PAPER 1 -UNIT 1

RPSC COLLEGE
LIBRARIAN

Saket Sharma
 UNIT- 1

Knowledge: Definition, Growth, Types and Value. Information: Types, Characteristics, Nature and
use. Conceptual difference between Data Information and Knowledge. Capturing tacit knowledge –
methods. Knowledge codification – tools and procedures. Knowledge Mapping; Knowledge testing;
Knowledge transfer. Reflection: Comprehend the tasks associated with knowledge management.

Knowledge Management System and Tools: Knowledge management tools, Data mining. Managing
knowledge workers.

Knowledge Management Portals: Knowledge Management in Library and Information Centers.

Knowledge creation and knowledge architecture – Nonaka’s model, K.M. Systems

Information Society: Genesis, Characteristics and Social and economic applications. Information
Literacy: Concept, types and Models. Information as a Resource commodity. Information Transfer
Cycle – Generation, Collection, Storage and Dissemination. Communication – Channels, Models and
Barriers. Intellectual Property Rights, and Intellectual Property Protection (IPP), WIPO (World
Intellectual Property Organization), Copyright, Censorship – Print and non Print Media. Library and
Information Policy at National Level. Right to Information Act. Information Technology Act.
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Knowledge: Definition, Growth, Types and Value

Defining knowledge universally is challenging. Scholars offer various perspectives depending on their field.
Here's a working definition for our discussion:
Knowledge is a structured product of human intellect.
It combines:
Personal experience
Skills
Contextual understanding
Assimilated information
Knowledge is communicable.
Recording experience, data, and information allows for sharing and growth.
This definition incorporates elements from various approaches, including:
The Random House Dictionary: Familiarity with facts, understanding, and information.
The "recognition" approach: Shaping experiences into identifiable mental forms.
Daniel Bell: Organized statements of facts, ideas, and judgments.
Alvin Toffler: Data, information, and symbolic products of society.
Thomas Davenport (Knowledge Management): A mix of experience, values, information, and expertise that
informs future decisions.

Knowledge Types
Knowledge comes in two main flavors:
1. Personal Knowledge (Private Knowledge): This belongs to the individual and needs to be shared for others to
access it. It includes:
Personal experiences
Skills
Tacit knowledge (implicit understanding that's hard to explain)
2. Public Knowledge (Social Knowledge): This is shared by a society and ideally accessible to all members. It's
found in:
Libraries and information centers
Recorded information (books, articles, etc.)
The two are interconnected:
Public knowledge is a source for personal knowledge through learning.
Personal experiences contribute to building public knowledge through sharing.
Organizing Public Knowledge:
Organization by Creation: Researchers generate and record knowledge.
Self-Organization: References in documents create intellectual connections.
Bibliographic Organization: Libraries organize primary documents through indexing and abstracts.
Tacit vs. Explicit Knowledge: How We Know
Another way to categorize knowledge:
Explicit Knowledge: Can be easily communicated through words or recordings. (e.g., scientific theories)
Tacit Knowledge: Difficult to express or explain. Often involves practical skills or intuition. (e.g., an artist's
technique)
Tacit knowledge is crucial, especially in areas like business where individual expertise is valuable. Companies try
to extract and share this knowledge to gain a competitive edge.
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Three Worlds of Knowledge (Karl Popper):

World 1: The physical world (planets, stars, etc.)
World 2: Individual subjective knowledge (personal experiences)
World 3: Objective knowledge created by humans (books, art, technology)
These worlds interact. We observe the physical world (World 1), form subjective understandings (World 2), and
contribute to the collective knowledge (World 3).

Knowledge growth
Origin and Growth Pattern of Disciplines
This section explores how disciplines, organized fields of study, form and develop.
Formation and Structure:
Ranganathan and Neelameghan's method analyzes the formation and structure of subjects to understand
their growth.
Other scholars have studied how disciplines emerge and their characteristics.
What is a Discipline?
McGarry defines a discipline as a branch of instruction and mental/moral training.
It comes from the word "disciple," meaning one who learns.
A scholarly discipline is:
An organized field of inquiry.
Pursued by a community of knowledgeable people.
Distinct from vocational skills as it emphasizes historical and social context.
Its results (theories and formulations) are included in formal education.
Attributes of Scholarly Disciplines:
Distinguishes Knowledge from Opinion:
Knowledge is objective and developed through rigorous inquiry.
Opinions are subjective and not part of scholarship.
Community of Scholars:
Disciplines are built by communities sharing a specific intellectual domain.
Their work forms a body of knowledge that becomes the discipline.
Authenticity:
Disciplines rely on critical scrutiny and rigorous methods to ensure quality.
Form, Pattern, and Structure:
It's not just a collection of ideas; it has a defined structure.
Domain and Methods:
Each discipline has a specific area of study and specialized methods for knowledge creation and
validation.
Classification and Ramification:
Disciplines categorize their domain in unique ways reflected in their writings.
Communication Structure:
Each discipline has a system for preserving, transmitting, and validating ideas.
Specialized Vocabulary:
Disciplines have unique terms for communication and mapping their domain.
Discipline Differences:
Disciplines differ in purpose, methods, and areas of inquiry.
The meaning-making process varies:
Sciences focus on empirical descriptions and explanatory theories.
Humanities and Fine Arts emphasize form and the singularity of works.
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Relevance to Library and Information Studies:

Understanding disciplines helps library professionals:
Organize literature.
Develop search strategies.
Provide information storage and retrieval services.
Analyze and synthesize content.

Information: Types, Characteristics, Nature and use

Types of Information:
1. Data: Raw facts and figures, often lacking context or meaning.
2. Information: Data that has been processed, organized, and given context, making it meaningful and useful.
3. Knowledge: Information that has been understood, analyzed, and applied to solve problems or make
decisions.
4. Wisdom: Deep understanding and insight gained from knowledge and experience.
Characteristics of Information:
1. Accuracy: Information should be correct and reliable.
2. Relevance: Information should be pertinent to the task or decision at hand.
3. Clarity: Information should be presented clearly and understandably.
4. Timeliness: Information should be current and up-to-date.
5. Completeness: Information should be comprehensive and not lacking critical details.
6. Consistency: Information should be coherent and not contradictory.
7. Accessibility: Information should be readily available to those who need it.
8. Security: Information should be protected from unauthorized access or modification.
Nature of Information:
1. Dynamic: Information is constantly evolving and changing.
2. Subjective/Objective: Information can be influenced by perspectives, biases, and interpretations.
3. Contextual: The meaning and significance of information depend on the context in which it is used.
4. Interconnected: Information is often interconnected, with relationships and dependencies between
different pieces of data or knowledge.
5. Ubiquitous: Information is pervasive in modern society and can be found in various forms and mediums.
6. Value-driven: The value of information depends on its usefulness and relevance to individuals or
organizations.
7. Fragile: Information can be lost, distorted, or corrupted if not properly managed and protected.
Uses of Information:
1. Decision Making: Information is used to make informed decisions at personal, organizational, and societal
levels.
2. Problem Solving: Information is employed to analyze problems, identify solutions, and implement
strategies.
3. Communication: Information facilitates communication by conveying messages, ideas, and concepts.
4. Learning: Information is essential for acquiring knowledge and skills through education and experience.
5. Innovation: Information inspires creativity and drives innovation by providing insights and inspiration.
6. Research: Information serves as the foundation for research, enabling the discovery of new ideas and
discoveries.
7. Entertainment: Information is used for entertainment purposes, such as in literature, art, music, and media.
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INFORMATION: DEFINITIONS AND CONCEPTS

Belkin's Requirements for an Information Concept
This section explores Belkin's perspective on information concepts in Information Science (IS).
Concept vs. Definition:
Belkin argues for a concept-based approach over strict definition.
A concept allows for interpretation and exploration of information, rather than a singular fixed definition.
Three Approaches to Information Concept Requirements:
Methodological: Focuses on the usefulness of the concept in IS.
Behavioral: Considers the user interactions and experiences information should account for.
Definitional: Emphasizes the context in which information exists.
Eight Requirements for a Useful Information Concept:
Relevance Requirements (1-6):
1. Contextual: Information exists within purposeful and meaningful communication.
2. Social Process: Information is a product of social communication among people.
3. Desired or Requested: Information fulfills a user's need or desire.
4. Knowledge Relationship: Information interacts with the knowledge state of both sender and receiver.
5. Impact on Recipient: Information has an effect on the receiver.
6. Presentation Matters: Different presentation styles can influence the information's impact.
Operational Requirements (7-8):
1. Generalizability: The concept should apply beyond individual cases.
2. Predictive Power: The concept should help predict the effect of information.
Overall:
Belkin's framework emphasizes the user-centric and communicative nature of information. It highlights the
importance of understanding information within its context and its impact on users.

Wersig and Neveling's Six Approaches to Information

Wersig and Neveling offer a comprehensive view of information by proposing six distinct approaches:
1. Structural Approach (Matter-Oriented):
Information is seen as the underlying structure of the world or static relationships between physical
objects.
These structures may or may not be directly perceived.
2. Knowledge Approach (Not Recommended):
Information is viewed as recorded knowledge built upon the perception of the world's structure.
This approach is discouraged as it treats knowledge and information as interchangeable.
3. Message Approach:
Information is considered symbols encoded in a physical medium.
Primarily used in the mathematical theory of communication.
4. Meaning Approach:
Information is defined by the semantic content of a message.
Focuses on the meaning conveyed by the message.
5. Effect Approach (Recipient-Oriented):
Information arises only as a specific outcome of a process.
Information exists when it impacts the recipient.
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6. Process Approach:
Information is viewed as a dynamic process.
For example, information is created in the human mind when combining a problem with relevant data.

Daniel Bell's Theory of Information Society

Core Argument:
Daniel Bell emphasizes theoretical knowledge as the driving force behind innovation and societal transformation in
the information age.
This concept is explored in his book "The Coming of the Post-industrial Society."
Shift from Industrial to Information Society:
Bell argues that the transition from an industrial to an information society hinges on the creation of new intellectual
knowledge.
Impact of Theoretical Knowledge:
This new knowledge fuels:
System analysis
Decision theory
Computerization
Formalized procedures
Algorithmic decision-making (replacing intuition)
Knowledge as the Primordial Factor:
While other factors contribute, Bell views the generation of new knowledge as the primary catalyst ushering in a
new era.
Criticisms and Acceptance:
Some aspects of Bell's theory are debated, but the centrality of information and knowledge in societal change is
widely recognized.
Bell's Pragmatic Definitions:
Data: Raw, unprocessed information.
Information: Processed data; the storage and processing of data become crucial resources for economic and
social change.
Examples: Payroll processing, government benefits, financial transactions.
Databases: Compiled data on populations, markets, opinions, elections, etc.
Scheduling: Airline reservations, production planning, inventory control, library document delivery.
Knowledge: Organized information; a set of statements, judgments, or results communicated systematically.
Includes new research and scholarship as well as established knowledge in textbooks, teaching materials,
libraries, and archives.
Alignment with Library and Information Services:
Bell's approach aligns well with the goals of libraries and information services, which aim to support activities
involving data, information, and knowledge.

Machlup's Approach to Information and Knowledge

Fritz Machlup:
An Austrian economist and pioneer of information economics.
His book "The Production and Distribution of Knowledge in the United States" (1962) established information and
knowledge as key economic resources.
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Conceptual difference between Data Information and Knowledge

The conceptual differences between data, information, and knowledge, along with examples for each:
Data:
Think of data as the raw, unprocessed building blocks of information. It's like a pile of unsorted Legos. Data itself
doesn't hold much meaning on its own. It can be numbers, letters, symbols, or even images in their most basic form.
Example: You record your weight every morning for a week. The data might be: 70kg, 71kg, 70.5kg, 72kg, 70kg,
71.5kg.
Information:
Information is data that has been processed, organized, and given context. It's like taking those Legos and putting
together a specific model following the instructions. Information helps us understand the meaning of data.
Example: When you look at your weight data for the week, you see a slight fluctuation but generally remain around
70kg. This is information because it provides a clearer picture of your weight.
Knowledge:
Knowledge is the deeper understanding and application of information. It's like using your Lego model to play and
learn about construction, shapes, and balance. Knowledge is built on information and experience, allowing us to
make connections, solve problems, and predict future outcomes.
Example: Based on the information about your weight, you might conclude you need to adjust your diet or exercise
routine to maintain a healthy weight. This is knowledge because it involves understanding weight management and
taking action.
Here's another analogy:
Think of data as ingredients in a recipe (flour, sugar, eggs).
Information is the recipe itself, which tells you how to combine the ingredients (mix flour and sugar, add eggs).
Knowledge is the baking experience you gain from following the recipe, allowing you to adjust future recipes or
troubleshoot problems (knowing the right consistency of dough or how to fix a sunken cake).
Data, information, and knowledge all work together. We collect data, organize it into information, and use that
information to build knowledge. This knowledge allows us to make informed decisions and interact with the world
around us in a meaningful way.

Capturing tacit knowledge – methods

Tacit knowledge in libraries refers to the wealth of experience, intuition, and unspoken skills librarians possess. Unlike
explicit knowledge found in books or databases, tacit knowledge can be trickier to capture and share. Here are some
methods libraries can use to capture this valuable resource, along with examples specific to library science:
1. Interviews and Knowledge Elicitation:
Method: Conduct focused interviews with experienced librarians to extract their knowledge about specific library
functions, user behavior patterns, or effective search strategies. Use knowledge elicitation techniques like laddering
(asking "why" questions) to unearth deeper understanding.
Example: Interview a reference librarian about their approach to deciphering complex research questions. Capture
their thought process for identifying relevant resources and alternative search terms.
2. Storytelling and Case Studies:
Method: Encourage librarians to share success stories or "war stories" from their experiences. These narratives can
reveal hidden knowledge about user interactions, troubleshooting challenges, or innovative uses of library
resources.
Example: A librarian might document a case study about helping a patron overcome research anxiety. The story
could capture the librarian's tacit knowledge about building rapport, guiding search strategies, and fostering a
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positive learning environment.

3. Job Shadowing and Apprenticeship Programs:
Method: Allow new librarians to shadow experienced colleagues as they perform daily tasks. This provides
firsthand observation of how senior librarians utilize tacit knowledge in real-world scenarios.
Example: A new librarian shadows the periodicals department head, learning the unspoken rules for efficient
magazine organization, patron interactions, and handling damaged issues.
4. Collaborative Documentation and Knowledge Wikis:
Method: Create online or internal knowledge repositories where librarians can contribute tips, tricks, and best
practices for specific tasks or workflows. This encourages knowledge sharing and captures tacit knowledge in a
readily accessible format.
Example: A library wiki might have a section dedicated to "Search Strategies for Beginners." Experienced librarians
can contribute their knowledge about keyword selection, database selection, and advanced search techniques.
5. Observation and After-Action Reviews:
Method: Observe how librarians handle challenging situations or user interactions. Conduct after-action reviews
where librarians can reflect on their thought processes, decision-making, and the effectiveness of their tacit
knowledge in action.
Example: Observe a librarian de-escalate a situation with a frustrated patron. In an after-action review, the librarian
might share their thought process for remaining calm, actively listening, and reaching a solution.
By implementing these methods, libraries can capture and share the valuable tacit knowledge held by their staff. This
not only benefits new librarians but also ensures the continuity of expertise within the library, ultimately leading to a
more informed and efficient service for patrons.

Knowledge codification – tools and procedures

Knowledge codification in libraries refers to the process of transforming tacit and explicit knowledge into a
documented, structured format that can be easily accessed, shared, and reused. Here are some key tools and
procedures for knowledge codification in library science:
Tools:
1. Content Management Systems (CMS): Libraries can utilize CMS platforms to create and manage online knowledge
bases, staff manuals, or procedural guides. These systems offer user-friendly interfaces for content creation, editing,
and version control.
Example: A library can use a CMS to develop a comprehensive online guide for new staff. The guide might include
codified knowledge about library policies, workflows for specific tasks (e.g., interlibrary loan procedures), and best
practices for user interactions.
2. Wikis: Wikis are collaborative online platforms where staff can contribute, edit, and share knowledge. They offer a
flexible and dynamic environment for knowledge codification, allowing continuous updates and improvements.
Example: A library can create a wiki dedicated to "Search Strategies." Librarians can contribute their expertise on search
techniques for various databases, subject areas, or user needs. This codifies their knowledge in a readily accessible and
searchable format.
3. Decision Trees and Flowcharts: These visual tools can be used to codify complex decision-making processes
involved in library operations. They provide a clear, step-by-step breakdown of actions to be taken in different scenarios.
Example: A flowchart can be created to codify the process of handling damaged library materials. The flowchart could
outline steps for assessing damage, determining repair options, and communicating with patrons.
Procedures:
1. Identify Knowledge Gaps and Needs: Before codification, it's crucial to identify areas where knowledge capture is
most needed. This could involve analyzing user inquiries, staff training gaps, or recurring challenges faced by librarians.
Example: A library might identify a need to codify knowledge about copyright guidelines for digital resources. This
knowledge would be valuable for both staff and patrons.
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2. Select Experts and Knowledge Sources: Identify librarians with strong subject expertise or experience in specific
areas. These individuals can act as knowledge sources for codification efforts.
Example: To codify knowledge about rare book handling, the library might involve the head of the special collections
department in the codification process.
3. Standardize Format and Style: Ensure consistency in the format and style of codified knowledge. This could include
using clear templates, establishing specific terminology, and maintaining a consistent writing style for all knowledge
bases.
Example: The library might develop a style guide for all knowledge base entries. This guide would specify formatting for
headings, bullet points, and the use of images or videos.
4. Testing, Review, and Updating: Once knowledge is codified, it's essential to test its usability and accuracy. Encourage
user feedback and involve subject matter experts in reviewing the codified information. Regularly update the knowledge
base to reflect changes in procedures or new developments in the field.
Example: The library staff can test the online guide for new staff by asking new hires to navigate it and complete
specific tasks. Based on feedback, the guide can be improved and updated with additional resources.

Knowledge Mapping; Knowledge testing; Knowledge transfer

1. Knowledge Mapping: Knowledge mapping involves visualizing the flow and distribution of knowledge within an
organization. In libraries, this could entail identifying key areas of expertise, understanding who possesses certain
types of knowledge, and mapping how that knowledge is shared or accessed by others. For example:
Subject Matter Experts Identification: Libraries can create knowledge maps to identify staff members who are
experts in specific subject areas or skills, such as cataloging, digital preservation, or information literacy.
Mapping Information Resources: Libraries can create maps to visualize the organization of their information
resources, including physical collections, digital repositories, and online databases. This helps users and staff
navigate the library's resources more effectively.
Network Analysis: Libraries can use network analysis techniques to map the connections and interactions
among staff members, identifying informal channels through which tacit knowledge flows.
2. Knowledge Testing: Knowledge testing involves assessing the understanding and retention of knowledge among
library staff. This can help identify areas where additional training or support may be needed and ensure that tacit
knowledge is effectively transferred and retained. Examples include:
Competency Assessments: Libraries can administer competency assessments to evaluate staff members'
knowledge and skills in areas such as reference services, collection management, or technology proficiency.
Scenario-based Assessments: Libraries can use scenario-based assessments to test staff members' ability to
apply their tacit knowledge to real-world situations. For example, staff may be presented with hypothetical
reference questions or collection development scenarios and asked to demonstrate their problem-solving skills.
Knowledge Quizzes: Libraries can develop knowledge quizzes or trivia games as a fun and engaging way to test
staff members' knowledge of library policies, procedures, and resources.
3. Knowledge Transfer: Knowledge transfer involves facilitating the exchange of tacit knowledge between individuals
or groups within the organization. In libraries, this can include formal training programs, mentorship initiatives, and
knowledge sharing platforms. Examples include:
Formal Training Workshops: Libraries can organize formal training workshops or seminars to facilitate the
transfer of tacit knowledge from experienced staff members to newcomers. These workshops may cover topics
such as reference techniques, collection development strategies, or information literacy instruction.
Mentorship Programs: Libraries can pair experienced staff members with less experienced staff members as
mentors, allowing for one-on-one knowledge transfer and skill development. Mentors can provide guidance,
feedback, and support to their mentees, helping them navigate their roles and responsibilities more effectively.
Knowledge Sharing Platforms: Libraries can establish online platforms or communities of practice where staff
members can share their insights, experiences, and best practices with one another. This can include discussion
forums, wikis, or social media groups dedicated to specific library-related topics.
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Reflection: Comprehend the tasks associated with knowledge management

After exploring the various aspects of knowledge management in libraries, here's a chance to reflect on the key tasks
involved:
1. The Importance of Capturing Knowledge:
Libraries are treasure troves of information, but a significant portion of that value lies in the tacit knowledge
possessed by librarians. Capturing this knowledge through interviews, storytelling, and observation ensures valuable
expertise isn't lost and can be passed on to new staff.
2. Transforming Knowledge into Usable Formats:
Simply having knowledge isn't enough. Codification through tools like CMS, wikis, and flowcharts transforms
knowledge into readily accessible and understandable formats. Clear user guides, standardized procedures, and visual
representations of decision-making processes empower both staff and patrons.
3. Mapping the Landscape of Knowledge:
Knowledge mapping creates a visual representation of the library's knowledge assets. This helps identify connections
between resources, pinpoint knowledge gaps, and streamline information flow. It's like creating a detailed map of the
library's intellectual terrain, ensuring users can navigate efficiently.
4. Testing Knowledge: Ensuring Understanding:
Knowledge management isn't a one-way street. Knowledge testing through quizzes, assessments, and user interviews
evaluates the effectiveness of knowledge transfer and identifies areas where users or staff might need additional
support. It's like checking a map to ensure everyone is on the right track.
5. Facilitating Knowledge Transfer: Building a Culture of Sharing:
Knowledge thrives when shared. Knowledge transfer strategies like mentorship programs, workshops, and online
modules create a culture of knowledge exchange within the library. This empowers new staff, fosters collaboration,
and ensures the library's expertise continues to grow.
The Bigger Picture:
By effectively managing knowledge, libraries become more than just repositories of information. They transform into
dynamic learning centers where expertise is nurtured, shared, and readily accessible to all. Understanding these tasks
allows libraries to create a sustainable knowledge ecosystem, empowering staff, enriching user experiences, and
solidifying their position as cornerstones of learning and discovery.

Knowledge Management System and Tools: Knowledge management tools

Knowledge management systems (KMS) and tools are the technological backbone of effective knowledge
management practices. These systems help libraries capture, store, organize, share, and access the vast amount of
knowledge that resides within their walls. Here's a breakdown of some key knowledge management tools and how
they benefit libraries:
1. Content Management Systems (CMS):
Function: A CMS acts as a central repository for creating, editing, and managing various forms of content. Think of
it as a digital filing cabinet for all your library's knowledge assets.
Library Science Applications:
Develop online staff manuals and procedural guides.
Create comprehensive online guides for new staff or library patrons.
Manage and publish frequently updated information, like library hours or event calendars.
2. Wikis:
Function: Wikis are collaborative online platforms where users can contribute, edit, and share knowledge. They
foster a dynamic environment for knowledge codification, allowing continuous updates and improvements.
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1. Library Science Applications:

Questionnaire,
1. Create a wiki dedicated to "Search Interview, Observation,
Strategies" where Library expertise
librarians can contribute Records,
on searching various
databases or subject areas.
2. Develop a wiki for internal knowledge sharing, allowing staff to document best practices, troubleshoot
challenges, and share tips.
3. Knowledge Base Software:
1. Function: Knowledge base software provides a structured and searchable platform for storing and organizing
frequently asked questions (FAQs), troubleshooting guides, and other reference materials.
2. Library Science Applications:
1. Develop a public knowledge base for patrons, answering common questions about library policies, borrowing
procedures, or resource access.
2. Create an internal knowledge base for staff, providing quick reference guides for specific tasks or workflows.
4. Collaboration Platforms:
1. Function: Platforms like Slack or Microsoft Teams enable real-time communication and knowledge sharing among
staff members.
2. Library Science Applications:
1. Facilitate communication between librarians and library departments.
2. Enable knowledge exchange through discussions, file sharing, and collaborative document editing.
5. Learning Management Systems (LMS):
1. Function: LMS platforms provide a framework for delivering online training courses, managing user enrollment,
and tracking learning progress.
2. Library Science Applications:
1. Develop and deliver online training modules for new staff on library procedures, search techniques, or software
use.
2. Offer online training courses for patrons on information literacy skills or navigating library resources.

top cms softwares name

Name Platform Supported Databases Licenses
Alfresco Community Edition Java MariaDB, MySQL, Oracle, PostgreSQL, SQL Server LGPLv3
Ametys CMS Java Apache Derby, MySQL, Oracle, PostgreSQL Apache 2.0 License
HSQL, MySQL, Oracle, SQL Server, IBM Db2, PostgreSQL,
Apache Roller Java Apache 2.0 License
Apache Derby

Apache Sling CMS Java JCR Apache 2.0 License

dotCMS Java PostgreSQL, SQL Server GNU GPLv3
DSpace Java Oracle, PostgreSQL BSD License
Enonic XP Java Embedded NoSQL GNU GPLv3
Fedora Commons Java MariaDB, MySQL, PostgreSQL Apache License
Jahia Community Apache Derby, MariaDB, MySQL, Oracle, SQL Server,
Java GNU GPL
Distribution PostgreSQL

LogicalDOC Community
Java MariaDB, MySQL GNU LGPL
Edition

MariaDB, MongoDB, MySQL, Oracle, PostgreSQL, SQL

Nuxeo EP Java Apache 2.0 License
Server

Magnolia Java H2, Derby, MySQL, PostgreSQL, Oracle, MSSQL GNU GPL & proprietary
MariaDB, MySQL, AS400, IBM Db2, HSQLDB, Oracle,
OpenCms Java GNU LGPL
PostgreSQL, SQL Server

OpenKM Community
Java MariaDB, MySQL, PostgreSQL, Oracle, SQL Server GNU GPL
Edition

MySQL, PostgreSQL, HSQLDB, SQL Server, Oracle, IBM

OpenWGA Java GNU GPL & proprietary
Db2, IBM Lotus Domino
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Data mining. Managing knowledge workers

Data mining and managing knowledge workers are two distinct but interconnected concepts in the realm of information
management and organizational behavior.
Data Mining:
Data mining involves the process of discovering patterns, trends, and insights from large datasets. It encompasses various
techniques such as machine learning, statistical analysis, and pattern recognition to extract valuable information from
structured and unstructured data.
Steps in Data Mining Process:
1. Data Collection: Gathering relevant data from various sources.
2. Data Preprocessing: Cleaning and transforming data to ensure its quality and suitability for analysis.
3. Exploratory Data Analysis (EDA): Understanding the structure and characteristics of the data through visualization and
summary statistics.
4. Model Building: Applying data mining algorithms to build predictive or descriptive models.
5. Evaluation: Assessing the performance of models using appropriate metrics.
6. Deployment: Integrating the insights gained from data mining into decision-making processes.
Managing Knowledge Workers:
Knowledge workers are individuals who primarily deal with the creation, manipulation, and dissemination of knowledge
within an organization. Managing knowledge workers involves understanding their unique characteristics, motivations, and
work processes to facilitate productivity and innovation.
Strategies for Managing Knowledge Workers:
1. Encourage Collaboration: Foster an environment that promotes collaboration and knowledge sharing among workers.
2. Provide Resources: Ensure that knowledge workers have access to necessary resources such as tools, technology, and
training to support their work.
3. Empowerment: Empower knowledge workers by giving them autonomy and decision-making authority in their areas of
expertise.
4. Recognition and Rewards: Recognize the contributions of knowledge workers and provide appropriate rewards and
incentives to encourage continued innovation.
5. Continuous Learning: Support ongoing learning and development opportunities to keep knowledge workers updated
with the latest trends and technologies in their field.
6. Flexible Work Arrangements: Offer flexible work arrangements to accommodate the diverse needs and preferences of
knowledge workers.
Intersection:
Data mining can be a valuable tool for managing knowledge workers by providing insights into their behavior, preferences,
and performance. By analyzing data related to knowledge creation, collaboration patterns, and productivity metrics,
organizations can identify opportunities for improvement and tailor management strategies to better support their
knowledge workers.
For instance, data mining techniques can be used to analyze collaboration networks within the organization, identify key
knowledge contributors, and understand knowledge flow dynamics. This information can then inform decisions related to
team formation, resource allocation, and incentive structures to optimize the performance of knowledge workers.
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Knowledge Management Portals: Knowledge Management in Library and

Information Centers
Knowledge Management Portals: Empowering Libraries and Information Centers
In today's information age, libraries and information centers face the challenge of managing a vast amount of knowledge
in various formats. Knowledge management portals (KMPs) offer a powerful solution, acting as central hubs for
capturing, organizing, and disseminating knowledge within these institutions.
What are Knowledge Management Portals?
KMPs are web-based platforms specifically designed to facilitate knowledge management practices. They function as a
one-stop shop for accessing, sharing, and collaborating on knowledge resources. Imagine a virtual library within a library,
where information is meticulously categorized, readily searchable, and constantly evolving.
Benefits for Libraries and Information Centers:
Enhanced Knowledge Capture and Sharing: KMPs provide a platform for librarians and information specialists to
capture and share both explicit (documented knowledge) and tacit knowledge (experience-based knowledge). This
can be achieved through features like internal wikis, document repositories, and discussion forums.
Improved Information Accessibility: KMPs allow for user-friendly searching and browsing of a wide range of
knowledge resources, including library catalogs, research guides, tutorials, and best practices documents. Users can
quickly locate relevant information, saving time and effort.
Streamlined Workflows: KMPs can house internal knowledge bases with standardized procedures, troubleshooting
guides, and FAQs. This empowers staff with the information they need to perform tasks efficiently and consistently.
Facilitated Collaboration: KMPs can foster collaboration among librarians and information specialists. Discussion
boards, chat functions, and document co-editing tools allow staff to share expertise, brainstorm ideas, and work
together on projects.
Personalized Learning and Development: KMPs can be used to deliver online training modules, curate learning
resources, and track staff progress. This empowers librarians to continuously develop their skills and stay current
with evolving information landscapes.
Examples of KMP Features in Library and Information Centers:
Public Interface: A searchable knowledge base with FAQs, research guides, tutorials, and library policies.
Internal Knowledge Base: Standardized procedures, troubleshooting guides, and best practices documents for staff.
Community Forums: Discussion boards for librarians and information specialists to share expertise and collaborate.
Document Management System: A centralized repository for storing and managing library resources.
Learning Management System: Online training modules and resources for staff development.
The Road to Successful Implementation:
Implementing a KMP requires careful planning and consideration. Here are some key factors to address:
Identifying User Needs: Tailor the KMP content and functionalities to address the specific needs of both staff and
library users.
Content Management: Develop a clear strategy for creating, maintaining, and updating the knowledge base within the
KMP.
User Training: Provide adequate training for staff and users on navigating and utilizing the KMP effectively.
Integration with Existing Systems: Ensure the KMP integrates seamlessly with existing library systems for optimal
functionality.
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Knowledge creation and knowledge architecture – Nonaka’s model, K.M.

Systems
Knowledge Creation and Knowledge Architecture: Building a Foundation for Effective KMS
Knowledge Creation
Knowledge creation is the engine that drives innovation and progress in libraries and information centers. Understanding
how knowledge is created is crucial for building a strong foundation for knowledge management systems (KMS). Here,
Nonaka's model of knowledge creation provides valuable insights:
1. Nonaka's Model: This model proposes four modes of knowledge conversion:
1. Socialization (Tacit-to-Tacit): Sharing knowledge through informal interactions, storytelling, and mentoring.
2. Externalization (Tacit-to-Explicit): Capturing tacit knowledge and transforming it into a documented format like
manuals, tutorials, or best practices guides.
3. Combination (Explicit-to-Explicit): Combining existing explicit knowledge to create new knowledge.
4. Internalization (Explicit-to-Tacit): Individuals internalize explicit knowledge through learning and experience,
transforming it into personal, tacit knowledge.
Knowledge Architecture: The Blueprint
Knowledge architecture serves as the blueprint for a KMS, outlining how knowledge will be organized, stored, accessed,
and shared. It ensures efficient knowledge retrieval and utilization within libraries and information centers. Here's how
knowledge architecture plays a role in supporting Nonaka's model:
1. Socialization: Knowledge architecture can facilitate socialization by providing platforms like discussion forums, wikis,
or internal social media groups for knowledge exchange.
2. Externalization: The architecture can support externalization by offering tools for capturing tacit knowledge, such as
audio/video recording for interviews or content management systems (CMS) for documenting procedures.
3. Combination: A well-designed knowledge architecture with clear categorization, tagging, and search functionalities
allows users to easily combine existing explicit knowledge to create new insights.
4. Internalization: By providing access to a variety of learning resources (e.g., online training modules, tutorials) and
fostering a culture of knowledge sharing, the architecture facilitates internalization of explicit knowledge by staff and
users.
KMS: Putting it All Together
KMS are the technological tools and processes that translate these concepts into action. They leverage knowledge
architecture to organize and store knowledge created through Nonaka's model.
Here are some examples of KMS functionalities that support knowledge creation and architecture:
1. Content Management Systems (CMS): Facilitate externalization by providing a platform for creating, storing, and
managing documented knowledge.
2. Wikis: Support socialization and combination by enabling collaborative knowledge creation and editing.
3. Search Tools and Taxonomies: Ensure efficient knowledge retrieval within the architecture.
4. User Forums and Discussion Boards: Foster socialization and externalization by providing platforms for knowledge
exchange.
5. Learning Management Systems (LMS): Support internalization by offering staff and users access to training resources
and knowledge bases.
By understanding Nonaka's model and utilizing KMS with a strong knowledge architecture, libraries and information
centers can create a dynamic environment that fosters knowledge creation, sharing, and utilization. This empowers staff,
enriches user experiences, and positions these institutions as vital hubs of knowledge in the information age.
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Information Society
the concept of the Information Society and its emergence as a distinct phase in societal development, compared to the
prior Industrial Society. Here's a breakdown of the emergence timeline mentioned in the passage:
Industrial Society: Preceding the Information Society.
1968: Alvin Toffler's book "Future Shock" popularized the term "Third Wave," likely referring to the Information
Society as the successor to the Industrial Society.
1980: Daniel Bell theorized about the Information Society in his book "The Social Framework of the Information
Society".
1982: Yoneji Masuda refers to the Information Society as a completely new type of society in his book "The
Information Society".
1983: Tom Stonier elaborates on the differences between Industrial and Information Societies in "The Wealth of
Information".
1972: Daniel Bell publishes "The Coming of Post-industrial Society," outlining his theory.
Pre-1972: The concept of an Information Society existed, but Bell's work provided a strong foundation for it.
Post-1972: The theory gains traction due to:
Rise of Information Technology (IT): IT's economic significance fuels the discussion of the Information Society.
Global Challenges: The "depressing context of world regression" makes the Information Society concept more
appealing.

Definition by Blaise Cronin:

Information Society is characterized by the intellectualization of labor, rendering traditional notions of manual labor
outdated. It has evolved from a sociological construct to a respected concept endorsed by economic and political
analysts.
Definition by Manfred Kochen:
In an Information Society, communication and control exchanges are predominantly based on information rather
than material flows. Members generate knowledge through knowledge-intensive procedures, reflecting societal
invariants, managed by reason and human values. It represents a stage in the evolution towards a 'world brain',
where widespread belief in its inevitability contributes to its realization over time.
Definition by Martin:
The term Information Society refers to societies in an advanced post-industrial stage, characterized by extensive
computerization, large-scale electronic data transmission, and significant economic influence from Information
Technology in terms of market dynamics and employment opportunities.

Information Literacy: Concept, types and Models

Year Event

1974 Concept of information literacy by Paul Zurkowski

Information Literacy defined by ALA Presidential

1989
Committee on Information Literacy
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Historical Background of Information Literacy (Year-wise)

1974: The concept of information literacy emerges due to the information boom and society's growing dependence
on information.
1980s: Introduction of personal computers leads to a surge in information generation. Telecommunication
advancements connect people and facilitate information exchange. Developed nations recognize the importance of
information and develop "information society" concepts.
1989: The American Library Association (ALA) establishes the National Forum on Information Literacy (NFIL) to
promote information literacy across society. The ALA's Presidential Committee defines information literacy, becoming
the most widely cited definition.
1990s: The information literacy movement spreads globally. The Society of College, National and University Libraries
(SCONUL) in the UK proposes the "Seven Pillars of Information Literacy" model for higher education. Other models like
Kulthau's Information Search Model and the Empowering 8 IL Model emerge.
2000: The Association of College and Research Libraries (ACRL) publishes standards for assessing information
literacy in students, including performance indicators and learning outcomes.
2002: The International Federation of Library Associations and Institutions (IFLA) replaces the User Education
Roundtable with a section on Information Literacy. They later draft "International Guidelines on Information Literacy"
to guide information literacy program design.
2003: The Prague Declaration, a result of a UNESCO-organized conference, declares information literacy a basic
human right and a crucial element for individual and societal development.
2005: The Alexandria Proclamation, following an IFLA colloquium, emphasizes information literacy's importance for
lifelong learning. It urges governments and organizations to prioritize information literacy by:
Encouraging information literacy conferences and seminars.
Training information professionals in information literacy principles and applications.
Integrating information literacy into education and continuing education programs.
Making information literacy and lifelong learning mandatory components of education and training programs.
Following these events:
Institutions are established to promote information literacy research and education.
Library associations actively discuss information literacy.
IFLA introduces a section and online resources to popularize information literacy globally.
UNESCO and national associations take similar initiatives.
Information literacy becomes a topic of discussion in conferences, workshops, and seminars in India and around the
world.

Information Literacy Models

Information literacy models are frameworks used by librarians and educators to design information literacy programs.
These models offer a structured approach to information seeking, writing, and evaluating information. They promote
critical thinking and active learning. Here's a breakdown of some prominent models:
SCONUL Seven Pillars of Information Literacy (1999): This model identifies seven key skills:
a. Recognize the need for information.
b. Identify ways to address information gaps.
c. Develop strategies for locating information.
d. Locate and access information.
e. Evaluate information from various sources.
f. Organize, apply, and communicate information effectively.
g. Synthesize information and contribute to new knowledge creation.
Kulthau's Information Search Process Model: Based on user behavior studies, Kulthau proposed three models for
teaching information skills:
Source-focused: Emphasizes using libraries and resources to find information.
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Pathfinder/Search Strategy: Guides users in developing search strategies.

Process Model: User-centered approach focusing on the information search and use process itself. This model
empowers users with critical thinking and problem-solving skills for strategic information use.
Irving's Nine Steps Information Skills Model: This model outlines nine steps for students to complete academic
assignments. It recognizes the broader applicability of information literacy skills beyond academics, including
workplaces and personal life.
Stripling/Pitts Research Process Model: This model emphasizes understanding the user's existing knowledge
("Student's Mental Model") before guiding them through the research process. It integrates content and process
elements, encouraging critical thinking and information evaluation. Assessment is considered an essential part of
learning, ensuring real-world applications of information literacy skills.

Information Literacy Standards by ACRL (2000)

The Association of College and Research Libraries (ACRL) established information literacy standards for higher education
in 2000. These standards provide a framework for developing information literacy programs and include Performance
Indicators (PIs) and Learning Outcomes (Outcomes) for each standard.

Information Literacy mODELS

Model Steps Founder
Kuhlthau’s Information Initiation, Selection, Exploration, Formulation, Collection,
Carol Kuhlthau
Search Process Presentation

PLUS Model Planning, Location, Use, Self-evaluation Nancy R. Glassman

What, Why, Who, Where, When, What if, What next, Where to find
8Ws IL Model Joy McGregor, Catherine Bowers
information

DIALOGUE Model Define, Inquire, Access, Locate, Generate, Use, Evaluate Prof. Dorothy Williams
SCONUL Seven Pillars Society of College, National and
Identify, Scope, Plan, Gather, Evaluate, Manage, Present
Information Literacy Model University Libraries

Empower, Explore, Engage, Express, Evaluate, Extend, Execute,

EMPOWERING-8 IL Model Ruth V. Small, Marilyn Arnone
Exhibit

The Big6 Information Task Definition, Information Seeking Strategies, Location and Michael B. Eisenberg, Robert E.
Process Model Access, Use of Information, Synthesis, Evaluation Berkowitz

Defining the task, Planning, Finding, Selecting, Organizing,

The Research Cycle Dr. Nick Flegg
Presenting, Assessing

The Alberta Model Pre-search, Search, Post-search Alberta Education

Action Learning Model Experiencing, Sharing, Reflecting, Planning, Acting Reg Revans
Super 3 Model Plan, Do, Review Todd Kettler
Follett’s Information Skills
Preparing, Questioning, Locating, Evaluating, Communicating Carol Gordon
Model

Information as a Resource commodity

Information as a Resource Commodity in Library Science
Information, in the age of digital access and vast datasets, can be viewed as a resource commodity. Here's a breakdown
of this concept with library science examples:
Information as a Commodity:
Treatable like other resources: Similar to how we trade oil or gold, information can be bought, sold, and exchanged
for value. Libraries often subscribe to academic databases, which grant access to a wealth of information for a fee.
Produced and Consumed: Information is created through research, analysis, and reporting. Libraries play a role in
curating and disseminating this information through various channels. People seeking knowledge or specific details
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"consume" this information.

Unique Characteristics of Information as a Commodity (compared to physical resources):
Non-Depletable: Unlike oil, information isn't used up by one person. Sharing information doesn't diminish its
availability for others. A library book can be loaned to one person at a time, but the information within can be accessed
by many through digital copies or interlibrary loan.
Increases in Value with Use: As information is analyzed, combined, and interpreted, its value can grow. Libraries help
users connect seemingly disparate pieces of information, leading to new discoveries and knowledge creation.
Shareable, not Exhaustible: Information can be shared freely without losing its value. Libraries promote information
literacy, empowering users to find and evaluate information effectively.
Examples in Library Science:
Subscription Databases: Libraries provide access to vast collections of academic journals, articles, and ebooks
through paid subscriptions. This information is a commodity as access requires a fee.
Pay-Per-View Services: Some libraries offer access to specific resources, like historical documents or legal filings, for
a one-time fee.
Interlibrary Loan: Libraries can obtain materials from other libraries for patrons, highlighting information as a tradable
resource.
Open Access Resources: The Open Access movement advocates for freely available scholarly information. Libraries
play a role in promoting and curating open access resources.
Overall, information as a commodity is a complex concept in library science. Libraries act as both gatekeepers and
facilitators, ensuring access to valuable information while navigating the economic realities of information production
and dissemination.

Information Transfer Cycle – Generation, Collection, Storage and

Dissemination

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The Information Transfer Cycle in Library Science: Generation, Collection, Storage, and Dissemination
Libraries play a crucial role in the information transfer cycle, which encompasses the creation, gathering, preservation,
and distribution of information. Here's a breakdown of each stage with library science examples:
1. Generation:
This stage involves the creation of new information through research, writing, experimentation, and other activities.
Library Science Example: A scientist publishes a groundbreaking research paper in a scientific journal.
2. Collection:
Libraries actively collect information resources in various formats, including books, journals, ebooks, databases, and
multimedia materials.
Library Science Example: Librarians curate a collection of materials on climate change, ensuring diverse perspectives
and reliable sources.
3. Storage:
Libraries employ various storage methods to preserve information for future access. This includes physical shelving,
digital repositories, and archives.
Library Science Example: Libraries may use a combination of physical and digital storage for books and journals.
Older materials may be digitized and stored electronically to ensure long-term accessibility.
4. Dissemination:
Libraries make information accessible to users through various channels. This includes reference services, online
catalogs, interlibrary loan, and public programs.
Library Science Example: A librarian provides personalized research assistance to a student writing a paper on the
history of artificial intelligence. The library website offers access to online databases and ebooks.
The information transfer cycle is a continuous process. Libraries not only disseminate existing information but also
contribute to its generation through activities like:
Creating bibliographies and research guides.
Digitizing historical documents and local archives.
Partnering with researchers to curate and share research data.

7 Rs of Information Management(Butcher & Rowley, 1998)

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Communication – Channels, Models and Barriers

Communication Channels
Beyond the basic categories, communication channels can be further explored based on their formality and reach:
Formal Channels: Used in professional settings or for conveying official information. Examples include:
Memorandums: Written documents for internal communication within an organization.
Press Releases: Used to share information with the media.
Reports: Formal documents summarizing data and findings.
Presentations: Formal delivery of information with visuals, often used in meetings.
Informal Channels: Used for casual communication or within close relationships. Examples include:
Face-to-face conversations: Direct, unfiltered communication for quick exchange of ideas.
Instant messaging: Real-time communication for short messages and updates.
Social media: Platforms for sharing information and connecting with a broader audience (can be informal or formal
depending on context).
Watercooler chats: Informal conversations between colleagues, fostering team spirit and information exchange.
Communication Barriers
Understanding barriers goes beyond basic categories. Here's a breakdown with specific examples:
Language Barriers:
Jargon: Technical terms specific to a field that can be confusing to outsiders.
Accents and Dialects: Differences in pronunciation or regional vocabulary can lead to misunderstandings.
Foreign Languages: Needing an interpreter or translator can slow communication and introduce potential for
errors.
Psychological Barriers:
Fear of Public Speaking: Anxiety can hinder clear communication in presentations or meetings.
Conflicting Personalities: Clashes between personal styles or communication preferences can create tension.
Preconceived Notions: Biases or assumptions can cloud judgment and hinder objective interpretation of
messages.
Cultural Barriers:
Non-verbal Cues: Gestures or body language with different meanings in different cultures can cause
misunderstandings.
Humor: Jokes or sarcasm may not translate well across cultures.
Values and Beliefs: Differing views on punctuality, hierarchy, or decision-making can lead to conflict.
Technological Barriers:
Poor internet connection: Disrupted video calls or delayed messages can hinder communication flow.
Lack of access to technology: Not everyone has access to computers or smartphones, limiting communication
options.
Technical illiteracy: Difficulty using communication tools can lead to frustration and misunderstandings.
Strategies to Overcome Barriers:
By being aware of communication channels and barriers, you can become a more effective communicator. Here are some
tips:
Choose the right channel: Consider the formality of the message, the audience, and the urgency of the information.
Mind your language: Use clear, concise language that your audience understands. Avoid jargon and technical terms if
possible.
Be mindful of nonverbal cues: Maintain eye contact, use open body language, and project your voice clearly.
Actively listen: Pay attention to both verbal and nonverbal cues from the sender.
Emphasize with your audience: Consider their background and potential biases.
Double-check technology: Ensure a strong internet connection and that recipients have the necessary tools to access
your message.
Seek clarification: If unsure about something, ask for clarification to avoid misunderstandings.
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Models of communication
Communication Model Founder Year

Shannon-Weaver Model Claude E. Shannon 1949

Berlo's SMCR Model David K. Berlo 1960

Schramm's Interactive Model Wilbur Schramm 1954

Transactional Model Barnlund, Watzlawick, Beavin, & Jackson 1967

Osgood-Schramm Model Charles E. Osgood & Wilbur Schramm 1954

Lasswell's Model Harold Lasswell 1948

Fisher's Narrative Paradigm Walter Fisher 1984

Communication Accommodation Theory Howard Giles 1973

Diffusion of Innovations Model Everett Rogers 1962

Lasswell's model of communication

Key Points of Lasswell's Model

Name: Lasswell's Model (1948)
Purpose: Analyzes communication through five key questions
Focus: Mass communication (radio, television, newspapers)
Questions:
Who (Sender) - Communicates the message
Says What (Message) - Content being communicated
In What Channel (Channel) - Medium used for communication
To Whom (Receiver) - Receives the message
With What Effect (Effect) - Impact of the message
Components:
Sender
Message
Channel
Receiver
Effect
Criticisms:
Lacks complexity - doesn't consider noise, feedback, or context
Linear model - doesn't account for two-way communication
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Shannon–Weaver model

Source:https://en.wikipedia.org/wiki/Models_of_communication#/media/File:Shannon-
Weaver_model_of_communication.svg
Key Points of Shannon-Weaver Model
Name: Shannon-Weaver Model (1948)
Type: Linear transmission model
Focus: General communication (inspired by telephone calls)
Components:
Source - Generates the message
Transmitter - Converts message to a signal
Channel - Carries the signal
Receiver - Converts signal back to a message
Destination - Receives the message
Focus: Technical level (impact of noise)
Criticisms:
One-way communication (ignores feedback)
Oversimplifies communication process

Newcomb
Key Points of Newcomb's Model (ABX Model)
Name: Newcomb's Model (1953)
Focus: Social aspects of communication
Components:
A & B: Two communicating parties (people or groups)
X: The topic or object of communication (shared environment)
Key Concept: Orientations - attitudes or beliefs of A & B towards each other and X.
Communication as: A response to manage discrepancies in orientations.
Social Function: Maintain balance/equilibrium in relationships.
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Source:https://en.wikipedia.org/wiki/Models_of_communication#/media/File:Shannon-
Weaver_model_of_communication.svg

Communication Flow:
Aimed at reducing strain caused by differing views on X.
Involves information exchange to reach a shared attitude on X.
Importance of X influences urgency of communication.
Criticisms (Addressed by Westley & MacLean's Expansion):
Ignores asymmetry of information (sender may know more than receiver).
Lacks feedback loop (receiver's response to sender).
Doesn't consider mass communication.

Schramm's model of communication

Key Points of Schramm's Model
Name: Schramm's Model (1954)
Type: Interactive communication model
Focus: Overcoming limitations of linear models (active audience)
Key Differences:
Feedback: Audience is an active participant sending feedback.
Fields of Experience: Shared understanding crucial for successful communication.
Components:
Source - Generates the message (idea)
Encoder - Transforms idea into a message (symbols)
Channel - Carries the message (sound waves, text)
Decoder - Interprets the message
Destination - Receives the message
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Source:https://en.wikipedia.org/wiki/Models_of_communication#/media/File:Shannon-
Weaver_model_of_communication.svg

Communication Success:
Message within receiver's field of experience
Attention gained from receiver
Message is clear and understandable
Receiver motivated to respond as intended
Criticisms:
Model is still relatively simple compared to modern communication models.

General Model of Communication

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Key Points of Gerbner's Model

Name: Gerbner's Model (1956)
Type: Linear transmission model (inspired by Shannon-Weaver, Lasswell)
Focus: General model for all communication
Key Differences:
Starts with an event, not a message.
Message is created during encoding, influenced by code and channel.
Communication as informing someone about something unknown.
Components (10 total):
a. Someone (communicator)
b. Perceives an event
c. Reacts
d. In a situation
e. Through some means (channel)
f. Making available materials
g. In some form
h. And context
i. Conveying content
j. Of some consequence
Communication as a Selective Process:
Perception is selective (not whole event).
Encoding is selective (focuses on key aspects).
Channel choice is limited by availability.
Emphasis on Message-Reality Relation:
Model includes two dimensions: communicator-event & communicator-message.
Communication starts with event perception, then encoding into a message.
Criticisms:
Lacks feedback loop discussion.
Doesn't fully address meaning creation.
Maintains linear transmission focus.

Source–message–channel–receiver model of communication

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Key Points of Berlo's SMCR Model

Name: Berlo's SMCR Model (1960)
Type: Linear transmission model
Focus: Detailed analysis of communication components for successful influence.
Components (4):
Source - Initiates communication with a purpose.
Message - Encoded message containing content.
Channel - Medium used to transmit the message.
Receiver - Decodes and reacts to the message.
Communication Success:
Receiver's reaction aligns with sender's purpose.
Factors Affecting Success (for each component):
Source & Receiver:
Communication skills (encoding/decoding)
Attitudes (positive/negative stance)
Knowledge (understanding of topic)
Social-cultural system (shared beliefs, norms)
Message:
Code (sign system used, e.g., language)
Content (information or idea)
Treatment (style of communication)
Channel:
Sense(s) used for decoding (sight, hearing, touch, smell, taste)
Criticisms:
Lacks feedback loop discussion.
Ignores noise and communication barriers.
Overly simplistic for complex communication.

Frank Dance's helical model of communication

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Key Points of Dance's Helical Model

Name: Dance's Helical Model (1967)
Type: Non-linear model (contrasts linear and circular)
Focus: Dynamic and evolving nature of communication
Critique of Existing Models:
Linear models: Overly simplistic, one-way flow.
Circular models: Repetitive, suggests returning to starting point.
Key Feature: The Helix
Represents ongoing, forward-moving communication process.
Earlier interactions influence structure and content of future interactions.
Communication has lasting impact on participants.
Upward widening signifies growth, learning, and improvement.
Connection to Education: Similar to Bruner's spiral approach in education theory.
Criticism: Limited focus, lacks detailed analysis tools.

Barnlund's model of communication

1. Name: Barnlund's Transactional Model (1970)
2. Type: Transactional model (contrasts transmission models)
3. Focus: Communication as meaning-making, not message transmission.
4. Key Argument: Meaning is constructed through communication, not inherent.
5. Basic Assumptions of Communication:
a. Meaning-making activity (interpretation and encoding).
b. Dynamic (meaning not fixed, subject to change).
c. Continuous (ongoing decoding/encoding even alone).
d. Circular (no sender/receiver division like linear models).
e. Irreversible (lasting effects on communicators).
f. Complex (many factors influence communication).
g. Unrepeatable (due to complexity and uncontrollable factors).
6. Communication Process: Decoding cues and encoding responses.
7. Types of Cues:
a. Public (accessible to all, e.g., tree in a park).
b. Private (accessible to one person, e.g., coin in pocket).
c. Behavioral (main communication vehicles, verbal & non-verbal).
8. Influence and Criticisms:
a. Praised for innovations and critiques of earlier models.
b. Criticized for limited application and lack of explanation on meaning creation.

Intellectual Property Rights, and Intellectual Property Protection (IPP)

1474: The Venetian Patent Statute, established by the Republic of Venice, is considered the earliest codified patent
system, granting patents for "any new and ingenious device, not previously made", marking the inception of patent laws.
1624: The Statute of Monopolies in Britain lays foundations for modern patent law, establishing principles for granting
patents.
1710: The British Statute of Anne emerges, laying the groundwork for modern copyright law, establishing rights for
authors and publishers.
1760s-1770s: Legal debates in Britain over "literary property" lead to the emergence of the term "intellectual property",
signifying rights derived from common law.
1808: Term "intellectual property" used in a collection of essays, marking modern usage.
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1845: Massachusetts Circuit Court ruling in Davoll et al. v. Brown reinforces the concept of intellectual property,
comparing it to physical property.
1893: The United International Bureaux for the Protection of Intellectual Property, established through the merger of
administrative secretariats, adopts the term "intellectual property".
1967: World Intellectual Property Organization (WIPO) established as a United Nations agency, further cementing the
significance of intellectual property on a global scale.
1980: Passage of the Bayh–Dole Act in the United States increases popular usage of the term "intellectual property".
1995: Trade-Related Aspects of Intellectual Property Rights (TRIPS) agreement incorporates intellectual property rights
into the global trading system, setting minimum standards of legal protection.
2007: WIPO adopts the Development Agenda, aiming to adjust activities to the specific needs of developing countries
and address issues such as access to medicines, information, seeds, source codes, and scientific articles.

WIPO (World Intellectual Property Organization)

Formation of WIPO:
1. 1970: The World Intellectual Property Organization (WIPO) is officially established through the Convention
Establishing the World Intellectual Property Organization, which came into force on April 26, 1970.
2. WIPO was created to promote and protect intellectual property (IP) globally by collaborating with countries and
international organizations.
3. Current Director General: Daren Tang, a Singaporean, assumed office on October 1, 2020, bringing his expertise
from leading the Intellectual Property Office of Singapore.
Activities of WIPO:
1. Forums and Global Services: WIPO hosts forums to discuss and shape international IP rules and provides global
services for registering and protecting IP across different countries.
2. Dispute Resolution: It resolves transboundary IP disputes and facilitates connections between IP systems through
uniform standards and infrastructure.
3. Database and Reports: WIPO serves as a reference database on all IP matters, offering reports and statistics on the
state of IP protection and innovation worldwide.
4. Socioeconomic Development: WIPO collaborates with governments, NGOs, and individuals to leverage IP for
socioeconomic development.
Governance and Membership:
1. WIPO administers 26 international treaties covering a wide range of intellectual property issues and is governed by
the General Assembly and the Coordination Committee.
2. The General Assembly elects the Director General, who leads WIPO's day-to-day activities, and WIPO is
administered by a Secretariat.
3. WIPO has 193 member states, including UN member states and observer entities like the Cook Islands, Holy See,
and Niue.
Historical Context:
1. Paris Convention (1883): The first international agreement protecting industrial property, establishing a Union for
its protection.
2. Berne Convention (1886): Focused on copyright, protecting the rights of authors and creators internationally.
3. Madrid Agreement (1891): Created the Madrid System, facilitating the registration of trademarks across multiple
jurisdictions.
Evolution from BIRPI to WIPO:
1. BIRPI: The United International Bureaux for the Protection of Intellectual Property (BIRPI) was established in 1893,
combining bureaus for the Berne and Paris Conventions.
2. Transition to WIPO: WIPO was formally created in 1970, superseding BIRPI, with a broader mandate to promote
technology transfer and economic development alongside IP protection.
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WIPO's Role in the UN:

1. WIPO became a specialized agency of the UN in 1974 through a bilateral agreement, emphasizing its role in
promoting economic, social, and cultural development through IP.
Development Agenda:
1. In 2004, WIPO adopted a Development Agenda, shifting focus from primarily protecting rights holders to
incorporating broader stakeholder interests and aligning with international law on human rights, environment, and
economic cooperation.
2. The Development Agenda aims to address the diverse needs of stakeholders and integrate IP into broader
socioeconomic contexts.
Recent Initiatives:
1. In 2009, WIPO began drafting treaties on intellectual property and genetic resources, traditional knowledge, and
folklore related to indigenous peoples and local communities.
2. WIPO published its first World Intellectual Property Report in December 2011, shedding light on the changing
landscape of innovation. Additionally, it co-publishes the Global Innovation Index.

WIPO Development Agenda:

1. October 2004: WIPO adopts the "Proposal for the Establishment of a Development Agenda for WIPO" put forward
by Argentina and Brazil, marking a shift towards a more inclusive approach in addressing intellectual property
issues.
2. The agreed "WIPO Development Agenda" consists of over 45 recommendations, reflecting the organization's
transformation from primarily protecting rights holders to integrating the interests of various stakeholders and
aligning with broader international legal frameworks.
3. Civil society groups advocate for a draft Access to Knowledge (A2K) treaty to be introduced, aiming to promote
access to knowledge resources.
4. 2009: WIPO initiates the drafting of future treaties concerning intellectual property, genetic resources, traditional
knowledge, and folklore, particularly concerning indigenous peoples and local communities.
5. December 2011: WIPO publishes its inaugural World Intellectual Property Report on the Changing Face of
Innovation, signaling a commitment to understanding and adapting to evolving trends in innovation.
Global Services:
1. Patent Cooperation Treaty (PCT): Established in 1970, the PCT assists individuals, companies, and institutions in
seeking patent protection internationally, facilitating patent granting decisions and providing access to technical
information.
2. Madrid System: Created in 1891, the Madrid System allows for the international registration of trademarks in over
120 countries through a centralized application process.
3. Lisbon System: Provides international protection for geographical indications and appellations of origin, allowing
for the registration of products originating from specific geographical areas.
4. WIPO Arbitration and Mediation Center: Established in 1994, it offers alternative dispute resolution options for
intellectual property and technology disputes, including mediation, arbitration, and domain name dispute resolution
services.
5. Hague System: Allows for the international registration of industrial designs, providing protection in multiple
countries through a single application process.

World Intellectual Property Day is observed annually on April 26. The event was established by the World Intellectual
Property Organization (WIPO) in 2000 to "raise awareness of how patents, copyright, trademarks and designs impact
on daily life" and "to celebrate creativity, and the contribution made by creators and innovators to the development of
economies and societies across the globe". April 26 was chosen as the date for World Intellectual Property Day
because it coincides with the date on which the Convention Establishing the World Intellectual Property Organization
entered into force in 1970. World Intellectual Property Day is WIPO’s largest intellectual property (IP) public outreach
campaign.
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World Intellectual Property Day

2024 – IP and the SDGs: Focusing on the role of innovation and creativity in achieving the Sustainable Development
Goals (SDGs) and building a collective future.
2023 – Women and IP: Highlighting the contributions of women in accelerating innovation and creativity across
various fields.
2022 – IP and Youth: Emphasizing the importance of youth in driving innovation and creating a better future through
intellectual property.
2021 – IP and SMEs: Addressing the significance of intellectual property in enabling small and medium-sized
enterprises (SMEs) to bring their ideas to market.
2020 – Innovate for a Green Future: Promoting innovation as a key driver for sustainable development and
environmental conservation.
2019 – Reach for Gold: IP and Sports: Exploring the intersection of intellectual property and sports, and its impact on
promoting excellence and fair competition.
2018 – Powering Change: Women in Innovation and Creativity: Recognizing the role of women in driving change and
innovation across various sectors.
2017 – Innovation – Improving Lives: Showcasing how innovation contributes to enhancing quality of life and societal
progress.
2016 – Digital Creativity: Culture Reimagined: Highlighting the transformative impact of digital technologies on
creativity and cultural expression.
2015 – Get Up, Stand Up. For Music: Advocating for the protection of musical creations and the rights of musicians.
2014 – Movies – a Global Passion: Celebrating the global influence and cultural significance of the film industry.
2013 – Creativity – The Next Generation: Focusing on nurturing creativity among young people and empowering the
next generation of innovators.
2012 – Visionary Innovators: Recognizing visionaries who have made groundbreaking contributions to innovation and
creativity.
2011 – Designing the Future: Exploring the role of design in shaping future trends and innovations.
2010 – Innovation – Linking the World: Highlighting how innovation connects people and drives global progress.
2009 – Green Innovation: Promoting environmentally sustainable innovation and its role in addressing climate change.
2008 – Celebrating innovation and promoting respect for intellectual property: Recognizing the importance of
innovation and fostering a culture of respect for intellectual property rights.
2007 – Encouraging Creativity: Encouraging creative expression and recognizing its importance in societal
development.
2006 – It Starts with an Idea: Emphasizing the transformative power of ideas and their role in driving innovation.
2005 – Think, Imagine, Create: Encouraging individuals to think creatively, imagine possibilities, and bring their ideas
to life.
2004 – Encouraging Creativity: Promoting creativity as a fundamental driver of innovation and progress.
2003 – Make Intellectual Property Your Business: Educating individuals and businesses about the importance of
intellectual property in their operations.
2002 – Encouraging Creativity: Continuing to emphasize the value of creativity and innovation in societal development.
2001 – Creating the Future Today: Inspiring individuals to take action and contribute to shaping the future through
innovation and creativity.
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Copyright law of India

Yearwise Overview of Copyright Law in India:
Pre-1958:
1914: The Indian Copyright Act, 1914, based on the Imperial Copyright Act of 1911, governed copyright matters.
Photograph Copyright: Under the 1914 Act, the copyright period for photographs was 50 years from the creation of
the original negative.
Applicable Until 1958: Works created before 21 January 1958 were governed by the Indian Copyright Act, 1914.
Post-1958:
1957: The Copyright Act of 1957 was enacted, coming into force on 21 January 1958, replacing the 1914 Act.
Six Amendments: Since its inception, the Copyright Act of 1957 has been amended six times.
2012: The most recent amendment occurred in 2012, known as the Copyright (Amendment) Act 2012.
International Conventions:
India is a member of key international conventions governing copyright, including the Berne Convention of 1886, the
Universal Copyright Convention of 1951, the Rome Convention of 1961, and the TRIPS Agreement.
Initially not part of the WIPO Copyright Treaty (WCT) and the WIPO Performances and Phonograms Treaty (WPPT),
India joined these treaties in 2013.
Definition of Copyright:
Copyright encompasses rights granted by law to creators of literary, dramatic, musical, and artistic works, as well
as producers of cinematograph films and sound recordings.
These rights include reproduction, communication to the public, adaptation, and translation of the work.
Copyright law's scope and duration of protection vary depending on the nature of the work.
Court Interpretation:
In a 2016 copyright lawsuit, the Delhi High Court emphasized that copyright is not an absolute ownership right but
rather intended to stimulate creative activity for the benefit of the public.
Copyright is designed to encourage the creation of knowledge and arts, benefiting society as a whole.

Type of Work Duration

Anonymous works Until sixty years from the beginning of the calendar year next following the year in which the work is first published

Pseudonymous
Until sixty years from the beginning of the calendar year next following the year in which the work is first published
works

Cinematograph films Until sixty years from the beginning of the calendar year next following the year in which the work is first published

Sound records Until sixty years from the beginning of the calendar year next following the year in which the work is first published

Government work Until sixty years from the beginning of the calendar year next following the year in which the work is first published

Public undertakings Until sixty years from the beginning of the calendar year next following the year in which the work is first published

International
Until sixty years from the beginning of the calendar year next following the year in which the work is first published
Agencies

Photographs Until sixty years from the beginning of the calendar year next following the year in which the work is first published

Lifetime of the author + sixty years from the beginning of the calendar year next following the year in which the author
Literary works
dies

Lifetime of the author + sixty years from the beginning of the calendar year next following the year in which the author
Dramatic works
dies

Lifetime of the author + sixty years from the beginning of the calendar year next following the year in which the author
Musical works
dies

Lifetime of the author + sixty years from the beginning of the calendar year next following the year in which the author
Artistic works
dies
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Exceptions to Copyright Infringement in India:

The Copyright Act 1957 delineates certain acts exempt from copyright infringement. India adopts a hybrid approach,
distinct from the broad fair use doctrine in the US. The exceptions include:
1. Fair Dealing:
Fair dealing is permitted for specific purposes, including private or personal use, research, education, criticism
or review, and reporting of current events.
The concept of fair dealing has been elaborated in judicial decisions such as Academy of General Education v.
B. Malini Mallya (2009) and Civic Chandran v. Ammini Amma.
2. Specific Activities:
Certain activities enumerated in the statute are exempt from infringement, provided they meet the criteria
outlined in the law.
The case of IBomma, a website distributing movies illegally, highlights the challenge of enforcing copyright online.
Despite its unlawful activities, no complaints have been lodged against it, similar to the Delhi University's Rameshwari
Photocopy Service case. Initially ruled non-infringing, the decision was later reversed, demonstrating the evolving
nature of copyright jurisprudence in India.
Remedies Against Copyright Infringement:
The Copyright Act 1957 offers three types of remedies:
1. Administrative Remedies:
Customs authorities can detain infringing goods under this provision.
2. Civil Remedies:
Chapter XII of the Act provides civil remedies such as injunctions, damages, and account of profits.
3. Criminal Remedies:
Chapter XIII outlines criminal remedies, including imprisonment (up to 3 years) and fines (up to 200,000
Rupees).
Jurisdiction Under Copyright Act, 1957:
A significant change in jurisdiction law occurred in the 2015 case Indian Performing Rights Society Ltd. Vs. Sanjay
Dalia. The Supreme Court ruled that the plaintiff must file suit where the cause of action arose, preventing plaintiffs
from dragging defendants to distant jurisdictions. This interpretation aligns with the mischief rule, ensuring fair and
reasonable application of the law

Indian trademark law

Trademark Law in India: Yearwise Overview
Pre-1940:
Trademark law in India was primarily based on common law principles of passing off and equity, similar to those in
England before the enactment of the first Registration Act, 1875.
1940:
The Trade Marks Act, 1940 was enacted, mirroring provisions of the UK Trade Marks Act, 1938.
1958:
The Trade and Merchandise Marks Act, 1958 consolidated trademark provisions from other statutes like the Indian
Penal Code, Criminal Procedure Code, and the Sea Customs Act.
1999:
The Trade Marks Act, 1999 replaced the Trade and Merchandise Marks Act, 1958, aligning with TRIPS provisions. It
governs registered trademarks and also addresses aspects of unregistered trademarks based on common law
principles.
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2002:
The Trademark law of 2002 suggested classes under which trademarks could be registered in India, encompassing
various goods and services.
2017:
New trademark rules came into effect from March 6, 2017, aimed at simplifying the registration process and
promoting e-filing. The rules introduced provisions for sound marks and 3D marks, expedited processing, video
conferencing for hearings, and reduced the number of forms required for filing.
Trademark Classes:
Trademarks can be registered under different classes, each representing specific goods or services. These classes
include:
Chemicals (Class 1)
Paints, varnishes (Class 2)
Cosmetics, perfumery (Class 3)
Industrial oils, lubricants (Class 4)
Pharmaceuticals, veterinary preparations (Class 5)
Common metals, alloys (Class 6)
Machines, machine tools (Class 7)
Hand tools, cutlery (Class 8)
Scientific apparatus, computers (Class 9)
Medical apparatus, instruments (Class 10)
Lighting, heating apparatus (Class 11)
Vehicles (Class 12)
Firearms, ammunition (Class 13)
Precious metals, jewelry (Class 14)
Musical instruments (Class 15)
Paper, printed matter (Class 16)
Rubber, plastics (Class 17)
Leather goods (Class 18)
Building materials (Class 19)
Furniture, household goods (Class 20)
Utensils, containers (Class 21)
Ropes, textiles (Class 22)
Yarns, threads (Class 23)
Textiles, clothing (Class 24)
Lace, embroidery (Class 26)
Carpets, rugs (Class 27)
Games, playthings (Class 28)
Meat, fish, poultry (Class 29)
Coffee, tea, cocoa (Class 30)
Agricultural, horticultural products (Class 31)
Beverages (Class 32)
Alcoholic beverages (Class 33)
Tobacco products (Class 34)
Services such as advertising, financial affairs, construction, telecommunications, transport, education, medical
services, legal services, etc. (Classes 35-45)
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Indian Patent Office

The Office of the Controller General of Patents, Designs and Trade Marks (CGPDTM)
About CGPDTM
Established: 1856 (Known as the Indian Patent Office)
Function: Administers Indian patent, design, and trademark laws
Department: Department for Promotion of Industry and Internal Trade
Responsibilities
Granting intellectual property protection for patents, designs, and trademarks
Overseeing various administrative sections:
Patent Office
Designs Registry
Trademarks Registry
Geographical Indications Registry
Rajiv Gandhi National Institute of Intellectual Property Management
Maintaining the Patent Information System (headquartered in Kolkata with branches in Chennai, New Delhi, and
Mumbai)
Patent Duration in India
Term
The term of every patent in India is 20 years from the date of filing the application.
This applies regardless of whether a provisional or complete specification is filed.
For applications filed under the Patent Cooperation Treaty (PCT), the 20-year term begins from the international
filing date.
Renewal Fees
To maintain patent rights for the entire term, renewal fees must be paid to the Indian Patent Office.
No renewal fee is required for the first two years after a patent is granted.
Renewal fees start from the third year onwards.
Fees can be paid annually or as a lump sum.
Consequences of Non-Renewal
If renewal fees are not paid, the patent will lapse and enter the public domain.
Once in the public domain, the patented subject matter can be freely used by anyone without infringing the patent.
Restoration of Lapsed Patents
Restoring a lapsed patent is a complex and time-consuming process.
An application for restoration can be filed within 18 months of the patent lapsing.
The application must include a reason for non-renewal and supporting evidence.
The Controller may grant restoration if they believe the non-renewal was unintentional.
If opposition is filed, the Controller will hold a hearing before deciding.
Key Points
Patent duration in India is 20 years from filing.
Renewal fees are required to maintain patent rights.
Non-renewal leads to the patent entering the public domain.
Restoring a lapsed patent is complex and requires justification.
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Library and Information Policy at National Level

National Policy Initiative on Libraries and Information Systems in India
Background:
In October 1985, the Department of Culture, Government of India, established a committee named CONPOLIS
(Committee on National Policy on Library and Information Systems) under the chairmanship of Prof. D.P.
Chottopadhyaya.
Committee Activities:
The committee toured different parts of the country between December 1985 and February 1986 to gather public
input.
They received suggestions from individuals and institutions.
An interim report was submitted in March 1986, followed by the final report in May 1986.
Salient Features of the Report:
Focus on Public Libraries:
The report emphasized establishing, maintaining, and strengthening free public libraries nationwide as a
functioning system.
Priority was given to rural public libraries. Each village or cluster should have a community library serving as an
information center.
Resources from various agencies like public health, adult education, and local self-government could be
combined to build these centers.
School and Community Library Link:
A strong connection between the village community library and the primary school was recommended.
If a school lacked a library, the community library should provide children with a dedicated book corner.
Adult Education and Services:
Community libraries should cater significantly to adult education by offering audiovisual aids to attract illiterate
villagers.
District Library System:
The district library would serve as the apex library for each district, with public libraries at city, town, and village
levels functioning as crucial components.
It should provide learning facilities and recreation for the handicapped, with Braille literature available wherever
possible.
District libraries would manage branch libraries within their area and offer special services to hospitals, prisons,
and homebound individuals.
Resource Sharing and Networking:
The report advocated for district libraries taking the lead in establishing connections between all public libraries
within the district and facilitating resource sharing.
The role of public libraries as key players in supporting distance education was acknowledged, and they were
encouraged to be adequately equipped for this purpose.
State-Level Network:
All libraries within a state were envisioned to be part of a network, extending from village community libraries to
intermediary levels, culminating in the state central library.
State Central Library's Role:
The state central library was considered crucial for networking and establishing uniform library procedures
within the state.
It was proposed to function as the coordinating agency for public libraries in the state.
Legislation and Funding:
The report stressed the importance of each state enacting its own library legislation. The central government
was urged to revise the model public library bill and encourage state adoption.
Funding for library development was envisioned to come from state general revenues or local taxation.
Central Government's Role:
Increased financial assistance from the central government to states for public library development was
recommended.
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The report suggested strengthening the Raja Rammohan Roy Library Foundation as the national agency for
coordinating and assisting the development of public libraries.
This summary provides a systematic overview of the National Policy Initiative on Libraries and Information Systems in
India as proposed by the CONPOLIS committee.

Follow-up Actions on National Policy Initiative for Libraries and Information Systems
This summary outlines the actions taken based on the recommendations of the National Policy Initiative on Libraries
and Information Systems in India.
Empowered Committee (1986):
The committee, chaired by Prof. D.P. Chattopadhyaya, was formed to develop an action plan for implementing the
policy recommendations.
Their report was submitted in April 1988.
Working Group (1992):
The Department of Culture identified challenges in implementing some of the empowered committee's decisions.
A working group, led by Ms. Komal Anand, reviewed the empowered committee's recommendations and proposed
implementation strategies.
The working group included the president of the Indian Library Association (ILA).
They submitted their suggestions in December 1992, which were subsequently accepted by the government.
Salient Accepted Recommendations:
Leadership:
The Director of the National Library was designated as the head of the Central Reference Library.
National Body:
The creation of a National Commission on Library Documentation and Informatics within the government was
initiated.
Public Library System:
Strengthening public libraries across the country and establishing them as a unified system was emphasized.
A central focus was placed on making rural library services accessible in every village by 2001 AD through
collaborative efforts of central and state government agencies.
Library Services:
Every rural public library was mandated to have a dedicated children's section.
Community center libraries were envisioned to play a significant role in adult education programs.
District libraries were expected to provide more facilities for the underprivileged and handicapped.
Public libraries were identified as key institutions for supporting distance education and were encouraged to
have adequate resources.
State-Level Coordination:
State central libraries were assigned a crucial role in networking, establishing uniform library procedures, and
setting standards within their respective states.
Model Libraries:
The Raja Rammohan Roy Library Foundation (RRRLF) was authorized to establish 100 model rural libraries in
collaboration with state agencies.
Legislation and Standards:
The central government was advised to revise the model public library bill based on recent experiences.
Establishing at least one multilingual library in each state was proposed, with collaboration between central and
state governments.
Academic Libraries:
The requirement for every school and college to have a library with a qualified librarian was established.
The Association of Indian Universities (AIU) was entrusted with developing academic library norms as a priority
project.
Manpower Development:
A few selected university library science departments were chosen to receive additional resources as part of a
manpower development program.
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National Databases:
The National Library, INSDOC, DST, and ICSSR were tasked with taking steps to create national databases.
National Library System (NLS):
The establishment of a National Library System (NLS) was proposed, encompassing the National Library,
national depository libraries in Delhi, Bombay, and Madras, national subject libraries, and other libraries of
national importance.
Research and Development:
The need for a national R&D center for library and information science was recognized. The proposed National
Commission on Libraries (NCL) was suggested to consider this proposal.
National Grid of Libraries:
The development of a national "Grid" of public libraries, connecting village community center libraries to the
national network, was envisioned.
Unimplemented Recommendations:
The Department of Culture was entrusted with preparing a draft bill for the National Commission on Libraries (NCL),
outlining its powers, functions, and composition.
The recommendations to establish a "Library Unit" within the Department of Culture and a committee of experts to
draft the NCL bill haven't been implemented.
The proposal for the NCL to have more ex-officio members and include professional associations and senior
professionals also remains unaddressed.
A national library plan outlining long-term and short-term development programs for the national library system is
yet to be drafted.

Right to Information Act

The Right to Information Act (RTI) in India
Introduction:
The Right to Information (RTI) Act is a landmark legislation in India that empowers citizens to access information held
by public authorities. It replaced the Freedom of Information Act of 2002.
Key Provisions:
Right to Request Information: Any Indian citizen can request information from a "public authority," which includes
government bodies and organizations substantially financed by the government.
Response Time: Public authorities are obligated to respond to RTI requests within 30 days, with an expedited
timeframe of 48 hours for matters concerning life and liberty.
Proactive Disclosure: Public authorities are required to proactively publish certain categories of information for
easier public access, minimizing the need for formal RTI requests.
Implementation:
The RTI Act was passed in 2005 and came into effect in 2005.
It has been instrumental in promoting transparency and accountability in governance.
Over 17.5 million RTI applications were filed in the first ten years.
Legal Status:
While not a fundamental right enshrined in the Constitution, RTI is seen as implicit in the right to freedom of speech
and expression (Article 19(1)(a)) and the right to life and liberty (Article 21).
The Act overrides the Official Secrets Act, 1923, which previously restricted information disclosure.
Institutional Framework:
Public Information Officers (PIOs): Responsible for receiving and responding to RTI requests within their
respective public authorities.
Central Information Commission (CIC): Oversees the implementation of the RTI Act at the central level.
State Information Commissions (SICs): Oversee the RTI Act's implementation at the state level.
Recent Developments:
RTI Amendment Act, 2019: Amended provisions related to the terms and conditions of service for Information
Commissioners, raising concerns about potential dilution of their independence.
Supreme Court Judgement (2019): Upheld the inclusion of the office of the Chief Justice of India under the RTI
Act.
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Scope of the Act:

Covers constitutional bodies (executive, legislature, judiciary), institutions established by Parliament or state
legislatures, and government-funded bodies.
Private bodies are generally not included, but there have been exceptions for entities receiving significant
government funding.
Political parties were initially considered public authorities but are currently excluded. Efforts are ongoing to bring
them back under RTI.
List of Exempted Central Organizations:
Intelligence Bureau
Research and Analysis Wing including its technical wing, Aviation Research Centre
Directorate of Revenue Intelligence
Central Economic Intelligence Bureau
Directorate of Enforcement
Narcotics Control Bureau
Special Frontier Force
Border Security Force
Central Reserve Police Force
Indo-Tibetan Border Police
Central Industrial Security Force
National Security Guard
Assam Rifles
Sashastra Seema Bal
Directorate General of Income-tax (Investigation)
National Technical Research Organisation
Financial Intelligence Unit, India
Special Protection Group
Defence Research and Development Organisation
Border Roads Organisation
National Security Council Secretariat (Secretariat of the National Security Council, in the Cabinet Secretariat)

Information Technology Act

The Information Technology Act, 2000 (IT Act)
What is it?
The IT Act is a law passed by the Indian Parliament in 2000.
It is the primary law in India dealing with cybercrime and electronic commerce.
Key Points:
Enacted: October 17, 2000
Purpose:
Legal framework for electronic governance (electronic records and digital signatures)
Defines and penalizes cybercrimes
Amends other laws to address new technologies
Original Structure:
94 sections divided into 13 chapters and 4 schedules (later reduced to 2)
Applies throughout India and to certain crimes outside India
What it Does:
Provides legal recognition for electronic transactions and records.
Defines cybercrimes and sets penalties.
Establishes:
Controller of Certifying Authorities (regulates digital signatures)
Cyber Appellate Tribunal (resolves disputes)
Amends other laws (e.g., Indian Penal Code) to adapt to new technologies.
Amendments:
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Amendments:
A major amendment in 2008 introduced:
Section 66A (penalizes "offensive messages")
Section 69 (power to intercept/monitor electronic information)
Provisions addressing pornography, child pornography, cyber terrorism, and voyeurism.

Section Offence Penalty

65 Tampering with computer source documents Imprisonment up to three years, or/and with fine up to ₹2,00,000

66 Hacking with computer system Imprisonment up to three years, or/and with fine up to ₹5,00,000

Receiving stolen computer or communication

66B Imprisonment up to three years, or/and with fine up to ₹1,00,000
device

66C Using password of another person Imprisonment up to three years, or/and with fine up to ₹1,00,000

66D Cheating using computer resource Imprisonment up to three years, or/and with fine up to ₹1,00,000

66E Publishing private images of others Imprisonment up to three years, or/and with fine up to ₹2,00,000

66F Acts of cyberterrorism Imprisonment up to life.

Publishing information which is obscene in

67 Imprisonment up to five years, or/and with fine up to ₹10,00,000
electronic form.

67A Publishing images containing sexual acts Imprisonment up to seven years, or/and with fine up to ₹10,00,000

67C Failure to maintain records Imprisonment up to three years, or/and with fine.

68 Failure/refusal to comply with orders Imprisonment up to 2 years, or/and with fine up to ₹1,00,000

69 Failure/refusal to decrypt data Imprisonment up to seven years and possible fine.

Securing access or attempting to secure access

70 Imprisonment up to ten years, or/and with fine.
to a protected system

71 Misrepresentation Imprisonment up to 2 years, or/and with fine up to ₹1,00,000

72 Breach of confidentiality and privacy Imprisonment up to 2 years, or/and with fine up to ₹1,00,000

Disclosure of information in breach of lawful

72A Imprisonment up to 3 years, or/and with fine up to ₹5,00,000
contract

Publishing electronic signature certificate false

73 Imprisonment up to 2 years, or/and with fine up to ₹1,00,000
in certain particulars

74 Publication for fraudulent purpose Imprisonment up to 2 years, or/and with fine up to ₹1,00,000

Notable Cases under the IT Act

The IT Act has been involved in several court cases, some highlighting the scope of the Act and others raising
questions about its application. Here are some key examples:
Section 66 (Hacking and Misuse)
Early Case (2001): Two web-hosting company owners faced hacking charges under Section 66 for shutting down a
website over a payment dispute.
E-commerce Shoplifting (2017): An e-commerce platform used the IT Act to pursue hackers accused of digital
shoplifting.
Section 66A (Offensive Content - Struck Down)
This section, which penalized sending "offensive messages," has been particularly controversial and was eventually
struck down by the Supreme Court. Here are some cases involving Section 66A:
Aseem Trivedi (2012): A cartoonist was arrested for cartoons critical of corruption, raising concerns about free
speech.
Jadavpur University Professor (2012): A professor faced arrest for sharing a political cartoon online.
Social Media Posts (2012): Two young women were arrested for Facebook posts critical of a political shutdown,
highlighting potential misuse of the Act.
Teenager's Social Media Post (2015): A teenager faced charges for a Facebook post critical of a politician,
demonstrating the Act's reach.
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REFERENCES
1. For Students: Information Literacy | Information Literacy | Array. (n.d.). Retrieved March 9, 2024, from
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0the%20acquisition%20of%20knowledge.
2. Gupta, D. (2022, January 12). 7 Types of Knowledge: Explicit, Implicit, Tacit, & More | Whatfix. The Whatfix Blog |
Drive Digital Adoption. https://whatfix.com/blog/types-of-knowledge/
3. Information Technology Act, 2000. (2024). In Wikipedia. https://en.wikipedia.org/w/index.php?
title=Information_Technology_Act,_2000&oldid=1194585359
4. Information Transfer Cycle. (n.d.). Retrieved March 9, 2024, from
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