristic”. It seeks to make maximum use of the latest technology.’ The author concludes with the importance of determining the usefulness and feasi- bility of a project for a particular country before initiating it, that is, the suitability of the project to the fiscal and labor resources of the recipient country and its ability to produce visible and useful results.

Careful planning when applying information technology is addressed in several articles in the more recent literature. Lamia Salman, in The Information Needs of the Developing Countries: ilnal_yticaL Case Studies, addresses “under-utilization of existing information and voices the need fbr a new approach to these matters by international organizations”.” Information services in the Third World have developed mostly within the last decade. Common problems have been encountered by all of them:

(1) Infrastructure for a national information system either exists or is about to exist. Yet, lack of funds and policymakers’ participation continues to be a problem.

(2) There is a shortage of skilled labor, and what there is, is poorly paid.

(3) Under-utilization of information results from the discrepancy between what is provided and what is needed or desired.

(4, Access to locally produced information is unsatisfactory. 15) The introduction of new technologies does not take into account

telecommunications reliability, its low level of use, or untrained staff.”

Salman proposes remedies based on the problems as listed above. The role of different organizations in the developing nations is impor-

tant. David Spiller points out that there are 44 organizations listed in the International Guide to Libraries and Information Science Associations, many of them regional.4 UNESCO (1964) (United Nations Educational, Scientific, and Cultural Organizationi is a major information science

’ R. F. Mum (1978). Appropriate technology and information scrviws in drveloping countrim. ht. Lzbr. Reo. 10, 24.

’ I,. Salman ! 1981). Information needs of the developing countries: Analytical case studies. I ‘,VkXO Journal of InJbrmation .Sciencr, Librarianship and Archive., Administration 3, 241.

‘Ibid., pp. 242 245. ‘D. Spiller (1979). Intcmational organizations and their rffr~r upon librarim of dc\cloping

c onntrim. In/. Libr. Reo 11, 34 I.


organization. Its General Information Program (GIP) combines the National Information System (NATIS) and the World System of Scien- tific and Technological Information (UNISIST). Among the publications and studies it has published is the UNESCO Journal of In&r- mation Science, Librarianship and Archives Administration (1979) (superseded by the UNESCO Bulletin for Libraries 19761979)) which raises issues related to librarianship.

IFLA ( 1927) (the International Federation ofLibrary Associations) is another such organization. One of its major activities is UBC (Universal Bibliographical Control), which aims at creating “a network of national and bibliographical agencies, each producing full and authorita- tive records of the national output of publications and making the record available through an International Communication System”.’ UNESCO and IFLA are cooperating in the UAP (Universal Avail- ability of Publications), a program that researches the availability of publications through inter-library lending. UNESCO and IFLA’s interest in international standardization of equipment, procedures, and codes of practice and cataloging, has produced the ISBD (International Standard Book Descriptions), the ISBN (International Standard Book Number), and the ISDS (International Serial Documentation System). It has also produced UNIMARC, an international exchange format, as another step toward UBC. IFLA publishes a journal in addition to its other publications. These publications, together with the UNESCO publications, present a consensus of opinion on important subjects, facilitating the placing and the actual transformation of knowledge.

LIBRARIES AND LIBRARIANSHIP IN THE ARAB-SPEAKING COIJNTRIES

Within the context of the developing countries, the Arab world has problems that are typical of library systems in the Third World as a whole. Yet close examination reveals specific characteristics that could be labeled as unique to the Arab situation.

Historically speaking, this region has had several centers of civilization that have peaked at one time or another. Mesopotamia with its old libraries of clay tablets is witness to one ancient civilization. The library of Alexander the Great has also survived. For centuries, Cairo, Baghdad, and Damascus have been centers for several civilizations and powers that have emerged in the region.

Great diversity exists within the Arab countries; however, two sets of common characteristics can be identified.

’ Ibid., p. 345.


(1) %mJ or d an, Lebanon and Syria, among others, suffer from a poor economic structure and shortage of funds which continue to be major obstacles to development.

(2) Saudia Arabia, the Gulf States, Iraq and Libya are what is referred to as “rich oil countries”.

The Beirut Seminar (December 1959) and the Cairo Seminar (October 1962), both UNESCO regional seminars, mark the beginning of interest in libraries in the Arab world.’ These seminars were held to discuss the region’s need for library training. At the time, there was only one undergraduate school for library science in Egypt. Occasional short courses provided library training in other parts of the Arab world.

Nasser Sharify’s study published in Libra9 Trends in 1963, identified library problems in the Arab and Middle Eastern countries as being related to lack of professional literature and journals, of well-equipped libraries for demonstration purposes, and of proper status for librarians. He suggested sending people abroad for the purpose of getting a professional education. He concluded by stressing the need for a library school in each country and a carefully devised program that is well- matched to the needs of the particular country. More than twenty years later, many of these problems still persist.

Although the number of studies has increased since the 1960s a good portion of the literature published about librarianship in the Arab countries is descriptive---a serious problem with the literature on librarianship in the developing countries generally. Many of the articles describe a library or a library system, but do not attempt to analyze problems and suggest solutions based on the specific context dealt with.

A series of articles about libraries in ,Jordan in 1973 entitled The Jordanian Library Scene, 1.973, exemplify these descriptive studies. These articles describe the status of libraries and legislation concerning them. They list the different types of libraries on both the East and West Bank of%Jordan, and describe their collections, services, staff, and the training or education of library personnel. They noted? though, that the Jor- danian Library Association, established in the early 1960s is among the most active library associations in the Arab countries. The Academic Library ofJordan University is well organized and open to the public. It is also the Depository Library of UN publications. Jordan’s problems in librarianship result from the “brain drain” and a shortage of funds. As a result of the war and the Palestinian problems, many Jordanians, who are mostly Palestinians, either leave for the Gulf States for a better salary or, in some cases, leave the Arab world altogether.

’ N. Shady (1963). Unitrd Arab Republic !E:gyp), Iran, Iraq. Lebanon, and Syria. Librq Trund~\ 12, 228.


Egypt also suffers from a shortage of funds and a serious lack of professionals. Having the earliest program of librarianship in the area has not solved Egypt’s problems; professionals still emigrate to the Gulf States in search of better salaries. The number of students in Egyptian universities continues to rise, but the number ofvolumes in the libraries does not keep pace, even though historically speaking, Egypt has the largest book-publishing industry in the Arab world. Countries like Egypt, the potential leader of the Arab world in many spheres, have been handicapped by a serious lack of funds.

Lebanon until recently had the American University of Beirut Library as one of the best-organized, best-developed research libraries in the Middle East. Beirut University College also had an AA program for library science. However, it is now hard to assess the situation in the Lebanon, as a result of the war.

The wealthier part of the Arab world has not been able to solve its problems, even though the funds are available. Construction, materials acquisition, and technology transfer have skyrocketed, especially during the last decade, yet library problems continue to be serious.

A. Sharif divides the factors affecting librarianship and library education in the Arab world into two types, positive factors and negative factors. Major negative factors concern the lack of national library planning. Various activities encourage the development of information policies and plans, yet they are unable to bring about real change. Lack of cooperation between libraries is widespread. As a consequence, exchange of information and bibliographic control are of great concern to all Arab countries. The lack of minimal library standards is also a core problem, as is these countries’ dependence on foreign language materials.

Very basic to library problems in the Arab countries is the lack of supportive legislation. Khurshid’s study of libraries and librarianship in Saudi Arabia points out that even in rich countries, the role of libraries in society is still limited and sometimes questioned.’

The status of book publishing and the traditional system of education are other negative factors, according to Sharif, as are the lack of literature on librarianship, poor or nonexistent library education, and the lack of professional library associations to foster the profession.

Sharif listed positive factors that affect library development in the Arab countries. Quran and the Arabic language are a unifying force in the Arab world. In addition to AIESCO and UNESCO’s various contributions, he cites the increasing number of graduates from library schools as another positive factor.

’ Z. Khurshid (1980). Libraries and Librammhip in Saudi Arabia p. 29. Karachi: Mahmood Kahn.


In 198 1, Sharif published another article discussing the development of professional library education in the Arab countries. He listed two types of education, professional and sub-professional: the sub-professional type is common in organizations, associations, and universities; the professional type is attached to the universities. Professional library education is offered in some countries as the “postgraduate” as well as the “undergraduate” level. Postgraduate library education was offered by the University of Baghdad (a IO-month program), the University of Riyhad, Saudi Arabia (one year), the Department of Librarianship at Cairo University (two-year diploma after the B.A., three years for the Masters, and five years for the Ph.D.), and in Morocco (a two- year program leading to the Masters). Several undergraduate-level programs exist in the region, one at Cairo University, two in Saudi Arabia, one in Sudan, one in Iraq, one in Libya, and one in Morocco. In addition, Cairo University offers a two-year diploma, and Beirut University College, since 1970, has given a two-year course leading to the AA. Bouazza and Nimcr, in their article on library education in Tunisia and Jordan, do not describe the programs in the two countries, but show that library education did not exist in Jordan before 1958 or in Tunisia before 1964. According to Sharif, “there are no training facilities in Syria, Yemen, Democratic Republic ofYemen, United Arab Emirates, Qatar, Oman and Bahrain, and, therefore, librarians are trained abroad--usually in the Arab Republic of Egypt or the United States”.’

Administrative and environmental factors work together to hinder the retrieval and dissemination of information resources. Standard- ization and coordination are lacking on both the national and the regional levels. M. A. K. Madkour asserts that “a fundamental con- tradiction prevalent in Arab countries must be underscored, i.e., information is a much-needed commodity in the overall development of these countries, yet the awareness of the value of effectively applied information is fairly non-existent”.’ All evidence confirms that what is needed is far more than buildings, collections, and training of professionals. User education should be a major concern. Developing interest in the library as an institution for a real change is essential to library development in the region.

Regional Activities and Organizations In spite ofall these problems, different organizations have made numer- ous attempts to rectify the situation. The most recent attempt is co-

’ A. Sharil’ (1981). The devrlopment of professional library education in the Arab countries. In/. fibr. Km 13, 91.

M. A. K. Madkour (1980). Information processing and retrieval in Arab countries: Traditional approacha and modern potentials. I:NESSCO ,/oumal oflnJormation S&m, Librarianship and Arch&J .Idminiriration 2. 103.


operation among the Gulf states, which has given birth to the first general library association, the Gulf Area Library and Information Association. Other forms of cooperation have been sponsored by international organizations like UNESCO and IFLA. A supra-Arab body established in 1970 is the Arab League Educational, Cultural and Scientific Organization (ALESCO). Countries contribute to ALESCO on the basis of their national income. The Department of Docu- mentation and Information serves as a depository for Arab publications; it has a library and issues a monthly publication, Al-hrlaktabah (the Library).

ISSUES NEEDING MORE ATTENTION IN THE LITERATURE

(1) Analytical studies about libraries are rare. More stress on major issues is needed.

(2) Studies that propose solutions never attempt to go beyond the general. How to improve library education, how to build a library collection that meets certain needs, or how to improve technology transfer, are topics that are not represented in the literature.

(3) Library networking, resource sharing, and cooperative library processing as a far better solution to library programs in the long run for all the parties concerned should be emphasized.

(4) The need for systems analysis before planning any new library building or information system should be brought out.

(5) The effect of wars on libraries and librarianship is never dealt with. The war in Lebanon, as well as the Iraqi-Iranian war, have both destroyed or at least impeded the development of two formerly active centers in publishing and research in the region.

(6) Assessment and re-evaluation of projects started are needed in order for future plans to take previous experiences into account. Are countries providing what they should, and why and how could services be improved?

CONCLUSION

Problems in librarianship in the Arab countries are typical ofdeveloping countries. For any change to occur, these countries must realize the value of libraries and their potential. Library legislation and funding will be requisite. Within the context of the Arab world, careful planning, networking, and resource sharing are essential for better librarianship.


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