(WP)HIN/ICP/HBI/002-E
ENGLISH ONLY
~IONAL TRAINING COURSE ON HEAL~LIBRARY OPERATIONS AND MANAGEMENT
Convened by the REGIONAL OFFICE FOR THE WESTERN PACIFIC OF THE· WORLD HEALTH ORGANIZATION Manila, Philippines 9-20 November 1987
Not for sale Printed and distributed by the Regional Office for the Western Pacific of the World Health Organization Manila, Philippines February 1988 Wl;i () I W P I{() Ll I:HV\R ~ Manila. /.. h ijjvPlllei'
22 APR 1988
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NOTE
The views expressed in this report are those of the participants in the Regional Training Course and do not necessarily reflect the policies of the World Health Organization.
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This report has been prepared by the Regional Office for the Western Pacific of the World Health Organization for governments of Member States in the Region and for the participants in the Regional Training Course on Health Library Operations and Management, which was held in Manila, Philippines, from 9 to 20 November 1987.
CONTENTS
1.
INTRODUCTION OBJECTIVES
.........................•.................... ......•......................................... ...................... .
1 1
2.
3. 4. 5.
DURATION, SCHEDULE AND PARTICIPANTS COURSE CONTENT
2 2
........................................... .
COURSE EVALUATION
. ....................................... .
3 3 4 4 4
5.1 5.2 5.3 5.4 6.
Course Members' Intentions Suggestions for Improvement ......................... . Suggestion to WHO ...................................• Comments on the Course .............................. .
COMMENTS
5 5 5 5 5 5 5
6.1 Part icipation ...•..................................•• 6.2 Cooperation ......................................... . 6.3 Language ....•.•.•..•.••.......••••••••.•..•.••••••••• 6.4 Documentation and Administration .................... . 6.5 Course Participants
7.
RECOMMENDATIONS 7.1 Follow-up
7.2 In ternships 8. CONCLUSIONS
5 6 6 7 11
ANNEX 1 - LIST OF PARTICIPANTS, CONSULTANTS, AND SECRETARIAT ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ANNEX 2 - AGENDA AND TIMETABLE ANNEX 3 - OPENING ADDRESS BY DR S.T. HAN, DIRECTOR, PROGRAMME MANAGEMENT ON BEHALF OF DR H. NAKAJIMA, REGIONAL DIRECTOR, WHO REGIONAL OFFICE FOR THE WESTERN PACIFIC ANNEX 4 - CLOSING ADDRESS BY DR S.T. HAN, DIRECTOR, PROGRAMME MANAGEMENT ON BEHALF OF DR H. NAKAJIMA, REGIONAL DIRECTOR, WHO REGIONAL OFFICE FOR THE WESTERN PACIFIC .......... ANNEX 5 - REGIUNAL TRAINING COURSE DOCUMENTATION (HANDOUTS, SESS~ON REPORTS AND PROJECT REPORTS) ......••.........
15
17/18 19/20
1.
INTRODUCTION
The Regional Training Course on Health Library Operations and Management was the second such course organized by the Western Pacific Region of the World Health Organization under the Regional Biomedical Information Programme. A long-term objective of the Regional Biomedical Information Programme is the development of an efficient and effective network of library and information services to support the health-for-all strategy. In the context of the Regional Biomedical Information Programme, the WHO Regional Office for the Western Pacific and the Member States have determined that a priority activity should be the strengthening of national resources, particularly human resources, through the transfer of health information skills. 2. OBJECTIVES
The overall objective of the training course was to improve the skills and knowledge of participants with respect to modern library operations and management and to develop a cadre of personnel to participate with others in national training courses in the following areas: (1) (2) (3) (4) application of up-to-date management techniques and procedures; development and operation of a user-oriented health literature and information service; application of essential bibliometric methods and techniques that are appropriate for medical and health libraries; and identification of the areas for cooperation and resource-sharing within their countries or areas and within the Region.
These objectives were restated and extended by agreement between the consultants and the Operational Officer to incorporate the following specific learning objectives: (a) (b) (c) (d) (e) (f) commitment to the development of effective, relevant services; commitment to cooperation and appropriate resource-sharing; professional self-confidence; management skills; skills in the development and operation of user-oriented health literature and information services; knowledge of appropriate bibliographic and resource-sharing techniques;
- 2 -
(g)
familiarity with appropriate information technology and its potential uses in various library environments.
The participants themselves identified further learning objectives in the opening session (Annex 5) and, passim, for specific sections of the course.
3.
DURATION, SCHEDULE AND PARTICIPANTS
The training course was held at the Regional Office for the Western Pacific of the World Health Organization from 9 to 20 November 1987. Annex 2 provides an agenda and timetable for the course. There were ten participants from eight countries or areas, four of those invited having failed to arrive. One observer was treated throughout as a full participant. A full list together with details of staffing are given in Annex 1. 4. COURSE CONTENT
The translation of the training course objectives into a realistic agenda of lectures required the identification of priority areas within the field of health library management on which the course should focus. Four main themes were agreed between the conSUltants and the Operational Officer, namely: (a) (b) (c) (d) Management User-oriented health literature services Techniques, including resource sharing Information technology
In view of the comparative maturity of the participants, despite a wide disparity of qualifications and experience, it was agreed to organize most of the sessions in one of two ways: (a) (b) as exchange-of-experience seminars, led or chaired by the consultants; as practical exercises, projects and hands-on experience sessions with the consultants acting as resources.
Formal lectures were minimized. Handouts and documentation, which were considered vital for revision and reinforcement, were prepared after the sessions in most cases in order to reflect the actual discussions and achievements. The timetable was organized around two-hour double sessions, each of which covered either one or two topics as appropriate. A course agenda is included as Annex 2.
- 3 -
All participants had three forms of hands-on experience in the use of computers: (a) (b) (c) conducting a Medline search on the Australian MEDLARS system; talked-through sessions demonstrating CD-ISIS software on the WHO's own demonstration microcomputers; use of CD-ISIS to define a sample database as part of the project work.
After-hours visits were organized to the University of the Philippines Medical Library and the Institute of Public Health Library, both of which were much appreciated. The exercises in information work, including Medline searching, were carried out in the WHO Library. The hands-on computer sessions were carried out in WHO's excellent new computer training suite. A two-day project was a special feature of the course, combining all learning objectives and all aspects of the agenda. Groups of three or four participants were asked to define a system and database in terms of its context, objectives, use, resource requirements, information gathering and maintenance; to devise appropriate procedures and demonstrate a suitable computer data structure; and to prepare a management-style report. The learning objectives included practising teamwork and delegation. The reports are in Annex 5. 5. COURSE EVALUATION
It was agreed to replace the more conventional style of student evaluation (formal or informal) by two simple questions to each participant: (a) (b) What steps do you intend to take on your return to work, to begin implementation of what you have learnt from the course? What additions and/or changes would you make in helping to plan a future course?
Course members replied both in writing and verbally and their comments are summarized below. 5.1 Course members' intentions
Five people said that they would be organizing courses along similar lines, allowing for the different national situations (for example, a series of one-day seminars).
- 4 -
Five people mentioned specific improvements in their networking/resource sharing activities. Making library services more user-oriented (2), better promotion of services (3), and surveys of users and non-users (3) were an important group of proposals. Staff-related improvements included planning staff development or continuing education programmes (3) and defining the role (1) and job description (1) of the librarian. Two people proposed to improve their collection of statistics and use of performance indicators. On the technical side, two people determined to establish a clearer collection development policy, two to initiate a Medline service, two to improve cataloguing (one using a computer), and three to create procedure manuals. One person intended to improve on report writing techniques. Two people proposed to ask for additional resources in specific areas. 5.2 Suggestions for improvement - Computers: guidance. Several people would have preferred more detailed
- Financial management and performance measurement: perhaps participants should have been asked to collect and bring basic data about their own services; - More on job description/profiles - More on earlier library visits
5.3 Suggestion to WHO It was suggested that WHO should publish an information newsletter. 5.4 Comments on the course
Although not requested to do so, several members commented on the course, and in particular on the methods employed. Fairly typical comments were: "Excellent job of overcoming inhibitions and making everyone think, talk and do things for himself." "Made people realize that the problems they face are common but there are (various) ways of solving them." "Reinforced concepts of library management." (Some also claimed that their concepts of library management had been radically changed.)
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• Members also commented on particular aspects, such as the hands-on computer experience overcoming fear of the computer and the practical exercises in reference and bibliography. 6. 6.1 Participation COMMENTS
The commitment of the participants was demonstrated in their exercises and group projects to a very high degree. Participation in discussions was thoughtful rather than lively. Some course members began very shyly but learnt to speak up well during the two-week course. 6.2 Cooperation
The format demanded and received a high level of team work and mutual support. 6. 3 Language
Two participants had some initial problems in comprehending English. However, this did not prevent their learning and involvement, but probably slowed them down. It is worth reiterating that a good working knowledge of English is essential in such multinational courses, especially in the field of health information. 6.4 Documentation and administration
The administrative support, secretarial services and physical facilities of the WHO Regional Office were all excellent. The contributions to the course itself from the WHO/WPRO librarian and computer staff were particularly appreciated, and access to the library was invaluable. 6.5 Course participants
In effect there were eleven participants. This could have been increased to fifteen or sixteen without strain. Those countries or areas which sent two participants certainly gained by the interaction between them and by the perspectives developed. 7. 7. 1 Follow-up RECOMMENDATIONS
Several participants signified an intention to organize national or local courses along similar lines. WHO could consider Bupporting such courses (or sub-regional courses) as an appropriate and effective means to continue the development of a cadre of personnel with appropriate skills in each country or area.
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7.2
Internships
The potential of internships for training at all levels deserves special attention. Short within-country internships can lead to a better spread of skills and more effective use of scarce resources, as well as encouraging cooperation. Intercountry internships can make good use of the relative strengths of different countries in the Region. Finally, selective (and appropriate) internships in countries such as Australia, Britain, or Canada would probably assist in the transfer of vital information handling skills. For this purpose, working internships of the right quality would in many cases be more useful than study tours. 8. CONCLUSIONS
The training course was a successful and timely venture. The range of skills and knowledge communicated to and between participants was considered by the participants and consultants as being very useful both for the participants' current activities and for their potential contribution to institutional and national programmes. It also demonstrated the viability of regional courses involving a diversity of background and purpose among participants, given clear and specific objectives, good communications and the active involvement of policy and operational staff.
- 7 ANNEX 1
REGIONAL TRAINING COURSE ON HEALTH LIBRARY OPERATIONS AND MANAGEMENT Manila, Philippines 9-20 November 1987
WPR/HBI/IB/2 16 November 1987 ENGLISH ONLY
INFORMATION BULLETIN NO. 2 LIST OF PARTICIPANTS, CONSULTANTS, OBSERVERfi AND SECRETARIAT 1.
PARTICIPANTS
FIJI
Hr Chandra1ya Medical Librarian Fiji School of Medicine Suva Me Ellen Y. H. Leung
HONG KONG
Assistant Librarian Medical and Health Department Sunning Plaza. 4th-13th Floors 10 Hysan Avenue. Causeway Bay Hong Kong MALAYSIA Me Raj •• war! lumara.amy
Librarian Institut Kesihatan Umun Jalan Bangsar 59200 Kuala Lumpur PAPUA NEW GUINEA Me Iboda Gi balu
Librarian Department of Health C.A.H.S. P.O. Box 1034 Boroko PHttIPPINES Me Rita P. Caharian
Librarian Regional Health Office No. 10 Cagayan de Oro
- 8 Annex 1
Ms Carme1ita C. Guilatco Science Research Specialist II Philippine Council for Health Research and Development Department of Science and Technology DOST Building, Bicutan Taguig, Metro Manila REPUBLIC OF KOREA Mr Byurng Kwon Jurn National Medical Centre Library 18-79, 6Ka Ulchiro Choong-ku Seoul Ms Wee Joo Gim Head, Medical Library National University of Singapore Lower Kent Ridge Road Singapore 0511 Mr Nguyen Xuan Thu Editor and Bibliographer Central Institute for Medical Science Information 13, Le Thanh Tong Street Hanoi Dr Nguyen Thanh Nguyen Vice Director Health Information and Education Centre Ho Chi Minh City Health Service 59 XO Viet Ng He Tinh Ho Chi Minh
SINGAPORE
VIET NAM
2.
CONSULTANTS
Mr Michael Carmel Regional Librarian South West Thames Regional Library Service Education Centre Royal Surrey County Hospital Egerton Road Gui1dford, Surrey GU2 5XX United Kingdom Ms C1arisa Dima1anta 36 San Martin Magallanes Village Makati, Metro Manila Philippines
- 9/10 Annex 1 Mr Paul Hodgson Informed Sources Pty. Ltd. P.O. Box 79 Deakin, A.C.T. 2600 Australia 3. OBSERVERS
Ms Fang Li Suihua Municipal Public Health Heilongjiang Province People's Republic of China Dr Gao Shukai Jian Kang Bao (Health Newspaper) 11 Shuang Si Hutong Beijin~
People s Republic of China Ms Norma Tipanan Senior Stenographer Central Library and Documentation Center Department of Health Health Manpower Development and Training Service San Lazaro Compound, Sta. Cruz Manila Philippines
4.
SECRETARIAT
Ms R. Agoncillo Librarian WHO Regional Office for the Western Pacific Manila Dr T. Imai Systems Analyst WHO Regional Office for the Western Pacific Manila Dr J. Robey (Operational Officer) Regional Adviser in Health Information WHO Regional Office for the Western Pacific Manila
- 11 ANNEX 2
REGIONAL TRAINING COURSE ON HEALTH LIBRARY OPERATIONS AND MANAGEMENT Manila, Philippines 9 to 20 November 1987
WPR/HBI/87.l ENGLISH ONLY
AGENDA
1 2
Opening ceremony Organization of health literature Patterns of publishing Collection development Periodicals selection Interlibrary lending Cataloguing
3 4
Introduction to microcomputers Information services Reference service Literature searching Current awareness
5
Cooperative networks Resource sharing Libraries in the WHO information programme
6
Computer applications in libraries Overview Introduction to software On-line searching Data base design Use in WHO information programmes Projects
- 12 Annex 2
WPR/HBI/87.1 Page 2
7
Modern library management Concepts Problems Accountability Delegation Staff development
8
User orientation in library services Identifying the users Education of users Promotion
9 10
Course review and evaluation Closing ceremony
Schedule for che Regional Training Course on Health Library Operations and Management Manila, Philippines 9-20 November 1987
WPR/HBI/IB/3 Rev. 1
Time
Monday 9 November Agenda Item
Tuesday
10 November Agenda Item
Wednesday 11 November Agenda Item Introduction to Microcomputers
Thursday 12 November
Agenda Item
Friday 13 November Agenda Item WHO Information ProgralllDe
Monday Ib November
Tuesday 17 November Agenda Item
Agenda Item Projects
Wednesday 18 November Agenda Item Modern
Thursday 19 November Agenda Item Modern library management
Friday 20 November Agenda Item Course review and evaluation
t800 Registration Open.iog Ceremony
Organization
of Health Literature
Computer applications
Projects
library management
in libraries -Overview -Example software
(continued) Exercises in database design
(continued) -Patterns of Information Service -Reference Service
-Problems -delegation -Concepts
to 1000
-Welcome
Address - I nt radue t ion
p'ublishing
-!he Library process
-staff development -training ~
I.J,)
C 0 F FEE
B REA K
"~ -'= -Measuring performance -Financial management
1030 Explanation of nature of course
Collection development criteria
Basic Literature searching Practice session
00-1 ine searching
continued
Projects
Reporting back and review of projects
User oriented services
Course review
{continued}
to Principles of 1230 periodicals selection
- ident ify ing the userS -:user education
Closing ceremony
L UNCH
BREAK
1330
-Timetable -AllOCAtion of rOOmS
Interlibrary lending Principles of cataloguing
Coot:erative
networks -Resource
On-line seacching
Projects
Projects
(continued) Principles of
-Introduction
Choosing a computer system {Discussion}
Reporting to managers
-library promotion -Discussion on user orientation
to -Discussion
sharing . -Libraries
database design
Discussion on accountability
g C1>
H
1530
in the WHO Information Progr aDIIle ---
N
-----
"-
-------
--
--
_L...-----
~------
-
-
-'--
- 15 ANNEX 3
OPENING ADDRESS BY DR S.T. HAN, DIRECTOR, PROGRAMME MANAGEMENT ON BEHALF OF DR H. NAKAJIMA, REGIONAL DIRECTOR, WHO REGIONAL OFFICE FOR THE WESTERN PACIFIC, AT THE REGIONAL TRAINING COURSE ON HEALTH LIBRARY OPERATIONS AND MANAGEMENT MANILA, 9-20 NOVEMBER 1987 Ladies and Gentlemen, On behalf of the Regional Director of the WHO Regional Office for the Western Pacific, Dr Hiroshi Nakajima, I wish to welcome you all to this Regional Training Course on Health Library Operations and Management. The achievement of the goal of health for all by the end of this century calls for a considerable improvement in planning and managing tile increasingly limited resources allocated to health. It thus necessitates the cboice of effective, acceptable and affordable technologies to address health system implementation concerns. This implies the accessibility to countries of relevant biomedical information, regardless of its location, throughout the world. In this connection, WHO has been allocating resources to its Member States for the formulation of national policies and programmes based on the theme of national self-reliance and permitting the formation of a biomedical information systems and health literature services within the limit of available national resources. This has heen carried out during the past decade principally through support for library resource sharing within countries, and tlie sponsorship of training of effective biomedical information personnel. The rapid progress in the field of medicine and health care has generated a mass of information and literature. It has become necessary, tlierefore, to mobilize resources to ensure that the latter are transferred and disseminated to the appropriate medical and health personnel when required so that the goal of health for all by the year 2000 can be attained. The present training course is part of WHO's efforts to respond to this need. A similar meeting was held in Singapore in 1985 and national training courses have been conducted in a number of countries to reinforce the present resources. More importantly, these courses have addressed the necessity of introducing neW information technology to library and information work. For only with the utilization of such technology can librarians and information scientists cope adequately with the information explosion taking place in the health field. In the next two weeks, you will be introduced to new approaches to providing traditional library services, up-to-date management techniques and library applications of automation and computerization.
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Annex 3
However, new tedlnology and approaciles usually call for new attitudes and willingness to accept them. They imply that librarians and information personnel will be progressive and innovative; and will be mindful of the actual needs of their clientele in planning their services. I note that you have a heavy agenda for the next two weeks. Undoubtedly, you will be asked to evaluate the course on its completion. However, it serves all of US to remember that the success of the course cannot be measured at that stage. Only when one or two of the approaches and ideas you will learn here have been applied to your libraries and information centres will we be able to consider the present activity a success. I hope you have a pleasant stay in Manila.
-
17/18 -
ANNEX 4
CLOSING ADDRESS BY DR S.T. HAN, DIRECTOR, PROGRAMME MANAGEMENT ON BEHALF OF DR H. NAKAJIMA, REGIONAL DIRECTOR, WHO REGIONAL OFFICE FOR THE WESTERN PACIFIC, AT THE REGIONAL TRAINING COURSE ON HEALTH LIBRARY OPERATIONS AND MANAGEMENT MANILA, 9-20 NOVEMBER 1987
Ladies and Gentlemen,
On behalf of the Regional Director of the WHO Regional Office for the Western Pacific, it gives me great pleasure to say a few words to you at this closing session of the Second Regional Training Course on Health Library Operations and Management. I see from the agenda that you have had a very demanding two weeks of intensive study, seminars and project work. I understand from the course director and consultants, that you have been a responsive, active and enthusiastic group, co-operating well and supporting one another. Your positive attitudes prove once more that IfHO's efforts in the training of health librarians are both timely and well worthwhile. The goal of health for all by the year 2000 demands the development of skillful, knowledgeable and up-to-date health professionals at the primary health care level. For this, it is essential that we have efficient systems for the dissemination of knowledge and for providing rapid information support to practitioners and researchers alike. Well managed, user-oriented library services have a vital contribution to make to this process. Information technology has its part to play in libraries as elsewhere, and has consequently featured in your course but it remains only a means and not an end in itself. I hope that your participation in this course will have helped each of you to approach the management of your services with new insights and skills and with renewed confidence and vigour. One of WHO's main hopes is that you will not keep these insights to yourselves, but will go on to help others at the national level, so that the benefits of these activities can be widely spread through all countries of the Region. Much now depends on your own initiative and determination. I wish you every success in implementing what you have learned and in spreading the message.
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ANNEX 5 REGIONAL TRAINING COURSE DOCUMENTATION Document Title 1. 2. 3. Course obj ectives .............................•.............. 21/22 Libraries in context ........................................ . The L1 brary process ......................................... .
23 27 29
4. 5. 6.
Collection development criteria Principles of journal selection Reference service:
33
An outline ........................•....•. 37/38 39 43
7. 8. 9. 10. 11. 12. 13. 14.
Principle s of cataloguing ........•..•.•.......•.•....•....... Basic literature searching ..•...............•.••••....••....• Principles of online searching ........................•....•.
47
Resource sharing ............................................. 53/54 Cooperative networks libraries in the WHO informa tion programme ...............................•....•.•. WHO information programme .................................... Choice of computer hardware and software .... ................. Introduction to management principles ........................ Measuring performance: Reporting to managers: An outline An outline 55 57 71 77
15. 16. 17. 18. 19. 20. 21.
79 83 85 87 91 95 99
Financial management......................................... Staff development: An outline ...................... .........
Session on user studies and education The directory of special libraries in the field of health ...•................................... Report on library catalogue project ..........................
- 21/22 -
Annex 5
COURSE OBJECTIVES
1.
Being a course for qualified important for the group as a to have clear learning goals objectives for the follow up
and experienced personnel, it is whole and the individual members for the course itself and period.
2.
The WHO objectives are stated in Information Bulletin No.1. In addition, members have identified two areas of general concern: helping health providers to keep up to date; and providing an effective mechanism for dissemination of information to the primary care level. The partiCipants recognize that their employers should benefit from having released them for the course. The following expectations were mentioned by one or more participants: a. b. c. d. e. f. re-organized, more useful library a more efficient librarian more economical use of resources more authoritative information a planned new center (one member) a new system for dissemination of information
3.
4.
The members have identified professional and personal objectives for themselves, including: a. learning how to make users more aware of the services available; b. keeping up with new developments in health librarianship; c. learning about specialist aspects of medical librarianship; d. meeting colleagues and making useful contacts; e. defining a profile of a health librarian; f. re-inforcing positive attitudes; g. building self confidence; h. improving the status of the librarian; i. learning how to convince higher management of the value of improved information services.
5.
It is essential that members take responsibility for their own learning. The course director and consultants have two roles: to provide a framework for learning and to act as resources in specific areas. The course members are encouraged to consider their objectives not as hopes but as firm intentions to be achieved by the end of the course.
- 23 Annex 5 LIBRARIES IN CONTEXT
The goals of health and medical information services are: .to support sound decision-making by health professionals; .to support educational programmes in health and medicine; .to promote informed behaviour in members of the public in matters relating to their own and their families' health It is important to place libraries within the broader context of health and medical information transfer. This is a complex and pervasive process: different user groups have different information requirements and, in many cases, the formally published literature play little parts in information transfer. A useful exercise is to list i) different groups of users of health and medical information and Ii) to rank in importance the different sources of information they need to solve different problems. For example: Type of User Practising Doctor Problem Patient care Information Source Basic training/memory/guesswork Diagnostic data/physical examination/ patient records/laboratory test data Drug company information Colleagues/societies Mass media Conferences Formal publications
Similar ranked lists of information sources can be derived for different problems - eg, continuing medical education, practice management - and for different user groups - eg, health administrators, health promotions personnel, allied health professionals, patients, the general public etc. The relative importance of different information sources will probably be different in developed and developing countries and will probably be different between developing countries.
- 24 -
Annex 5
You might like to show this page to some of your users after you get home and ask them what they regard as their own and their colleagues' main sources of information. Patterns of Publishing
In OECD countries in particular, there are three main groups of health and medical publishers - government - society - commercial The health and medical literature, compared with the literature of other subject areas is reasonably well-disciplined and easy to manage. Health and medical librarians should try to acquaint themselves with the main patterns of international and domestic medical publishing, in particular: .The role of scientific publishing; the "publish or perish" syndrome; the nature of the research reporting process; peer review; the differences between refereed and non-refereed publications . •Audience levels: Much medical information needs to be rewritten especially for different audiences. For example, an important research finding by a neurophysiologist may have to be successively re-written so that it is understandable to physiologists, to clinicians, to the educated public and to the general public. There is much repetition and secondary reporting in the medical literature • •There is much "me-too" publishing. Commercial publishing is a competitive business and publishers like to have a book on their lists about the latest fashionable medical topic • •There have been recent trends in developing countries - away from society toward commercial publishing - towards European commercial publishers - to publishing more and more articles in the core journals, ie, the prestige journals are getting bigger - towards increasing specialisation of journals, particularly in areas of new technology.
- 25/26 -
Annex 5
The big discrepancies in journal prices are often the result of these and similar factors . •Society journals, particularly national medical association journals, have captive audiences, wide circulations and attract much advertising revenue and/or are paid for from society membership fees • . Some commercial publishing has relied on libraries continuing their subscriptions regardless of price increases. European currencies have got significantly stronger in the last ten years. There are signs that pressures on library budgets are now so great that some expensive journals will become uneconomic. Some journals have existed for some years in parallel hard-copy and electronic forms. It is widely believed that some journals will soon only be available in electronic form with articles being printed on demand for a fee. It is likely that this will be an expensive process and that it will have particularly adverse consequences for libraries in developing countries. There are a number of relevant articles on these subjects which can be found via Index Medicus under the headings PUBLISHING AND WRITING. An interesting discussion of the possible impact of electronic publishing is contained in: Line, M.B. Document delivery, now and in the future. Aslib Proceedings 35(4), Apr 83:167-76. Management implications for librarians: It is important to understand the environment within which libraries operate and to understand how they are perceived by users and administrators. Three important features in this environment are: .the wider health and medical information transfer process .the reasons health and medical publishing takes place in the way it does .the implications for developing country libraries of trends in publishing.
- 27 Annex 5
THE LIBRARY PROCESS
The Library Proceas is intended to provide a simple model of the library servics in action as seen from the users' point of view. The function of the library is simple. Whenever a health care professional finds a problem in the course of work, and identifies lack of information as a part of the problem, the library service exists to help fill the gap. If the information exists, and has been recorded, this is almost always possible. The main constraints at this point are economic (is the solution worth the resources it will consume?) and time (will the inrormation arrive quickly enough to help?). However, the tools are available and the systems are in place to provide a highly effective service. Problems can arise in daily work, study, research, continuing education. etc. First the health professional must recognise a problem as having an information component. Then he must be aware that the library can help. Thes. are two of the most serious obstacles to sfrective use of librarie •• Librarians have an important educational role in .~couraginl better understanding Of the potential of libraries. Librarians have tended to concentrate on the fourth and fifth components of the model - e.g. on indexing, abstracting and cataloguing. and on classifying libraries, anticipating demand, and setting up lending and resource sharing systems. This is important but it is not enough. More attention is needed in the areas directly involving the user, components 1- 3 and 6. The need to evaluate each reply in terms meaningful to the user is particularly important. It should be asked, not is it technically perfect, but did it solve the problem. This will help in recycling unsuccesful enquiries and in improving the service. The model can apply to the overall management of the library as well as to the treatment of individual enquiries. Library procedures need to be constantly reviewed in the light of their contribution to the library process. Often so-called professionalism creates obstacles to the user, or is useless and time wasting. The model proposed is a way of testing each procedure. . We will be looking critically at many aspects of library services with this model in mind.
- 28 -
Annex 5
The Library Process
R e cog n i se· Pro b I e m
1 Dis c u ssw it h Lib r a ria n
I /
~ Identify information requirement
t Identify Source Locate & Retrieve
\
Read & Evaluate
1
- 29 Annex 5
COLLECTION DEVELOPMENT CRITERIA Collection development policy is a written statement of principles and criteria of the selection of library materials which meet the information needs of users and support the functions and objectives of the parent institution. Written guidelines in selection have replaced intuitive judgments and ad hoc decisions. 1. 2. 3. 4. 5. 6. Serves as a reference tool for book selection Supply vendors with an interest profile of the library Serves as a planning tool Facilitates training of new selectors Basis for deselection (removal by discarding or transfer) Provides for accountability towards the faculty and funding agencies
Collection levels: 1. Comprehensive level includes all significant works of recorded knowledge, manuscripts, and other forms 2. Research level covers major publications source materials required for dissertations and independent research, including materials containing research reporting, new findings, scientific experimental results, and other information useful to researchers; important reference works and a wide selection of specialized monographs, as well as extensive collection of journals and major indexing and abstracting services in the field. 3. Study level collection supports undergraduate and graduate coursework, or sustained independent study; includes a wide range of basic monograhs, complete collections of works of important writers, selections of works of secondary writers, selection of representative journals, and reference tools and fundamental bibliographic apparatus pertaning to the subject. 4. Basic Level collection includes a highly selective collection to introduce and define the subject and to indicate the variations of information available elsewhere; includes major dictionaries, encyclopedias, important bibiliographies, and a few major periodicals in the field. 5. Minimal level collection covers very basic works and a few situations beyond this level.
- 30 -
Annex 5
Sample of a collection development statement: I. Introduction
1. 2.
Mission of parent institution Objectives of library Category of Users Selection process Assign responsibility for selection Specifies allocation of funds
II. M4in Part lJ 2. Scope: Series of subjects
Coverage: depth of penetration into each subject in terms of language. format. editions. treatment (depth of subject analyis. catalouging level) Collection level Special colelctions: newspapers. etc. area studies. archives, maps,
3.
4. 5.
Separate statements for each academic or research programme suported by the colection Specific guidelines for purchase of a. b. c. d. multiple copies in core subject areas. textbooks, reference books Replacement of lost and/or damaged books Acquisition of microforms in lieu of hard copies Treatment of gift items/collections and other special cases
6.1
III.
References: Table of contents Subject Index Pertinent Documents
The collection development policy should be detailed and concise, and adaptable to changing needs.
- 31 Annex 5
Selection of Works: I. Books 1. Determination of Needs a. b. c. 2. How is subject area covered by seelciton policy? What is the weaknewss of the collection in the subject area? What is the extent of the collection in the subject area?
Appropriateness of selections a. b. c. d. Timeliness: Usefulness: articles? Is subject covered better in journals? Are repetitive demands not met by journal
Ratio of cost to user: Purchased or borrowed? Permanent value: Does it support important program?
3.
Guidelines to selection a. b. c. d. e. f. g. h. Previous editions owned Book reviews Reputation of author/s and publisher Comparison cost with competitive titles Unique features of book: illustrations. tables. appendices
Scope and point of view of book Readership Usefulness of references and bibliographies
III. 1.
Journals Determination of needs a. b. c. How thoroughly is subject area covered by selection policy? lfuat are the copyright guidelines? Are journals available in area libraries?
- 32 -
Annex 5
2.
Appropriateness of selections a. b. Is subject covered adequately in journal already held? What is the ratio of cost to use?
3.
Guidelines for selection a. b. c. d. e. f. g. Reputation of editors and publsiher; is journal? Articles: Indexes: Original or reprinted? Well done and available on timely basis? 1S
a "referred"
Do authors appear to be experts? Is journal indexed by a major indexing or abstracting publication? References: accurate and current?
Quality of paper, illustrations, text and binding
- 33 -
Annex 5
PRINCIPLES OF JOURNAL SELECTION
A. The journal literature is generally regarded as the main medium of published communication in health and medicine. B. Medical libraries generally do or should buy library material in the following order, depending on their level of development:
~..s
6. 5. 4.
~ ~
.-I
~
3. 2.
1.
Conference proceedings Audiovisual materials, Fringe journals Monographs, secondary bibliographies Specialist journals Domestic publications; Core journals; Index Medicus; Basic reference works Basic textbooks; Top 5-10 journals
C. There is much evidence that shows that a high proportion of medical requests can be satisfied from a relatively small group of corll, proll tige J ollrnuls. For example: .80% of demand from the British Library (the world's largest supplier of photocopies) is satisfied from 20% of their journals .
. 66 of the 100 most requested journals from the British Library are life sciences/medical journals . •The core, prestige journals are often the most productive journals, ie, the ones ~hich carry the most articles. The following table shows how many journal titles are needed to achieve increasing percentage coverage of the articles indexed for MEDLINE if one buys journals on the basis of their productivity: Article coverage (%) 20 No. of journals required
60
33.3 50
167 392 750 1014
66.7 75 100
90 95
1778 2199 3348
- 34 Annex 5
D.
In addition:
.The best articles tend to get sent first to the prestige, core journals • •Sooner or later, journals like Lancet New England Journal of Medicine Annals of Internal Medicine Bulletin of WHO, etc. will carry good articles on most important medical subjects. E. Inputs into journal selection policy are: .Organization's mission statement . Organization's affiliations First priority to cater for organization's own information needs • Organizations belonging to same parent organization or funded through same budgetary source can share resources more effectively than those which are not . Possibilities for effective resource sharing depend on eg quality of postal service, effective arrangements for interlending etc.
. External environment - communications infrastructure - interloan infrastructure - resource library availabili ty .Journal-related data - Productivity - Impact - Cost
Bibliometric techniques are important in maximizing cost-benefit
Published core lists, use statistics for other libraries; SCI's Impact factor reports are useful selection aids • Domestic , vernacular journals Bibliometric data will seldom be available. These journals are usually relatively easy and cheap to obtain. Selection advice can be obtained from local experts.
- 35/36 Annex 5
.Urgency of likely requests
In some clinical subject areas, library material must be immediately available for patient care. In others, eg biochemistry, users can often wait for interloans • Can be worthwhile catering specifically for personal needs of key supportive people in one's organization.
•Political considerations
F.
Management issues .Library efficiency if but 1. 2. 3. Use:cost ratio Internal:external availability ratio Given effective resource-sharing arrangements, external availability can be more cost-effective for non-core journals •
•Use statistics are essential in managing journal collections. - sampling studies are usually adequate for this purpose • . Use data and bibliometric data generally Show that it is possible to have an effective library without having a large library. This should be good news for both ljbrarians and administrators because: - it shows that effective solutions can be found which do not cost excessive amounts of money - it enables organizations to set appropriate performance targets for their libraries and to plan the development of their library collections in relation to their information needs.
- 37/38 REFERENCE SERVICE: AN OUTLINE
Annex 5
I.
Reference service 1. Provide information needs of users a. Literature searching b. Referrals Library Instruction a. Library orientation and tours b. Formal/Informal Instruction Compilation and maintenance of in-house indexes, lists, bibliographies, directories, files Interlibrary Loans (ILL)/Document Delivery Current Awareness Service (CAS) a. To meet library's needs to publicize and to maximize use of collections b. To meet users' needs to update their information regarding their specialties/interests, see flow of information, and to save time of users. c. Characteristics of CAS 1. Information supplied upon request of user 2. Regular 3. Cheap 4. Short and simple for quick reading CAS vs. SDI (Selective Dissemination of Information) 1. CAS is cheap to produce, geared to meet a wider field of practitioners 2. SDI is more specialized and usually geared to meet needs of research CAS done by 1. Distribution of xerox copies of table of contents of current journals. 2. Lists of new publications 3. Routing new issues of journals 4. Display new books
2.
3. 4.
5.
d.
e.
II.
Levels of Service 1. 2. Conservative/minimum - reference assistant helps user to help himself Moderate/middling-assistant exerts active effort to instru~t user in the use of library resources within limits of staff and collection Liberal/rnaximtlm - assistants help user until his information ne is are satisfied; referrals to other libraries made when library resources have been exhausted.
3.
- 39 -
Annex 5
PRINCIPLES OF CATALOGUING Criteria 1. The criteria for an effective cataloguing system are simply stated: (a) (b) (c) (d) Standards 2. To help libraries meet these criteria, a number of standards should be introduced. The main standards are: (a) use of a stripped-down version of the Anglo-American Cataloguing Rules (AACR2), covering the minimum information required to recall and precisely identify a specific edition of a specific book; use of a standard thesaurus of subject headings based on MESH (Medical Subject Headings) and supplemented from other relevant sources; use of the National Library of Medicine Classification scheme, 4th edition, subject to minor revisions for British use, and supplemented in non-medical subjects by the Library of Congress Classification; use of standard library filing rules and other supplementary standards. it should be possible to identify whether the library has a specific book, and where it is to be found; it should be possible to identify which books a library has on a specific topic; it should be possible to go to a section of shelving and browse through a range of books on similar subjects; the cataloguing effort should not be too costly, particularly in staff time.
(b)
(c)
(d)
3.
Implementation of these standards requires a certain level of expertise within the library. It also can involve a considerable input of time both professional time in providing accurate records and an intelligent application of the subject schemes, and clerical time in preparing copies of records, filing etc.
- 40 Annex 5
III
The Reference Environment 1. 2. Location of reference area - near main entrance Organizations of materials a. Card Catalogue b. Files, Lists c. Reference Books d. Reviewing media Reference Desk/Counter Labels and guides in area
3. 4. IV.
The Reference Staff 1.
Knowledge of Subjects Literature Library/Research Process Skills Knowledge and skills of access Catalogues, bibliographies, indexes, Reference Sources, Subject collections Ability to obtain information needed quickly Personal Qualifications and Attitudes a. Approachability, welcoming b. Good listener c. Willing to help d. Patient, persistent e. Courteous f. Logical, systematic g. Knows when to stop Scheduling: at least one trained assistant should be available during all the hours the library is open; weekend reference service(?)
2.
3.
4.
V.
Evaluation of Reference Service: to determine deficiencies and how to solve them. Do services fulfil objectives? 1. Methods of Evaluation a. Questionnaires b. Surveys c. Appraisal by Staff d. Suggestions box is helpful
- 41/42 Annex 5
VI.
Statistics 1. 2. Types of users served Materials used Ratio of users to non-users Percentage of reference questions answered and unanswered ILL/Document Delivery Borrowed Lent
3. 4. 5.
VII. Problems in Reference Service 1. 2. Collection of reference sources - old, inadequate Staff - not properly trained for reference work and/or lacking Reference section does not have own telephone line. Copying machines, at least 2 machines to be used alternately.
3. 4.
- 43 -
Annex 5
BASIC LITERATURE SEARCHING
Prerequisites to Basic Literature Searching I. Knowledge of categories of reference questions A. B. Bibliographical - information about a publication Biographical - persons living or dead 1. Identification 2. Obscure/ordinary 3. Disputed facts 4. Unknown details (hidden facts) about famous people Historical or Geographical 1. First facts 2. Places and names of places Current information and statistics Time spent to anwer questions: 1. Short. quick or ready reference question can be answered within 3-10 minutes. 2. If it takes longer. literature search is required.
C.
D. E.
II. Characteristics of medical/health sciences reference questions: A. B. C. D. E. F. G. H. I. III. Facts Background Trends State of the art. review Symptoms Diseases Formulas Techniques (diagnosis. surgery. et al) Drugs and their reaction
Knowing Information Sources A. Primary sources 1. Theses and dissertations. 2. Invisible college. 3. Published periodical literature. 4. Subject specialists.
- 44 -
Annex 5
B.
Secondary sources 1. Indexes; a. Index Catalegue to Library Surgeon General's Catalogue b. Index medicus c. Quarterly Cumulative Index Medicus d. Current List of Medical Literature e. Current ontents f. Clinical Practice g. Science Citation index Bibliographies; a. NLMCL - (National Library of Medicine Current Catalogue) b. CBI - (Cumulative Book Index). c. Medical Books in Print and Serials in Print. d. Medical and !-ealth Care Books and Serials l.n Print. e. BNB - (British National Biblio~raphy). f. British Medicine g. British Book News Abstracts a. Excerpta Medica 1974+ b. Chemical Abstracts, 1907+ c. Biological Abstracts. 1926+ Reviews a. Advances in b. Medical Annu-a~l~------------------c. Recent Advances l.n d. Year Book 0 f e. Bibliography of Medical Reviews lin 1M) f. Annual Reviews of g. Modern Progress l.n
2.
3.
4.
C.
Tertiary Sources 1.
2. 3. 4. 5. 6. 7. 8.
Dictionaries a. Nomenclature and terminology b. Eponyms. syndromes and quotations Encyclopedias Handbooks. data bank Year Books Directories Vital Statistics and Statistical Tables Publications of Congresses and Societies Current Biographical Sources
- 45 -
Annex 5
Search Strategies/Reference Techniques I. For ready-reference questions A. ~uestion
1. 2. 3. B.
Analysis Listen carefully, encourage user to amplify question. Place question under a specific subject. Choose appropriate source. approach~
Author
use author as starting point of search. connect question to obvious subject.
c.
Subject approach:
II. For search inquiry or literature searching A. Conduct a reference interview to clarify question. 1. Identify parameters a. Purpose of work b. Scope, coverage (depth) c. Time span and material limitations Formulation of search statement. If question is peculiar, re-state in common, opposite, familiar or related terms.
2. 8. C.
Select appropriate subject headings/descriptors, keywords/search vocabulary. Search route. 1. 2. 3. Common sense approach a. Card catalogue, files b. From general to particular Subject approach Others (bibliographical, biographical and other approaches)
D. E. F.
Check sources carefully and systemmatically, including human resources. Match source to reference question. Present sources to user; he selects what he needs. In case library staff does searching completely, choice of answers should match the question. If two assistants work on a search, there should be team work in checking and gathering the sources.
r..
- 46 -
Annex 5
H. I.
Don't overwhelm user with too much materials, only appropriate and relevant ones should be presented. Assistants should know when to stop the search. ~uestions
Response to Reference I.
To fact finding questions, straightforward presentation of specific items of information in documented form.
II. To material finding question, present array of information gathered from more than one source. III. Explanation - a degree of explanation is needed to support information supplied. IV. Repackaging/reorganization: librarian selects and digests raw information and rearranges the same material; reorganization means imposing a new form or pattern on the material based on the user's real needs.
- 47 Annex 5 PRINCIPLES OF ONLINE SEARCHING
A.
FACET ANALYSIS
A good searcher w~.l always subject a search request to a process of intellectual analysis which typically involves breaking down the request into its logical elements, or what we term "facets". This process is often very straightforward: first aid treatment of drowning There are two facets: FIRST AID and DROWNING
Many search requests are composed of two facets: The effect of garlic on blood platelets The effect of ginseng on longevity Others are more complex: English language articles on myocardial calcium levels in patients receivins maintenance digoxin therapy. The real skill in searching is learning to recognise which of the concepts need to be used in searching and which are redundant. This knowledge comes form an understanding (a) of how the database is constructed and (b) to a lesser extent, from a knowledge of medical writing. An experienced searcher will not use all the facets in the above request in her search formulation, eg: English language articles on myocardial calcium levels in patients receiving maintenance digoxin therapy. MYOCARDIUM AND CALCIUM/analysis AND HUMAN AND DIGOXIN/therapeutic use AND MAINTENANCE (TW) AND ENG(LA) Rather, she will start by asking for something like CALCIUM AND DIGOXIN AND HUMAN and be prepared, if the results are unsatisfactory, to modify the search on the basis of initial results, eg by adding MAINTENANCE in a second step.
- 48 -
Annex 5
The keys to good searching are: understanding of the database structure curiosity flexibility problem-solving ability expet'ience A good search nearly always starts with facet analysis. B. BOOLEAN LOGIC
Most online databases use these "Boolean logical operators" for searching: AND, OR and NOT AND
AND is used to link two facets of a search together: eg, GARLIC AND BLOOD PLATELETS The computer looks for a document that contains both terms, "GARLIC" and "BLOOD PLATELETS" OR OR is used to link related terms within a single facet, eg, the "BLOOD PLATELET" facet can be expanded to use the following terms: 1. BLOOD PLATELETS OR PLATELET ADHESIVENESS OR PLATELET AGGREGATION OR THROMBOSIS OR PLATELET FACTOR 3
2.
GARLIC AND 1
The computer looks l'ur a document that contains both the term "GARLIC" and anyone of the five terms listed in Search Statement 1. In arithmetic, the multiplication sign is stronger than the plus sign, eg,
5 x 2
+ 1 = 11 5 x (2+ 1) = 15
So, in Boolean logic, AND is stronger than OR.
- 49 -
Annex 5
NOT NOT is seldom used in searching and is often dangerous to use ASTHMA AND NOT CHILD will exlude childhood asthma but also articles, eg comparing childhood and adult asthma Review of facet analys.is and Boolean logic 1. List all the terms you need in each facet in the following manner: Prevention of mosquito-borne diseases in the Far East A B C A B C
Insect Control /prevention and control
Dengue Japanese Encephalitis B Malaria FllllI'illfJ i6
Japan China Korea
D
Mosquito control 2.
Your search strategy should be: l. A and B or D 2. land C When you go online, this translates to: SS 1 SS SS SS SS 2 3 4 5 Dengue OR Japanese Encephalitis B OR Malaria OR Filariasis Insect control OR prevention and control Japan OR China OR Korea 1 AND 2 OR Mosquito Control 4 AND 3
3.
- 50 -
Annex 5
C.
PRINCIPLES OF MEDLINE
MeSHj Controlled vocabulary, hierarchical and free-text searching 1. Annotated alphabetic MeSH (Main headings) controlled vocabulary; literary warrant Term inversion Term specifity Coordinate indexing - Principles of coordination - NIM Coordinates, eg Methods, Evaluation Studies, Stutlutlcu, ChUllliutp,Y, Huutoimlllunoliulmy - Check tags - American usage
2.
Tree structures Hierarchical arrangement Explosions (Exp ... )
3.
Subheadings - commonly occuring aspects of a subject - tuke pr-ecedence over equivalent lOuin headings eg NOT GOUT/diet therapy GOUT DIET THERAPY
- tree category restrictions 4. Term weighting Index Medicus vs Non Index Medicus Minor descr-iptors NIM Coordinates
5.
Textwords (TW) Words or fragments of words in (a) title of article (b) abstract eg hymenolepis diminuta MeSH term is HYMENOLEPIS Textword must be used: HYMENOLEPIS AND DIMINUTA (TW)
- 51/52 -
Annex 5
6.
Truncation after a term will retrieve all terms or textwords starting with the same stem eg FINGER: FINGER FINGER JOINT rINGER INJURIES etc. (TW) FINGER FINGERS (TW) HIP HIPS HIPPOCAMPUS HIPPOPOTAMUS
will retrieve
eg
FINGER:
will retrieve eg HIP:
will retrieve
etc, etc.
ie, be careful. 7. ALL
ALL will retrieve words or fragmenta of words from any part of the MEDLINE record, wherever the warda appear eg ALL BRUCELL: will retrieve BRUCELLA (MH) BRUCELLA ABORTUS (MH) BRUCELLLOSIS (MH) BRUCELLA (TW) BRUCELLOSIS (TW)
It is useful where a t'equcHtct' wunts un exhaustive search. 8. Adjacency, proximity searching Stringsearching; sentence searching
- 53/54 -
Annex 5
RESOURCE SHARING
Resource sharing among health librarians is seen to have a number of benefits, including: (a) (b) (c) (d) (e) (f) enlarging the subject scope of the libraries deepening coverage filling gaps reducing duplication saving funds popular with administrators
On the other hand there are obstacles and problems which include: (a) (b) (c) (d) (e) cannot compensate for lack of basic resources; can lead to unfair exploitation of best libraries; it adds respols_bilities and can create conflicting loyalties there is a risk of loss and delay; it is expensive to administer
The types of resource which are shared, are not confined to documents such as books, journals and reports, but can also include: (a) (b) (c) (d) (e) shared expertise, either bought in (as in a consultancy) or internal to the libraries; work/tasks (e.g. shared cataloguing systems); common procedures and training; special areas of responsibility (e.g. Medline searching); shared data.
Many others could be cited. The requirements for effective resource sharing include (a) (b) (c) (d) Detailed up to date information about other libraries and their resources; An agreement among the participating libraries covering both responsibilities and procedures; Training to ensure correct procedures and pOSitive attitudes at all levels; Leadership and co-ordination
These requirements can be effectively met only by a designated focal point in each grouping or network of libraries. The WHO's deSignated National Focal Point Libraries have been slow to adopt this role. Encouragement an r . ,~ideline6 from WHO might be helpful in persuading the NFPs to ifvelop a stronger national role.
- 55 -
Annex 5 COOPERATIVE NETWORKS LIBRARIES IN THE WHO INFORMATION PROGRAMME
1. The WHO libraries including the headquarters' are part of the system of the WHO's program on health information systems which includes health literature and information services and WHO publications. 2. Two reasons of WHO/WPRO Library existence: 2.1 2.2 Operate as a Regional Office Library (ROL) Provide support to Regional Biomedical Information Programme (RBIP) in order to meet the needs of the staff members as well as the that of the member countries.
3. The main purpose of the ROL is to provide bibliographic information services to WHO staff in support of their fields of activities. The clientele include: WHO staff WHO Member States (directly or indirectly) Non-WHO users such ae medical professionals, students, government employees. 4. The RBIP is to collaborate with member countries in strengthening and developing library and information resources. Activities done in collaboration with national focal (in the 2-way collaboration) which were deSignated by respective governments.
5. 6.
The idea of a WHO RRL was shelved. WHO decided to concentrate on strengthening national resources. Activities: 6.1. Access to international bibliographic database in medical and health areas Australia/WHO MEDLARS Agreement was drawn up and implemented in 1980. Under the agreement, national focal points are able to obtain MEDLARS/photocopying services from the National Library of Australia. The Agreement is due to expire in April 1988 with the possible extension for another two years.
- 56 -
Annex 5
In the initial period, requests were done by mail system, which was found to be too slow. The memorandum of Understanding was further revised and on line search service was included with only telecom charges being imposed on the user member countries. Presently, there are those members countries in the Region that have access to MEDLARS. 6.2 Conduct educational meetings at national and regional levels on library and information sciences. Formal requests is to be made for WHO through the national official authorities (eg Ministry/Dept. of Health) for national training courses to be conducted. National government authorities will submit the proposal and required country budgets to WHO (in Manila). Inter-country education meetings are to be proposed by the Regional Adviser.
6.3 Provision of consultantship To send a consultant (not local) To conduct a training course or to advise on health literature and information services 6.4 6.5 Provision of fellowships for overseas training Provision of supplies ego including microcomputers for use in on line searching Note: Provision of medical literature (such as periodicals) is only one-time supply, i.e. - one year subscription owing to the fact that there is a necessary cost item which WHO is concerned of the heavy commitment.
7.
Communication with WHO through department/ministry of health or focal points.
- 57 -
Annex 5 WHO INFORMATION PROGRAMME
HEALTH FOR ALL
GOAL
EQUITABLE DISTRIBUTION OF HEALTH CARE INTERSECTORAL COORDIHATION COMMUNITY INVOVEMENT APPROPRIATE TECHNOLOOY (ETC. )
STRA'fEGY
t
PRIMARY HEALTH CARE
APPROACH
IMPROVED MANAGEMENT EVA-L1JATION MONITORING
METHOD
t
HEALTH INFORMATION INDICATORS
SUPPORT
- 58 -
Annex 5
THE HEALTH SYSTEM The health system can be generally defined as the Interrelated ways In wh1ch nat10ns organ1ze ava1lable resources for the maintenance and Improvement of human health~ Individually and In communities. This definition 1ncludes all purposeful activities contrlbut1ng to health and may range from Increased production of food~ better houslng~ Improved water SUPplY~ or greater knowledge of health-promot1ng behaviour through educatloo or communication medla~ to those activities wh1ch are traditionally part of health sector actlvltles~ such as preventlve~ curative and restorative serv1ces. In addition to Instltutlons~ representing both the health sector and other organized sectors~ the health system also Includes the health-related activities of Individuals and communIties.
- S9 -
Annex 5
ESSENTIAl CHARACTERISTICS OF THE HEALTH SYSTEPl
1.
It should cover the entire population.
2. It should include components from tne health sector and from other related sectors. 3. The essentlal elements of primary heal th care (PHC) should be delivered at the first point of contact between Individuals and the healtn system. 4. The other levels of the health system should support the first contact level of PHC. 5. The Intermediate levels should be able to address more complex problems and provide cont1nulng training to PHC workers, as well as gU1dance to communities and community health workers on problems arising In connection with all aspects of PHC. 6. The central level should coordinate all parts of the system and provide planning and ~agement expertise, highly specialized care and serVices, teaching for specialized staff, logistic and finanCial support.
- 60 -
Annex 5
OVERALL SOCIETAL IMGE BY YEAR 200u Rna.----•••" ••• ----.-.
• . . . . . . . .. .
SOCIALLV AND·ECONO"ICALLV PRODUCTIVE INDIVIDUALI . POPULATION WITH: 1. Longer 11fe expectan~y 2. Low Infant mortality 3. Low maternal mortalIty ~. Less disability S. Adequate shelt.er, education, and means of 11 ve 11 hoOd . . THROUGH STRATEGIES WITH THE FOllOWING CHARACTEKISTICS: (a) CORI1Ullty Involvement (b) Intersectoral coordlnate~ efforts • (c) Equitable distribution or healtn and other resources • (d) Development and use of appropriate technology at a cost the COImUOlty can afford (e) Development of sound lanagerlal processes for health oevelOPment (f) Development of necessary health manpower
- 61 -
Annex 5
ELEMENTS OF PRIMARY HEALTH CARE
I. Educat10n conCern1ng preva111ng health problems and the methods of preventIng and control11ng them.
2. PromotIon of
fo~d
supply and proper nutrlt1on.
3. An adeQuate supply of safe water and bas1c san1tatlon. q. Maternal and child health care Including family planning. 5. Immun1zat1on agaInst the major infectious diseases. 6. PreventIon and control of locally endem1c dIseases. 7. ApproprIate treatment of common dIseases and InJuries. 8. ProvIsIon of essent1al drugs.
- 62 -
Annex 5
HEALTH FOR ALL
COAL
EQUITABLE DISTRIBUTION OF HiALTH CARB IH'TBRSSCTORAJ. COORDINATION COMMUNITY IMVOVBMEHT APPROPRIATB TSCHH01.OOY
STRATEGY
t
(ETC. )
PRIMARY HEALTH CARB
APPROACH
IMPROVED
MANAG~ENT
METHOD
t
EVA"LlJATION MONITORING
HEALTH
INFO~TION
SUPPORT
INDICATORS
- 63 -
Annex 5 PIIC S'rnUCTUHE
VILLAGE
j----------------:::-::::::::-----------------+ +-----------+---------------------------------+ RESOURCE ELEMENTS MONEY' MANPOWER MATERIALS
+---------------------------------+ PROCESS ELEMENTS (ACTIVITIES)
+---------------------------------+ CURA'rIVE: DIAGNOSIS TREATMENT REFERRALS
PREVENTIVE: SCREENING IMMUNIZATION WELL-BABY ANTE-NATAL PROMOTIVE: HEALTH EDUCATION COUNSELLING
+-----------+---------------------------------+
I ENVIRONMENTAL WATER SANITATION I +---------------------------------------------+
- 64 Annex 5 DATA ELEMENTS
+--------------------------------------------------------------.
PHC SERVICES RESOURCE ELEMENTS MONEY BUDGET FINANCIAL ACCOUNTING PERSONNEL TRAINING INVENTORY SUPPLIES TRANSPORT EQUIPMENT
MANPOWER
MATERIALS
+--------------------------------------------------------------+
- 65 -
Annex 5
DATA ELEMENTS
+---------------------------------------------------------------+ SPECIFIC TO PATIENT CURATIVE DIAGNOSIS TREATMENT REFERRAL PREVENTIVE SCREENING IMMUNIZATION ANTE NATAL HIGH RISK INFO (FAMILY HISTORY) VACCINATION HISTORY HIGH RISK DATA ( PREGNANCY
MORBIDITY TREATMENT HISTORY REFERRAL DATE
HISTORY) PROMOTIVE HEALTH EDUCATION KNOWLEDGE, ATI'I'fUDE PRACTICES
+-------------------------~--------------------------- ----------+
- 66 -
Annex
5
DATA ELEMENTS
+----------------------------------------------------- ---------~
SPECIFIC TO TRANSACTIONS CURATIVE DIAGNOSIS TREATMENT REFERRALS ICASES DIAGNOSED ICASES TREATED COSTS - OUTCOME ICASES REFERRED DATE, PLACE DISPOSITION BY TYPE
PREVENTIVE SCREENING IMMUNIZATION PROMOTIVE HEALTH EDUCATION I SCREENED & DETECTED
BY METHOD COVERAGE
N EDUCATED, COUNSELLED (FOLLOWED UP)
+------------------------... _------------------------------------+
- 67 -
Annex 5
DATA ELEMENTS KNOWLEDGE BASED DATA
+--------------------------------------------------------------+ CURATIVE DIAGNOSIS TREATMENT PREVENTIVE SCREENING IMMUNIZATIONS PROMOTIVE HEALTH EDUCATION TEACHING METHODS SCREENING METHODS IMMUNIZATION SCHEDULES DIAGNOSTIC METHODS METHODS
+--------------------------------------------------------------+
- 68 -
Annex 5
INFORMATION SUPPORT SYSTEM . MODULES OR COMPONENTS
+---------------------------------------------------------------+ SOURCE POPULATION MORTALITY CENSUS VILLAGE RECORDS TOWNSHIP REPORTS iNTERVIEWS VILLAGE RECORDS HOSPITAL RECORDS INTERVIEWS ANTI EPIDEMIC FACILITY HOSPITAL RECORDS VILLAGES TOWNSHIPS HEALTH BUREAU VILLAGE FINANCE OFFICE TOWNSHIP GOVERNMENT OFFICE COUNTY GOVERNMENT OFFICE
MORBIDITY
FINANCES
MANAGEMENT
+---------------------------------------------------------------+
- 69/70 Annex 5
SUMMARY WHAT IS NEEDED IN PHC INFORMATION SUPPORT (1) A routine flow of relevant, timely, accurate information about health status, health services and health finances.
(2)
A --.-----staff of trained information personnel to ensure this and to ensure its interpretation to management for intelligence.
(3)
Ths capability to conduct special studies, surveys and analysis the ocassion warrants
~
(4)
A continuing contact with all elements of the health system to stay alert to new information needs - management team member
(5)
Continuing review of information system against current management needs and implementation of information collection adjustments.
- 71 -
Annex 5 CHOICE OF COMPUTER HARDWARE AND SOFTWARE REPORT ON SESSION 11 November 1987
1.
Definition of hardware and software
Hardware consists of the physical equipment - the computer itself and the various attached components. Software consists of the sets of instructions which enable the computer to function. 2. box.
The first main group of hardware components are inside the (a) The processor "chip" which does all the work of following instructions, comparing data (in Boolean searching for example) and controlling the whole system. The speed of the computer depends very much on the type of chip used. Mini and larger computers use several chips to cope with more work. The speed of the processor is measured in millions of instructions per second (mips). The chip itself is tiny. The main memory board is a printed circuit board which when switched on contains all the set of instructions currently active, ready for instant use by the processor. The power of the computer depends partly on how many instructions the memory can store at one time. This capacity is measured in "bytes" or units representing one "character" each. Typical internal memories range from 512,000 bytes to over one million. These are called 512 K (kilobytes) or 1M (megabyte) respectively. For library purposes the minimum memory should be 640 K. The disks. These are magnetically charged spinning disks which carry instructions and data in a more permanent form, so that it is saved when the power is switched off. In operation, files (sets of instructions and data), may be quite frequently moved from disk to memory and back. They can be amended on the disk but are only likely to be lost if there is a malfunction or they are deliberately deleted. Disks may be built-in hard disks with a storage of 10, 20 or 40 Megabytes or softer disks which can be easily taken out and replaced with less storage. Library machines should have one of each.
(b)
(e)
3. Attached to the computer by cable are various important pieces of hardware to ~nable the user to give instructions to the machine, ask questions and receive replies. The most essential of these are:
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(a) (b) (c) (d) 4.
The keyboard, on which the user types instructions and data The VDU screen on which the computer displays its responses (and also displays what has been typed in). The printer, on which a permanent readable record can be made A modem, which allows the computer to communicate by telephone to other computers.
Software (a) The first element of software is largely hidden from the user, inside the box, and is known as the Operating System (OS). In most small computers, it is likely to be MSDOS or peDOS. More powerful machines required to serve several users simultaneously use more sophisticated OSs such as Unix or Pick. The OS is the most basic set of instructions telling the computer how to organize itself, where to look for further instructions, how to interpret instructions and how to carry out certain simple activities such as copying files or sending data to the printer. Also in the software but "hidden" and bought with the computer is a programming "language" such as BASIC, so that users can write their own programmes. Applications programmes are sets of instructions to the computer which allow the user to carry out functions such as database creation and searching, word proceSSing, statistical analysis and so on. Many ready made applications programmes are available for purchase in the $1000 range. Each programme has its own name recogniseable by both the user and the computer. The databases themselves, once constructed, can be considered as high level software, since they too are stored in the computer as "files" of instructions and data. They are even tradeable in the same way as applications software. Databases also have to be given names.
(b)
(c)
(d)
5.
The main uses of computer in small libraries fall into two categories: (a) Communications with other computers for information and resource sharing. Online searching services such as Medline services are the most iomportant application of the facility.
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(b)
Creation of in-house searchable databases, specific examples of which might include the library's own catalogue, bibliographical indexes, subject information banks and directory type information.
6.
Choosing hardware and software for libraries. (a) Sometimes it is possible to buy hardware and software together from a single supplier. This has the advantage of joint maintenance and clear responsibility for any problems. Otherwise it is essential to ensure compatibility between the elements. Local support and maintenance are vital. Buy from a reputable local dealer if at all possible. Only buy a tried and trusted system. Always see it in use if possible, or better still actually try it yourself. You will be better able to judge when you have tried 2 or three systems. Put trust in the word of other users rather than a potentially overenthusiastic salesman who Inay not correctly understand your needs -- or even the capabilities of his own equipment. Beware of computer language and jargon. Sometimes computer people and librarians use the same words to mean different things. Computer people also use words inconsistently among themselves - examples include Database and Subfield. Also, computer people may be unfamiliar with key features of library systems such as Inverted File Indexes and Boolean logic. This caution applies to your own in-house advisers and amateur enthusiasts as well as to salesmen and programmers. If in doubt, ask to be shown some feature working rather than listening to the description. Essential features of a library system include: (1) (ii) (iii) inverted file indexing with a Boolean searching capability. a flexible range of indexing options flexible field definition, including size of field and size of record
(b) (c)
(d)
(e)
(f) (g)
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(iv)
"data-packing" - Le. the field lengths should not be fixed in such a way that the computer stores ~pty spaces in fields. outputs should have a flexible range of sort and format options. fast retrieval of information, with negligible fall-off as the database grows. it should be easy to enter, use, and leave the system. it should be menu driven, preferably with an option to bypass the menus. generous help messages some tolerance to user-errors security features to preserve confidentiality of data and prevent unauthorized changes. a clear easy to use MANUAL.
(v) (vi) (vii) (viii) (ix) (x) (xi) (xii)
7.
Some additional considerations (a) (b) (c) Always allow for the cost of maintaining both hardware and software. Allow generous time for training and early implementation of new systems. The initial cost of a system is a small part of the total cost of implementing or using a system. Therefore small price differences should not be decisive in selecting a system where a gain in price may mean a long-term problem or loss of a key feature. Make provision for keeping additional copies of all programmes and data, to be stored well away from the computer itself, in case the originals are lost through malfunction, theft, fire, etc. Bear in mind that after one or two years work the data may be much more valuable than the medium itself.
(d)
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8.
Some Microcomputer Information Retrieval Systems available for purchase are: INMAGIC (used in many small medical libraries) (UNESCO) TIN LIB PC/PALS Microcairs LIBRARIAN Bookshelf CD~JISIS
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INTRODUCTION TO MANAGEMENT PRINCIPLES By one definition, Management is what you need to do to achieve your objectives. ~ starting point for achieving a management-oriented approach to your job 15
to analyse the social environment in which you operate: -
BROAD SOCIAL ENVIRONMENT YOUR ORGANIZATION -- .. --
YOUR BRANCH, BOSS, LIBRARY COMMITTEE YOUR LIBRARY/INFO SERVICE/YOU Start by analysing the strengths and weaknesses of your library or information service in terms of things like: Location Is the library in a convenient location for users? Is it out of the way? If the location is a weakness, is there, realistically, something you can do to change the location? Or do you need, for example to introduce a contents page service to reach users who can't get to the library? Position within the organization Are you in the right branch of the organization or is your branch a backwater? Can you do anything to change it? Organizational, personal, external relations Do you have particularly good relations with users in part of the organization? Can they help you to develop services to other parts of the organization? Have you had particular difficulties with other branches? Do you need to repair relationships? How will you do it? Influence, power Is your library chairman an influential person? Can you get a chairman who is? Is your organization in favour with the government? If it isn't, there's probably not much you can do about it. Can you do anything to get the director of your organization to come to place a high value on library services?
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Adaptability Is your boss someone who welcomes change? If not, what strategies can you use to achieve the changes you want? Is your organization adaptable? Are you and your staff adaptable? It is important that you take an analytical approach to identify the strengths and weaknesses 1n these and similar terms. You will find that: There are strengths on which you can build. What strategies will you use to build on these strengths? How will you ensure the strengths are maintained? There are weaknesses which must be remedied before anything much else can happen. How will you do this? There are weaknesses which will take a long-term effect to resolve but which can be eliminated given a strategic approach designed to win support for change. There are some weaknesses which realistically you can do nothing about. Stop worrying about these, you gain nothing from worrying about them. Remember, however, that as your reputation as a manager improves, some of the obstacles that prevent your elimininating these weaknesses will start to disappear. You have a duty of care to: - your organization - your users - your subordinates Your duty is help define an acceptable mix of objectives that meet all their needs and to create the conditions that allow you to meet them. This requires: self-awareness knowledge of your social environment persuasiveness planning
Strength and weakness assessment is a useful tool for beginning this process. It enables you to stop worrying about the things you can do nothing about and concentrate on planning how to improve the things that you can improve.
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Annex 5 MEASURING PERFORMANCE: AN OUTLINE
The librarian needs a means of measurement to report to his superiors the activities and accomplishments of the library. Quantitative measures of performance or numerical descriptions which give value are needed to support the narrative part of the librarian's report. Statistics provide precisely this need. Statistics are facts expressed in numerical data, often referred to as performance indicators. I. The types of statistics:
1. Descriptive statistics summarize or condense data into meaningful numbers. It is a summary of group data giving values to describe group characteristics of the data. 2. Inferential or inductive statistics demand a higher order of judgement and statistical methods. When the amount of data is too large, a sample is examined with inductive statistical methods to determine how representative of the total the sample is. It uses reasoning of a generalized conclusion from a particular instance. II. The statistical Process: done carefully and accurately.
1. Collecting data is the means of obtaining or gathering numerical data. 2. Analysis of data is extracting from the data gathered, relevant information from which numerical description can be formulated.
3. Interpretation of data is drawing conclusions from analyzed data. It may involve formulation of forecasts or predictions about larger data based on data collected from smaller groups. 4. Presentation or tabulation of data is organizing data into array of numbers, tables, graphs, charts so that logical and statistical conclusions can be derived from collected data. Statistics gathered should be familiar and comparable with other forms used nationally. Library statistics cover these areas: 1. 2. Staff Material Resources Stock Facilities Equipment Inputs: Outputs: the budget and how its is spent. Services
3. 4.
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5.
Users Categories Number of people served
II.
Library Statistics: 1. Staff Professional Non-professional Others (research assistants, students assistants, etc. ) Ratio of professional to non-professional 2. Collection Books Serials AV materials Others Budget Average budget p.a. Staff salaries Staff-related overheads Library collections Binding Office Equipment Furniture, furnishings, shelvings Consumables (stationery, dispensable items of equipment, etc.) Postage, telecommunications, telephones Association fees (membership dues) Rental Electricity, air-conditioning Services Circulation Reserve Serials Reference: RQ Answered, unanswered ILL/Document Delivery Photocopy service Technical Services Binding
3.
4.
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5.
Users Number of people served Categories Ratio of users to non-users
6.
Others a.
Seating capacity Browsing area Reading area Circulation area Reference area Serials area Floor area Reading area Stocks Work area Storage area, et al.
b.
C.
Use of statistics 1. 2. To accompany annual report Planning other library services Means of measuring efficiency of staff Simplify cost and work measurement Analyzing and improving library collections Helpful in evolving standards of performance, cost of services and materials, relationships and correlation in library resources
4. 5. 6.
3.
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Annex 5 REPORTING TO MANAGERS: AN OUTLINE
For purposes of accountability and communication, the librarian should make periodic reports. Pointers in Report Writing: 1. Reader identification - for whom intended and his background. 2. details. Convey enough information - appropriate and accurate Observe good English - clear, good grammar.
3.
4. Presentation of report - narrative, logical and chronological.
5. 6. 7.
Report should be brief and concise. Observe date due Provide adequate number of copies.
Parts of Report: 1. Title - indicate subject clearly, purpose, period covered, nature of report (progress or routine, etc.) 2. Abstract - summary of points in report, presented in skeletal form to determine whether or not report should be read.
3. Introduction - Definition, description, and significance of subject. 4. Body - details of report; important facts presented at the beginning. 5. Conclusions/Recommendations - present in clear and orderly manner; summary of information and interpretation as given in the body. Annual Report: accomplishments. 1. 2. report of past year's activities and
3. 4. 5. 6.
Growth of collection Services Staff matters On-going projects, etc. Problems/Recommendations Appendix: statistics, documents, lists.
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Letters: more direct. 1. 2.
a good letter is precise; sentences are short and
3. 4.
5.
Follow a pattern. Get to the point immediately. Adapt "you" attitude. Watch the tone. Consider the audience.
Proposal: concerned with the identification of a problem, explanation of a plan to solve problem and its justification. It is characterized by accuracy of technical information, readability, clarity, and tone of confidence. Make use of persuasive verbs - positive, active verbs. Use the present tense for description, and specific statements for future activity in simple future tense. Parts of Proposal: 1. 2. Abstract Table of Contents Introduction - written in non-technical language for widest representation of readers. a. Brief statement of problem. b. Objectives. c. Expected Results. d. Feasibility of solution. Methodology a. Approach should be reasonable. b. Directed to objectives. c. Suited to resources. d. Express procedure in a numbered list. e. Discuss likelihood of success and benefits of project.
3.
4.
5. Resources - assure that staff and facilities are adequate to carry out project; or need for additional resources is minimal. 6. Evaluation - project can be appraised.
7. Budget - assign dollar values; divide total budget into categories. 8. Appendix - Documents.
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FINANCIAL MANAGEMENT
Costs are involved in all library activities and operations even if they are not immediately obvious or even if. librarians do not have budgetary control over them. An organization which has a library will incur costs on most of the following items (depending on the level of its library's development): Staff salaries and wages Staff-related overheads (e.g., overtime payments, bonus payments, superannuation, worker's compensation) Library collections Journals Books Audiovisual materials, etc. Binding Office equipment (e.g., typewriters, microfilm readers) Furniture, furnishings and shelving Consumables (e.g., stationery, disposable items of equipment) Computing services Postage Telephones, telecommunications Travel, conference fees Association fees (membership fees, etc.) Rental (or notional rental) ElectriCity, heating, air-conditioning Private companies often use internal accounting methods which clearly assign all these costs to the spending department, e.g., the company's library's use of telephones would be monitored and charged to the library. Public sector organizations in the developed countries are increasingly using the same accounting methods. There are two results of this process: (1) (2) top management is able to tell how much money is being spent on individual services; middle managers, e.g., chief librarians, are given more responsibility, accountability and control over the way in which they spend money.
Ideally, this accounting method should enable library managers to use greater discretion in the way they spend money: as an extreme case, for example, they might elect to do with one less member of staff in return for spending substantially more on the collections. Alternatively, they might elect to stop binding journals altogether and spend the money saved on establishing a contents page service. The emphasis is that the experts themselves, the library managers are left to make the decisions about expenditure.
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In practice, financial management can be more tricky than this and substituting one term of expenditure for another can be difficult. the more so when overall staffing policies, restrictions on foreign exchange, etc. leave managers with little flexibility. Cost-consciousness should be a characteristic of every library manager, even where you do not have control of (or even full knowledge of) all elements in the library budget. A library manager who works with a good knowledge of the operating costs of a library and who makes decisions on the basis of comparative costs and cost-benefits will almost always benefit, particularly in situations of financial restraint: i) Your reputation as a good manager will improve if it is known that you are cost-conscious. In most organizations, nothing else will do more to enhance your reputation. You will be able to guard against imbalances in the development of your services and collections and you will have financial data to show when imbalances are beginning to occur.
ii)
iii) You can use financial limits on low priority services to ensure that 'A' priority services remain effective. iv) You will find it much easier to achieve changes in your present services if you can point to the financial implications of change (and sometimes trade the savings made from giving up existing services for new services which you consider a higher priority).
Even where you are not required to compile a formal budget and account for all your expenditure, it is worthwhile keeping a private record of your expenditure. This should be done by keeping an account book of expenditure under headings for (a) at least: staff library collections binding for as many of the other cost items on page 1 that it is reasonably easy to get expenditure figures for.
(b)
It is useful to separate expenditure figures for journals and books, since journal expenditure will be recurring. It is also useful t6 prepare forward estimates of your antiCipated expenditure for each new financial year.
- 87 Annex 5 STAFF DEVELOPMENT: AN OUTLINE
Staff development includes a broad range of activities: 1. To provide the staff with knowledge, skills, and attitudes directly related to their role and responsibilities To provide the understanding and concepts necessary to ensure effective performance.
2.
Staff development programme covers: 1. Orientation of new staff member as he starts on the job. II.
.11.111
b. c. d. e. f. g. h.
Physictll sUl'I'oun1ings Relevant materials Hours of work Leaves Compensation Medical benefits/Retirement Rights and Responsibilities
2. On-the-job training: success depends on both the staff member as well as the sUgervisor.
3. 4.
Use of prepared materials (manuals,et all Supervisory counselling Encourage staff rotation Seminars and workshops on diverse topics
5. 6.
Responsibility for staff development: 1. 2. Key members of organization for coordination w implementation, and support of programmes Shared by all staff members without whose interest and support programmes will not be successful.
Role of Supervisor: 1. 2. He directly affects staff members' attitude towards the job and the library. His views and opinions encourage the staff member's participation in the learning activities and development on the job. He demonstrates positive attitudes towards employee's growth, development, and success on the job.
3.
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4.
He treats the employee with trust and has high expectations for his good performance. Helps him for promotion; those below normal standard of performance are guided to improve performance. Aim at high group loyalty, group participation, and good interpersonal relations. Encourage comments and suggestions regarding training. Discuss with staff member how he can improve his performance through participation in formal learning activities as well as formal efforts outside of structured activities. Ensures that employee understands not only how task is performed, but why it is important to the operation of the library.
5. 6. 7. 8.
9.
Good supervision is firm, just, and equally concerned with the institution as well as the development of the staff members. Benefits from staff development programmes: 1. 2. Increase quality and quantity of work. Reduce !loed of closo und constant uupu~vision.
3. 4.
Improve staff morale and job satisfaction. Increase organization's flexibility and stability, since management will be able to reassign critical tasks to other staff members when there are absences and/or staff shortages.
Elements of Continuing Education: 1. Desire of some staff members to update their knowledge and broaden scope and gain more in-depth understanding of some aspects of their profession. Means by which people who have ideas in a new career interest, seek necessary competencies to pursue their new interest. Focus on individual needs by assuming responsibility of his continued growth and development in order to avoid obsolescence, and plan future job and career opportunities.
2.
3.
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4.
In some cases continuing education activities identified by the employee may also meet needs of the library, in which case the library helps out.
Continuing Education Includes:
1. 2.
Formal course work. At tonuullco to workuhollu, conJ"ol·oIlCOU, uOIII!nul·l:I.
3. 4.
Research leaves. Job exchange or internship at another institution.
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SESSION ON USER STUDIES AND
EDUCA~ION
1.
It is essential for the librarian to identify all users and potential users of the service. To do this we must recollect the wide range of professions involved in health care (over 100) different levels of information required even on similar topics, and even by people at a high academic level geographical scatter of users
(a) (b) (c)
We also need to remember that each user approaches information in an individual way. Use of information is a very' personal activity. 2. (a) (b) (c) (d) (e) (f) (g) (h) In order to make effective use of a library, health science professionals need to know that they can use the service that it does offer services relevant to them that it does contain information relevant to them where the library Is and how to contact it who can help them when the service is open, and the rules and procedures that libraries are resources for self development how to search and retrieve information Health science professionals can learn these things in various ways such as: hearing about library services in a meeting or course on a health subject meeting the librarian, casually or formally receiving useful services without asking for them (e.g. current literature) items in newsletters learning on an orientation course during staff inductions
3. (a) (b) (c) (d) (e)
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(f) (g) 4.
attend a tutorial or series of tutorials organized by the librarian take part in an information workshop organized by the librarian The relative merits and methods of these options were considered, but it was agreed that for maximum effect they should all be used. It was also agreed that selecting a specific group of users (or non-users) for special priority in promotion and education can be valuable. It is important to respond to the needs of "difficult" readers in part because they may point to areas of deficiency and in part because they are usually highly motivated people who, if won over, will help the library service.
5.
Definition of user education Malley defined User Education as "a process whereby the library user is firstly made aware of the extent and number of the library's resources, of its services and of the information sources available to him or her, and secondly taught how to use these resources, services and source.s." Malley, on "Educating special library users" Aslib Proceedings iQ (10-11) October-November 1978, 356-372
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LibrarT Promotion
=
Communications:
devise and use means of communication between libr&rT clientele and libr&rT staff maintain good relations between them
Prerequisites: Identify -
WHY - OBJECTIVES Institution Library
WHO - USERS Actual Potential
W&TS to promote: LibrarT users initial library instruction orientation briefing acquiantance with users' interests and expectations of 11 brary service reading lists and requirements for special materials current awareness of both literature and library services meetings: regular special informal library committee demonstrations institution including library displays and exhibits
Administrators - those who determine purposes, goals and BUDGET of institution. - reports - problems and solutions - recommendations - future plans - statistics - library utilizatl~n - library evaluation
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USER REACTION
Resources required: - Manpower Librarian and library staff - Funding
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Annex 5 THE DIRECTORY OF SPECIAL LIBRARIES IN THE FIELD OF HEALTH (Notes on Project 1) Compilers: Ms Iboda Gibalu Ms Ellen Y.H. Leung Ms R. Kumarasamy
The absence of an up-to-date national directory of special libraries in the field of health and medicine may result in various problems such as inability to resource sharing, not knowing where to refer to for searches and it can lead to the unfair exploitation of the best better known libraries while other smaller libraries remain underutilized. Recognizing this need a directory of special library was compiled with the hope that there would be an increased awareness of what the libraries are doing which will help promote coordination and reinforce linkages among them. Form of entry is as per appendix given. This national directory of special libraries will include all libraries with a basic collection of at least 3,500 volumes and it would include the profile of the libraries, its activities, services, special collections and the various facilities available and we hope that this directory will provide the basis for future updating. PartiCipating libraries are expected to keep the compilers informed of any changes in the information provided and libraries not listed are requested to contact the compilers in order to have their names included. All amendments made will be published in the form of supplements annually. Users: This directory is intended to provide single quick reference source for locating and identifying medical and health libraries for librarians and people involved in the field of medicine. Method: Basic questionnaires designed to verify addressed and information were sent to all the libraries in the country and the time limit of one moth was provided for libraries to respond. Libraries which failed to respond were sent reminders to which they had to respond within two weeks. In cases of where there was no response at all to the reminders, telephone contacts were made. In the event of failure to contact by telephone, the library was exclude from ·the listing. Whenever possible, personal interviews were undertaken.
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Obstacles: One of the major problems faced in the compilation of this directory was the failure of some libraries to respond to the questionnaires and reminders sent and in some instances no telephone or personal contact could be made at all. Arrangement All the entries are arranged alphabetically by name of institutions and to enable easy information retrieval, indexing is given in the form of i) ii) iii) iv) subject index Alphabetical index of name of libraries Keyboards Cross references
Conclusion All information for this directory was collected through questionnaires, telephone contact and personal interviews. Suggestions and criticism will be well received.
- 97 (Notes on project 2) Project title: Directory of Experts in Medical and Allied Health Sciences (Pilot edition 1988) Mr Byurng Kwon Jurn (Korea) Dr Nguyen Thanh Nguyen (Viet Nam) Mr Nguyen Xuan Thu (Viet Nam) Miss Wee Joo Gim (Singapore)
Annex 5
Committee members:
1.
Purpose:
To gather information on the national experts for dissemination to Member States. It is intended for use by universities and health institutions and other related organizations.
2.
Criteria for inclusion
2.1.1
Subject specialists a. b. c. d. e. f. medical professionals health managers biologists chemists engineers marketing personnel and economists
2.1.2
information providers a. b. c. d. librarians statisticians informaticians publishers
2.2 local nationals/residents 2.3 persons with professional qualifications 2.3.1 2.3.2 2.3.3 3. academic qualification specialization minimum 5-year working experience Ln the specialized field
Sources of information To gather information from the following sources: 3.1 3.2 3.3 3.4 professional organizations societies personal contact lists of graduates from varLOUS universities
4.
Methodology The project is based on designed questionnaire sent to ••••• persons (see attached alpendix).
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5.
Proposed frequency of publication The directory will be updated every five years.
6.
Arrangement The entries are arranged alphabetically by name.
7.
Indexes Cross reference indexes by location and specialization are provided.
8.
Follow-up action For this pilot edition, expected response rate is about 80%. Follow-up action is in the form of sending a reminder to potential participant and by phone will be undertaken.
9.
Funding Funding sources come from government authorities and donations from commercial companies e.g. drug companies while advertisements are solicited.
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REPORT ON LIBRARY CATALOGUE PROJECT (Notes on Project 3) 1. Chairperson elected - Ms Rita Caharian Mr Chandraiya Ms Carmelita Guilatco Ms Norma Tipanan Definition of the problem/objectives:
2.
The increasing number of publications coming into the library has been difficult to cope with keeping the library catalogue up-to-date inspite of reorganization of duties and resetting priorities. The purpose of any current awareness lists has been defeated due to the lack of a more up-to-date catalogue. It is therefore important that the library embarks on a project immediately to overcome the difficulties and become more effective in providing information and documents to readers if and when they need or want them. It is also important that users are made more aware of what new materials are received by the library in their areas of interest or work.
3. DescriRtion of Solution The following must be the outcome of the project: (a) A divided catalogue with author and title entries in one file alphabetically arranged and a subject file again alphabetically arranged. The catalogue entries to contain information as shown in fig. 1 below.
-----------------------------------------------------------+ Call No. Author statement Title statement and any subtitle Place of publication: Publisher, date of publication, pagination I
Subject 1 Subject 3.
2
Subject 2
II III Inventory/ Accession No.
Co-author if any Title 0
------------------------------------------------------------+ Fig. 1 For each item indexed these have to be reproduced as many times as there are f Ibjects that the document deals with, and coauthors there are and an additional entry for title. These are necessary to provide the 3 approaches (author, title and subject) to information and documents possible.
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100 -
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b. An accession list arranged alphabetically by broad subject areas and then by authors and titles alphabetically as in Fig. 2.
----------------------------------------------------------+ PCH Documentation Center Library Accessions List AIDS Author: Title: Date: Call No: Vol I I July 1987
DERMATOLOGY Author: Title: Date: Call No:
EPIDEMIOLOGY Author: Title: Date: Call No:
GYNECOLOGY Author: Title: Date: Call No:
SURGERY Author: Title: Date: Call No:
etc.
----------------------------------------------------------+ Fig. 2
This is to inform the user of the latest documents that have been added to the library, the subject areas they belong to and where on the shelves they are located.
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Annex 5
Classification: The classification scheme should be the one adopted by the National Library of Medicine known an the "NLM Classification" as this has more scope for specific medical subjects and much simpler to use by para-professional library staff. Our readers who use other Health Libraries are also more familiar with the scheme. This is the scheme in use now. Entry Format for Card Catalogue: The Anglo American Cataloguing Rules II better known as AARCII is the standard format in most libraries of the world and provides for all that a catalogue for all that a catalogue entry must or should be able to do for the reader in terms of finding information or documents. Most computer programmes that cater for library cataloguing also follow this format. 4~
Key Dectaions
Input: The cataloguer shall put into the processing unit all bibliographic information that is required for catalogue entries for each item added to the library, plus the classification or call no. - i.e. where the item will be found or kept on the shelves. See fig 3. for bibliographic information that is needed.
+---------------------------------------------------+ Author: ________________________________ Title: ______________________________ Sub-title: ___________________________ Call Number: ___________________________ PubliBher: ___________________________ Date of Publication:
----------------
Edition of Statement:
Pagination: ____________________________ Added Entries: Notes: ________________________________
----------------
+---------------------------------------------------+ Fig. 3 Input Form
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102 -
Annex 5
Process - with the above-listed information the processing unit must be able to produce entries in the AACR II format explained earlier in this proposal. With the same information the unit ought also to be able to produce the accessions list described earlier -- this is not in the AACR II format, rather as shown in fig. 2 excluding Imprint, collation, etc. Output - Catalogue entries on 3"x5" cards in AACR II format.
An accessions list as described earlier.
5.
Conclusions/Proposals
To carry out the project described in this proposal the library needs the following equipment/computer programmes: (i) (ii) (iii) A 10 Megabyte Personal Computer IBM Compatible
A printer which is able to print on 3"x4" cards these come as continuous sheets CDS ISIS programme
Advantages of the computer system (1) A great deal of savings in manpower which could be used to update and/or improve other services provided by the library. A reliable index to library's contents. Readers can help themselves to find what they want. Tiresome manual duplication is reduced. Mistakes are much easier to correct and reduced. Backlogs are reduced resulting in better use of scarce space in the workroom, etc. The computer could be used for several other functions both the in the library and for the organization.
(2) (3) (4) (5)
(6) (7)
Request is made to the management to consider this proposal sympathetically and for the improvement of services towards achieving organizational goal. Problems in doing the Project Lack of training and lack of Instructions to work the program. Too many persons on PC. Communication breakdowns.