According to Anis (1993), public libraries in Pakistan grew from just twenty–one in 1951 to more than 280 by 1989. The Punjab Public Library, Lahore (founded 1884), holds the country’s third–largest collection (215,000 volumes), with 1,200 manuscripts in Arabic, Gurmukhi, Persian, and Urdu. The Dayal Singh Trust Library, Lahore (founded 1908), holds 122,000 volumes. Others include the Liaquat Memorial Library, Karachi (1950; 120,000 volumes), and the Central Public Library, Bahawalpur (1948; 100,000 volumes). The Quaid–e–Azam Reference and Research Library opened to the public in Lahore’s beautiful gardens, Bagh–e–Jinnah, in 1984. Among the oldest libraries in the country are the Karachi Metropolitan City Library (founded in 1851 as the Frere Hall Library; 43,300 volumes) and Sandeman Public Library, Quetta (1856; 16,700 volumes). Khubaib (1996) gives information about 301 public libraries. Sadiq (1993) writes that there are 150 public libraries in Pakistan, but in a strict sense no public library actually exists. The largest cities do possess library facilities, but the 80% of the population living in rural areas are not in a position to have access to these facilities. The public libraries are largely maintained by local government. Taj (1990) reports a survey of eighty–two out of 238 public libraries in the province of Punjab. Only sixteen have professional staff. The Punjab Government allowed all local bodies to spend 1% of their total revenues on the development of libraries, but according to the survey the actual allocation is less than 0.4%.

In the 1990s, two bookmobile units organized by the Punjab Library Foundation have been started at Lahore and Gujranwala Divisions (Jalal 1993). Six American Centre Libraries in the country provide SDI and Article Alert services. For this purpose a profile of interests of active library users is maintained on computer. Table of Contents service is also provided. In this service photocopies of contents pages are sent to the readers by mail, and articles in full text are supplied on request. United States Information Service (USIS) Libraries also donate books to other institutions (Siddiqui 1990). The British Council Libraries in Pakistan, established in 1948, were the first to establish a network of libraries with an effective union catalogue and an inter–library loan system. The libraries provide MEDLINE searching service through a CD–ROM database. In June 1995 the Council Libraries network was connected on electronic mail (Javed 1995).

Children’s and School Libraries

Libraries in schools, Nasim (1991) says, are in poor condition. Unfortunately, whenever library surveys were conducted school libraries were ignored. Many library directories were published but none of them included school libraries. Some research reports were also submitted in the form of library surveys, but they excluded school libraries. Hanif (1990) writes that there are about 84,000 primary schools in Pakistan and they are spread throughout the country. To be able to establish libraries in every nook and corner of the country, there is no better place than the primary schools. They are available even in small villages. These libraries can create a reading public which can go into the millions. The enrollment in primary schools is about eight million. If such a huge number is made book–minded it can completely change the outlook of the country.

Nasim (1990) reports the findings of a survey of forty-three libraries offering services to children in ten cities of Pakistan. The survey proved that library services for children are not satisfactory. The Punjab Provincial Government has, however, taken some steps in this field. The inauguration of a “Children’s Library Complex” in 1988 by the Punjab Chief Minister is a noteworthy event in the history of children’s librarianship in Pakistan. “Factors affecting school library development in Pakistan are lack of library awareness, planning, funds, space, professional staff, resources, services, [and] reading habits; and ignorance of modern technology. If we remove these we can build a better network of school library services in Pakistan” (Nasim 1991).

Special Libraries

Anis (1993) estimates that 330 special libraries in Pakistan hold some 2,500,000 volumes. Two of the oldest libraries are the Punjab Civil Secretariat Library, Lahore (founded in 1885; 60,000 volumes), and the Punjab Textbook Board Library, Lahore (1892; 32,000 volumes). Khubaib (1996) lists 423 special libraries.

The history of medical libraries in Pakistan goes as [far] back as... 1860 when the first Medical College was established in this part of the subcontinent. At the time of the establishment of Pakistan there were two colleges, King Edward Medical College at Lahore and the Dow Medical College at Karachi. With the passing of ... time the number of medical colleges has risen to seventeen. Apart from this, there is Agha Khan Medical University and other specialized medical institutions, as well as hospitals which have attached libraries. In the absence of authentic statistics, their exact number and collection .. . [are] not known, but it is estimated that the number of medical libraries in Pakistan is around fifty. The recent development in medical libraries is the computerization of Agha Khan University Library and the Library of the College of Physicians and Surgeons, Karachi. The College of Physicians and Surgeons Library has been designated as the National Focal Point for MEDLINE and has acquired the CD–ROM disks from 1980 onwards. (Hanif 1991)

Qureshi (1990a) writes that medical librarianship is a new profession in Pakistan. For a long time the librarians working in medical libraries felt the need of a platform where they could gather and discuss issues of mutual interest. As a result, the Pakistan Medical Library Association (PMLA) came into being in 1987. Qureshi concludes his article by saying that the situation of medical college libraries in Pakistan is not very encouraging. Very few medical colleges have good libraries. Because of the lack of adequate resources, and some other factors, the Pakistan medical college libraries can not be compared with those of the developed countries.

Agriculture plays a vital role in Pakistan’s economy. It employs more than half of the population and contributes 24% of the GDP. Javed and Meer (1990) surveyed fifty–one libraries in the field of agriculture. There are mainly two types of agricultural libraries in Pakistan: academic and research. Academic libraries belong to the institutions offering formal degree programmes in the field of agriculture, such as the universities of agriculture at Faisalabad, Tandojam, and Peshawar. Research libraries belong to the institutes and centres conducting scientific research in different areas of agriculture, such as the National Agricultural Research Centre (NARC), Islamabad, and Ayub Agricultural Research Centre, Faisalabad.

Bushra (1990) describes the activities of the Lahore Business and Economics Libraries Network (LABELNET), which is aimed at facilitating resource sharing among the libraries in the areas of business and public administration and other related fields. The project started in 1986, and is jointly sponsored by the International Development Research Centre (IDRC), Canada, and the Lahore University of Management Sciences (LUMS). The publications of the project include The Union List of Serials of Business and Economics Libraries in Lahore (Lahore: LABELNET, 1990) and A Union Catalog of Publications on Pakistan’s Business and Economy in LABELNET Libraries (Lahore: LABELNET, 1990). The project has introduced the use of Micro CDS/ISIS software into libraries in Lahore. Nuzhat (1990) describes the activities of the National Documentation Centre Library and Information Network (NADLIN) in the field of water resources. It is funded by USAID. The other NADLIN collaborators include eight institutions working in the field of water management.

Library and Information Science Education

LIS education has been the most popular subject in library literature published during 1990s. Discussing the development of library education in the Indian sub-continent, Anis (1992) writes,

The coming of American librarians in British India eventually resulted in the introduction of library science instruction at university level. In 1915, Asa Don Dickinson (1876–1960) came to Lahore upon his appointment as University Librarian to organize the Punjab University Library and also to teach modern library methods. Dickinson’s certificate course of one academic year started in the autumn of 1915 in the University Library. This was a post–graduate day–time course, but undergraduate working librarians including non–matriculates were also admitted to it. It is interesting to note here that this was the first university–based course in the then British empire, as the London University had not established its Diploma course by that time. The course remained suspended for two years after Dickinson’s departure in 1916. Revived in 1918, the course was converted to a post–graduate course in 1928. The study of German or French was made compulsory in 1936.

Sajjad (1993) adds that the course was again suspended during 1945–49 because of the chaotic conditions of the pre– and post–independence era. In 1959, the name of this post–graduate certificate was changed to “diploma.” In the meantime, the University of Karachi had introduced its part–time study programme in 1956. After having instituted the first post–graduate diploma programme, the University of Karachi was quick enough to introduce a master’s degree programme in 1962. Afterwards the other universities started their diploma and master’s programmes. Fazil (1994) gives these details of the programmes:

According to Mangla (1994), candidates having a good bachelor’s degree are generally able to secure admission to the diploma course. For admission to the master’s degree course, in addition to possessing the post–graduate diploma, a candidate is usually required to have experience in a library of good standing. It is estimated that the annual enrollment for the diploma and master’s degree courses in six library schools is 260 and 140 respectively. On the basis of annual enrollments, the total number of graduates from these library schools through 1992 would be about 4,100 and 1,650, respectively. Hamid (1992) gives the total number of diploma and master’s degree holders as 3,304 and 2,349, respectively.

In the beginning, most of the teachers in departments of library science in the universities of the country were part–time, and were drawn from among the top librarians. Out of thirty–three teachers, twenty–two were part–time during the academic year 1965–66 (Sadiq 1994). According to Sajjad (1994) there are forty–four faculty positions in six library schools, of which thirty–four are filled.

The University Grants Commission revised the LIS curriculum in 1991 and 1995. In designing a new curriculum the following factors were given special consideration: current trends in library education internationally; changing needs of libraries and information services in Pakistan; and financial implications of the revision. The revised curriculum includes such new courses as Library Automation; Information Storage and Retrieval; Networking and Resource Sharing; Communication and A.V. Media Librarianship; Management Information System; and Marketing of Information Services. The Curriculum Revision Committee also made a number of recommendations to facilitate the implementation of the proposed curricula. These include organization of training laboratories provided with adequate information technology equipment at all library schools; development and strengthening of the libraries attached to the departments; replacement of the chalk and talk method by other modern teaching technology supported with audio–visual and practical training aids; and strengthening the staff development programmes through organization of courses and workshops on topics of interest (Haider 1995).

Allama Iqbal Open University started LIS education through distance learning in 1988. The Certificate in Librarianship consists of two courses, Organizing Library Resources and Library Services. To introduce the Bachelor in Library and Information Sciences (BLIS), two more courses were started in 1990. These are History of Libraries with Reference to Pakistan and Classification and Cataloguing. The following are the enrollment figures from the Spring 1988 to Autumn 1994 semesters:

The University is planning to introduce a master's programme in the near future (Basharat 1994 and Niaz 1995).

In the 1970s, the Pakistan Library Association proposed introducing library science as an optional subject at the intermediate level. College librarians actively supported this idea. The Boards of Intermediate and Secondary Education of Karachi and Hyderabad approved the introduction of library science courses at the intermediate level in their respective areas of jurisdiction. The Boards of Sargodha and the Centrally Administered Area awarded similar approval at a later stage (Anis 1992). During 1990–91 all boards in Punjab province approved the subject at the intermediate level, and it is being taught at various colleges (Nazir 1992). The subject has been taught at the B.A. level in one college in Karachi since 1982 (Anis 1992). Punjab University approved an LIS curriculum at the bachelor’s level in 1995.

Siddique (1992) reviews the research conducted by the students of six library schools. Four hundred twenty–seven master’s theses were produced until 1989, for an annual output of 18.56. The compilation of bibliographies, union catalogues, or indexes was the most popular work, accounting for 26.7% of the theses. Fifty–five percent of the theses were written in English, and 45% in Urdu.

Information Technology in Libraries

Because of its efficiency, marvelous performance, and ability to handle a large quantity of documents, the computer is becoming popular in librarianship and information services. In Pakistan, library automation was introduced in the 1980s, and a number of libraries were computerized in or after 1987 (Khalid 1995). Bushra (1993) describes the problems faced by Pakistani libraries in automating their procedures. She mentions computer illiteracy, improper planning, unavailability of library software, retrospective conversion, lack of standardization and quality control, bureaucratic set–up, and lack of technical expertise. Sadiq (1994) gives a list of twenty–three libraries which are in the process of being computerized, and tells what software they are using. Maqsood (1993) reports on a survey of ninety–five libraries which are using computers in the cities of Islamabad and Rawalpindi. Most of the libraries have IBM–compatible personal computers, and are concentrating on cataloguing and acquisitions. Only 39% of the institutions have staff trained in library automation. Discussing the myths and realities of library automation in Pakistan, Sajjad (1992) tries to remove the confusion about library automation in the minds of librarians. He says that a badly–managed library can not be improved with the help of computers; a computer can only retrieve information about documents, but does not provide access to those documents; library automation is not an objective in itself; merely buying a computer does not mean library automation; provision of the right hardware is only one of the many requisites for an automation project; system development is too costly to be affordable for our libraries; and training of personnel and retrospective conversion are important facets of library automation. Anwar (1992) discusses some critical issues in the use of information technology in Pakistani libraries. According to him, Pakistan spends only 0.2% of its GNP on R&D activities; foreign information resources and services are expensive; it is impossible for individual libraries to be self–sufficient in supplying information; National Information Centres should be set up; there should be coordination among libraries and information centres; a National Centre for Software Development and Training should be created; and appropriate manpower should be developed for library automation. According to Najaf (1995), most of the university libraries in Pakistan have not yet seriously considered the use of computers in library operations. Only a few university libraries now have computers. With the exception of three agricultural university libraries and two private university libraries, no other university library is using information technology. The major limiting factors for not introducing information technology in the university libraries of Pakistan appear to be lack of initiative and failure to realize the importance of information by the top management of the university; lack of proper finances; lack of trained manpower; and lack of information sensitivity.

Software used mostly for housekeeping routines in Pakistani libraries includes dBase, Foxpro, INMAGIC, CDS/ISIS, KITABDAR, and LAMP (Khalid 1995a). LAMP software, developed by the Netherlands Library Development Project (NLDP) with the collaboration of the Pakistan Library Association (PLA), is being used in more than fifty libraries, including six legislative libraries. The software can handle acquisitions, cataloguing, and the circulation of books and serials. An Urdu version of LAMP has also been prepared (Khalid 1996).

NLDP has played an important role in promoting information technology in Pakistan. The promotion activities include setting up five PLA computer training centres; inviting automation experts from abroad; sponsoring librarians to attend advanced courses abroad; supplying hardware to libraries and library schools; establishing information networks; developing software; carrying out retrospective conversion; developing a national database on CD–ROM; establishing the Library Automation Group (LAG); and including information technology components in the revised curriculum of library schools (Khalid 1996a). The PLA Computer Training Centre at Lahore started functioning on 2 November 1992. To run the Centre’s affairs a Managing Committee and a Program Committee have been set up. The training programme includes core and advanced courses (Bushra 1993a). Until January 1996, thirteen courses had been conducted at the Centre, with 259 persons attending. Consultancy services to libraries throughout the province have also been provided by the Centre (Khalid 1996b). Karachi Centre trained 126 librarians in library automation. This is 31% of the total number of librarians working in Karachi (Samdani 1995).

The Department of Library and Information Science at Punjab University has a computer laboratory with five personal computers. CD–ROM and e–mail are available. The departmental library has been automated using LAMP software (Khalid 1996c). In August 1989, the Directorate of Scientific Information (National Agricultural Research Centre) installed a CD–ROM unit along with the AGRICOLA database. This was the first entry of CD–ROM into Pakistani libraries or information centres. Now more than thirty–two institutions in Pakistan are using CD–ROM technology for searching international databases. Currently more than seventy databases are available on CD–ROM in different libraries. Most of these are in agriculture, biology, and medicine, but databases in other fields (such as education, economics, sociology, water resources, environment, fisheries, extension, library and information sciences, science, and technology) are also available. Encyclopedias, dictionaries, and computer programmes are also procured by some libraries for their reference sections (Shahnaz 1994). Shahnaz and Bhatti (1993) give a list of CD–ROM databases available in various libraries.

Library Profession

The Pakistan Library Association was established in 1957 in Karachi with the following aims and objectives:

1. To establish a comprehensive library service throughout Pakistan;
2. To promote study and research in library science, and the dissemination of information about current trends, theories, and practices in the field of librarianship;
3. To improve the status and professional standing of library workers, and safeguard their interests; and
4. For such other ends as will further the cause of libraries and librarians of Pakistan. (Umera)

It is governed by an Executive Council, and there are five branch councils, viz., Punjab; Baluchistan; (NWFP); Sind and Federal region, including Gilgit; and Azad Kashmir and Tribal Areas. The headquarters rotate among the branches. The PLA Journal was first published in 1962. Revived in 1968, it ceased publication after two or three issues. Eventually it was revived again, in August 1987 (Qureshi 1991). The PLA has twenty–one items on its publications list. The 15th PLA conference was held in 1994 at Lahore. During the 1990s, the Association arranged various seminars, workshops, and lectures. Library automation and new information technology were the major topics of all of the continuing education activities. The membership of the PLA exceeded 1,400 for the first time in 1994.

The most active professional association during the period has been the Punjab University Library Science Alumni Association (PULSAA). Revived in 1988, PULSAA has done a lot for the profession. Its outstanding activities during 1989–90 include the publication of PULSAA News; a number of short courses and seminars; a lecture on CD–ROM; and the establishment of a computer laboratory at the Department of Library Science, Punjab University (Mirza 1990). To celebrate seventy–five years of the department’s existence, in 1990, PULSAA launched a Diamond Jubilee programme. A three–day conference on “Library Education in Pakistan: Problems and Prospects” was the focus of all events. A special issue of PULSAA News was published in a book form, and entitled “A Treatise on Library and Information Science in Pakistan” (Qarshi 1993). PULSAA’s activities during the 1991–92 session included seminars, and two books were published. A conference was held in January 1993 (Javed 1993).

It would be unjust if I did not mention the role of the Netherlands Library Development Project in advancing the library profession in Pakistan. During the period studied, the NLDP worked on 108 different aspects of library development. Its activities in promoting information technology have already been described. Its other remarkable activities include strengthening library schools and professional associations; helping PLA in cooperative activities with organizations like IFLA, IDRC, UNESCO, USAID, the Asia Foundation, and the ALA; sending Pakistani librarians to short courses and orientation tours in the Netherlands; providing continuing education in technical services, library management, and preservation; promoting research in library and information science, and publishing library literature; preparing a directory of libraries; and revising curriculum (NLDP 1995 and Mushahid 1994).

Riazuddin (1991) commented on the overall situation of the profession in Pakistan by saying,

Librarianship in Pakistan, after facing numerous problems of money, manpower, material, and management, shows an upward trend. To conclude, the expansion of libraries, and the resulting growth of their resources and services, from cities down to villages... have widened the accessibility to libraries and books throughout the country. How this opportunity is utilized for further progress and betterment of the country will very much depend on our collective efforts to maximize their better use in the country.

Conclusion

The literature produced by Pakistani librarians during the 1990s presents an excellent picture of librarianship in the country. Although there is no effective mechanism for maintaining statistics on libraries in Pakistan, the literature cited suggests that the overall growth of libraries in the country is satisfactory. Remarkable achievements include the establishment and inauguration of the new National Library at Islamabad; the establishment of various university libraries in the private sector with large collections and many new services; the continuing support of the Punjab Library Foundation for public libraries; the trend towards the use of new information technology; and the revision of the library and information science curriculum to meet the emerging demands of the market. During the period studied, the Netherlands Library Development Project (NLDP) has boosted all professional activities. Its most significant work is the establishing of five computer training centres for librarians. Librarians also have started taking a more active part in professional associations. On the other hand, there are many deficiencies still to be overcome. Some efforts have been made to share resources, but this practice is generally ignored. No attention is paid to school libraries. There is a dire need for library education at the post–master’s level. Research activities in librarianship should be promoted by library schools and professional associations. Professional periodical literature should be published regularly. The lack of a national library and information policy is also a problem. The government should support and finance activities furthering library development in the country.

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About the author

Khalid Mahmood is Lecturer, Department of Library and Information Science, University of Punjab, Lahore, Pakistan.