M
LIBRARY
DAY / WEEK:
its significance
July 12-18 is marked as the
Maldives National Library Week.
Library week, or a day, is
celebrated once every year in many
parts of the world with different
dates. It is an annual week of
celebration of libraries and
librarians in all types of libraries:
school, academic, public, & special.
The library day / week is a time to
showcase the many and varied
resources and services offered by
the libraries through different
programs and events targeted to a
cross-section of the community. It
provides an opportunity to
introduce new services and
professional skills to the
community, and to publicly
showcase issues of importance to
the provision of library and
information services.
For school/academic libraries it is
an opportunity to recognize the vital
role that libraries and information
agencies play for research and
education;
For special libraries, it is an
opportunity to recognize the
contribution of the libraries for the
work outcomes in corporations,
government departments, hospitals
and other institutions;
For the information sector and
library administrators it is;
- a chance to debate the country’s
information future and government
approaches to it and to associated
issues, such as equity of access to
information; and it also is an
opportunity to emphasize the
significance of libraries in the
maintenance of our history and
culture at community and national
levels;
- about recognizing the importance
of library and information services
as providers of services for people
who due to personal disadvantages
have no other alternatives for
accessing and using information;
- an opportunity to think about the
role which libraries play in our local
community, work and personal life.
Adapted from:
http://www.alia.org.au/liw/background.html
…cont. p.3
2 creative arts, face painting and art
Faculty of Arts (FA) in
collaboration with Maldives Library
Association (MLA) and the
National Library of Maldives (NLM)
hosted a Library Evening at
Jamaluddeen Complex on
Saturday, July 17, 2010.
FA is setting a trend in celebrating
special days that is related to the
courses conducted by them. This
was an event held in the honor of the
Library Studies students and the
Library and Information profession.
The main aim of this evening was to
promote libraries, library services and
to generate an awareness among the
general public especially the younger
generation that reading and learning
starts from books and books =
libraries.
This free, open access “library
evening” event was inaugurated by
chief guest, Dr. Fayyaz Ali Manik and
gates to the evening of information,
knowledge and learning was opened
to the general public at 16:00 hours,
with a lucky gate prize winner
selection every half-an hour.
While, the NLM hosted the mobile
children’s library with fun events that
promoted reading and learning, MLA
members held the fort of the canteen
plus the activity center where all
Library Evening
2010
Initiated by the Maldives
Library Association in
affiliation with Faculty of Arts
to mark Library Day 2010
&crafts activities were going on. A
very special event at the MLA stall
was the “I LOVE MY LIBRARY
because…” banner which allowed
the visitors to express their true
feelings, as to why they love their
library, in writing on the banner.
While all the fun, interesting,
educational and entertaining
activities such as treasure hunt,
spelling bee, fish your luck, puzzles,
storytelling, face painting, drawing &
coloring was going on, the jackpot of
the day was the secondhand book
fair that was going on. The books
sold in this evening were generous
contributions from friends, family &
well wishers.
Two hours came to an end too
quickly and the day was concluded
with a very entertaining and
enlightening stage drama which re-
invented the story of how Maldives
embraced Islam.
A great big thumbs up for everyone
who coordinated and organized this
special event. A very special cheer
goes to the decorating teams for their
beautiful decoration of the entire
grounds and for their efforts and
time. And last but not least,
volunteers! We couldn’t have done it
without you. ■
.ެ‫ލައިބްރަރީގެ ޢިމާރާތުގެ ފަންގިފިލާތައް ބައްލަވާލެއްވިއެވ‬
- Shaba
ް‫މިހަފްލާ އިތުރަށް ފުރިހަމަކުރުމުގެ ގޮތުން ކުޑަކުދީންނަށ‬
ް‫ އަދި ކުޑަކުދިންނަށް ދެވެމުންއައި މި ޚިދުމަތ‬.ެ‫ގޮތުގައެވ‬
ީ‫ އަދި އިމާރާތް ފަރުމާކުރެވިފައިވަނ‬.ެ‫ވާހަކަދެއްކެވިއެވ‬
ް‫ކުޑަކުދިންގެ މަލްޓިމީޑިއާ ލައިބްރަރީ އައު އިމާރާތެއްގައި ހުޅުވުނ‬
ަ‫ކުޑަކުދިންނަށް ފަސޭހައިން ފާހަގަކުރެވޭ ފަދ‬
ަ‫ބައްޓަންތަކެއް ލައިބްރަރީގެ މޫނުމަތިން ފެންނަންހުންނ‬
.ެ‫ގޮތަށްކަމުގައި ހާމަކުރެއްވިއެވ‬
،ި‫އެއަށްފަހު މިޙަފްލާއަށް ވަޑައިގެންނެވި މެހެމާނުންނަށާއ‬
ް‫މިޢިމާރާތުގެ މަސައްކަތް ފެށުނީއްސުރެ ނިމުމާ ހަމައަށ‬
ާ‫އެކި ގޮތްގޮތުން މަސައްކަތް ކުރެއްވި ހުރިހ‬
ް‫ އަދި މި ޙަފްލާ ވުޖޫދަށް އައުމަށ‬،ި‫ފަރާތްތަކަށާއ‬
.ެ‫އެހީތެރިވެދެއްވި ފަރާތްތަކަށް ޝުކުރުއަދާކުރުން އޮތެވ‬
ި‫ އަދ‬.ެ‫ކާރިސާގައި ނެތި ދިޔަ ކުޑަކުދިންގެ ހަނދާނުގައެވ‬
ެ‫ޖަލްސާގެ އެންމެ ފަހު ކަމެއްގެ ގޮތުން އޮތީ ޙަފްލާގ‬
ް‫ އެއީ ޝަރަފްވެރި މެހެމާނ‬،ު‫އެންމެ މުހިއްމު ނަންބަރ‬
ް‫ އަދި އެއަށްފަހު މެހެމާނުނ‬.ް‫ލައިބްރަރީ ހުޅުވައިދެއްވުނ‬
ި‫މިކަމުގެތެރޭގައި ލައިބްރަރީއަށް މިވަގުތު ބޭނުންވާ އަދ‬
ް‫އެންމެ މުހިންމު ކަންތައްތައް ލައިބްރަރީގެ ފަރާތުނ‬
ި‫ އަދ‬.ު‫ޓުއަރިޒަމް މިނިސްޓްރީގެ ވެރިންނަށް ދެންނެވުނ‬
.ެ‫ހުޅުވާލާފައިވާ ޙަރަކާތްތައްވެސް ބައްލަވާލެއްވިއެވ‬
،ި‫މިޙަރަކާތްތަކުގެ ތެރޭގައި ވާހަކަ ކިޔައިދިނުމާއ‬
ް‫ ފޭސ‬،ް‫ ކްރާފްޓް ވާރކ‬،ް‫ ކުރެހުނ‬،ް‫ކުލަޖެއްސުނ‬
.ެ‫ޕެއިންޓިންގ ފަދަ ކަންކަން ހިމެނެއެވ‬
ާ‫މިޙަފްލާ ވެގެން ދިޔައީ ކުޑަކުދިންގެ މަލްޓީމީޑިއ‬
ެ‫ލައިބްރަރީގެ ތާރީޚަށް އިތުރުވެގެންދިޔަ އާ ޞަފްޙާއެއްގ‬
ް‫އިތުރަށް ފުޅާވެ ހިތްފަސޭހަ މާހައުލަކަށްވެގެނ‬
■.ެ‫ދިޔައެވ‬
ެ‫ކިޔުންތެރިކަމާއި މައުލޫމާތުގެ މުއްސަދިކަން ދުވަހަކަށްވުރ‬
- ާ‫ ޤައުމީ ކުތުބުޚާނ‬-
ަ‫ވަނ‬2001 .ެ‫ޕްރޮގްރާމްތައް ހިންގަން ފެށިފައިވެއެވ‬ ް‫ކުޑަކުދިންގެ މަލްޓިމީޑިއާ ލައިބްރަރީގެ އައު އިމާރާތ‬
ެ‫އަހަރު ކުޑަކުދިންގެ ސެކްޝަން ވަކި ލައިބްރަރީއެއްގ‬ ް‫ މިއިމާރާތ‬.ެ‫ގައެވ‬2010 ް‫ މާޗ‬28 ީ‫ހުޅުވިފައިވަނ‬
ި‫ގޮތުގައި ހުރުން މުހިއްމު ކަމަށް ފާހަގަކުރެވިގެންނާއ‬ ި‫ހުޅުވުމުގެ ގޮތުން ބޭއްވުނު ޙަފްލާގެ ޝަރަފްވެރ‬
ް‫އަދި ލައިބްރަރީ ޚިދްމަތް ފުޅާކުރުމުގެ ގޮތުން އަލިމަސ‬ ް‫މެހެމާނަކީ ރައީސުލް ޖުމްހޫރިއްޔާގެ އަނބިކަބަލުނ‬
2 ް‫ކާނިވަލުގެ ސަރަހައްދުގައި ހުރި ޢިމާރާތަކަށ‬ ‫ މީގެ އިތުރުން މިނިސްޓަރ‬.ެ‫އަލްފާޟިލާ ލައިލާ ޢަލީއެވ‬
ި‫އަދި މ‬. ެ‫ގައި ގެންދެވުނެވ‬2005 ‫ޑިސެމްބަރ‬ ީ‫ ސްޓޭޓް މިނިސްޓަރ އަދި ޑެޕިއުޓ‬،ް‫އޮފް ޓުއަރިޒަމ‬
ީ‫ ވަނައަހަރު ސުނާމ‬2004 ީ‫ލައިބްރަރީ ހުޅުވިގެން ދިޔައ‬ ް‫ އަދި ބައެއ‬.ެ‫މިނިސްޓަރވެސް ބައިވެރިވެވަޑައިގަތެވ‬
ީ‫ ލައިބްރަރ‬،ި‫ ޖަމިއްޔާތަކުންނާއ‬،ި‫ސްކޫލްތަކުގެ ވެރިންނާއ‬
ި‫ކުޑަކުދިންނަށް ޚާއްސަ ކުރެވިގެން ޚާއްސަދުވަސްތަކާއ‬ .ެ‫މެމްބަރުންނާއި ބެލެނިވެރިން ބައިވެރިވިއެވ‬
ް‫މޮބައިލް ލައިބްރަރީ ދަތުރުތައް ފަދަ ޙަރަކާތްތައ‬
ް‫މި ރަސްމިއަޔާތުގައި ނެޝަނަލް ލައިބްރީގެ ޗީފ‬
،ް‫ ލައިބްރަރީގެ ސަގާފަތް ދިރުވުނ‬.ެ‫ބޭއްވިފައިވެއެވ‬ ި‫ލައިބްރޭރިއަން ފާތިމަތު ޝިހާމް ވާހަކަ ދައްކަވަމުން މ‬
ް‫ކިޔުންތެރިކަމުގެ އާދަ ހިފުމަށް ކުޑައިރުއްސުރެ ފޮތ‬ ް‫އުފާވެރި ދުވަހުގައި މުހިއްމު ތިން ނުކުތާއަކަށ‬
ް‫ކިޔުމަށް ލޯބިކުރުމަށް މަސައްކަތް ކުރަން ވަރަށ‬
ެ‫ މިގޮތުން ކުޑަކުދިންގެ ލައިބްރަރީގ‬.ެ‫އަލިއަޅުވާލިއެވ‬
.ެ‫މުހިއްމުކަން ފާހަގަކުރެއްވިއެވ‬ ި‫ މިފަދަ ލައިބްރަރީއެއްގެ މުހިއްމުކަމާއި އަދ‬،ި‫ތާރީޚާއ‬
ި‫މިވަގުތު ލައިބްރަރީއަށް ދިމާވެފައިވާ ދަތިތަކުގެ ތެރޭގައ‬ ް‫ލައިބްރަރީގެ ކުރިމަގާއި ބެހޭގޮތުން ކުރު ތަފްޞީލެއ‬
ް‫ކުޑަކުދިންގެ ލައިބްރަރީއަށް ޚާއްޞަކޮށ‬ .ެ‫ދެއްވިއެވ‬
ަ‫ތަމްރީނުވެފައިވާމުވައްޒަފުން މަދުކަން ފާހަގ‬ ާ‫ ގ‬1986 ީ‫އެގޮތުން މިޚިދުމަތް ފުރަތަމަ ދޭން ފެށުނ‬
ެ‫ފާތިމަތު ޝިހާމް ދެކޭ ގޮތުގައި އިންސާނެއްގ‬.ެ‫ކުރެވެއެވ‬ ް‫ސެކްޝަނެއްގެ ގޮތުގައި ޤައުމީ ކުތުބުޚާނާއާއި އެއ‬
ް‫ މުޖުތަމައެއްގެ ކުރިއެރުނ‬،ް‫ތަރައްޤީ ކަމުގައިވިއަސ‬ ާ‫ ގައި ޤައުމީ ކުތުބުޚާނ‬1945 .ެ‫ފުރާޅެއްގެ ދަށުގައެވ‬
ް‫ އަދި ޤައުމެއް އާރާސްތުކުރުނ‬،ް‫ކަމުގައިވިއަސ‬ ެ‫އުފެދުނުކަމުގައިވީ ނަމަވެސް ލައިބްރަރީ ސައިންސްގ‬
،ެ‫ކަމުގައިވިއަސް ހަމަކަށަވަރުން ގުޅިފައިވަނީ އެގައުމެއްގ‬ ް‫ އެގޮތުނ‬.ެ‫ ގައެވ‬1986 ީ‫ނިޒާމް ޤާއިމްކުރެވުނ‬
ި‫ ނުވަތަ އެމީހެއްގެ ކިބައިގައިވާ އަދ‬،ެ‫ނުވަތަ އެބައެއްގ‬ ް‫ މިނިޒާމުގެ ދަށުނ‬،ި‫ކުޑަކުދިންގެ ފޮތްތައް ވަކިކުރެވ‬
ެ‫ލިބިފައިވާ މައުލޫމާތާއި އިލްމުގެ މުއްސަދި ކަމުގ‬ ،ި‫ ކްލެސިފައިކުރެވ‬،ި‫ފޮތްތައް އެކްސެޝަންކުރެވ‬
ި‫ ފާތިމަތު ޝިހާމް އެދުނީ ރާއްޖޭގައ‬.ެ‫މައްޗަށެވ‬ ް‫ ޝެލްފް ތަކުގައި ތަރުތީބު ކުރެވިގެނ‬،ި‫ކެޓެލޮގްކުރެވ‬
ު‫ އަދި އެއިރ‬،ި‫ކުޑަކުދިންނަށް ސެކްޝަނެއް އުފެދުނުކަމާއ‬
.ެ‫ދުވަހެއް އިތުރަށް ކުރިއަށް ދިއުމަށެވ‬ 5076 ު‫ މެމްބަރުން ތިބިއިރު މިހާރ‬56 ެ‫ކުޑަކުދިންގ‬
ް‫ޗީފް ލައިބްރޭރިއަން ގެ ވާހަކައަށް ފަހު އިމާރާތ‬ .ެ‫އަދަދަކަށް ކުޑަކުދިންގެ މެމްބަރުން އައިސްފައިވެއެވ‬
ް‫ފަރުމާކުރެއްވި ފަރާތްކަމަށްވާ ޓެގް ކުންފުނީގެ ސިރާޖ‬ ް‫ ގައި ކުޑަކުދިންގެ ކްލަބެއްވެސް އުފެދިގެނ‬1989 ި‫އަދ‬
.ެ‫ދިޔަކަން ފާހަގަކުރެއްވިއެވ‬
ަ‫ ފެއަރ ފަދ‬،ް‫ ކުއިޒ‬،ޯ‫މިކްލަބްގެ ފަރާތުން އެކި ޝ‬
ި‫ އަހަރާއ‬2 ި‫ ގައ‬1993 ، ި‫ޙަރަކާތްތައް ހިންގުނުކަމާއ‬
ް‫ އަހަރާއި ދެމެދުގެ ކުދިންނަށް ކިޑީކޯނަރ އެއ‬5
ި‫ އަދި ކޮންމެ ބުރާސްފަތ‬.ެ‫އުފެދުނުކަން ފާހަގަކުރެވެއެވ‬
ު‫ދުވަހަކު ކުޑަކުދިންނަށް ޚާއްޞަ ކުރެވިގެން ތަފާތ‬
11
‫ފެދައ‬
ީ‫އަންނަބީލާ ޙަބީބާ ޙުސައިން ޙަބީބަކ‬
ް‫ރާއްޖޭ އެންމެ ދުވަސްވީ ލައިބްރަރީކަމަށ‬
ެ‫ގ‬1945) ާ‫ބެލެވޭ ޤައުމީ ކުތުބުޚާނ‬
ެ‫ނަމުންނަމަ ދައުލަތުގެ ކުތުބުޚާނާ( ގ‬
ަ‫ވެރިއެއްގެ ހައިސިއްޔަތުން ވަރަށް ގިނ‬
ާ‫ދުވަސްތަކެއްގައި ޚިދުމަތްކުރައްވާފައިވ‬
ީ‫ އެކަމަނާއަކ‬.ެ‫އަގުހުރި ޚިދުމަތްތެރިއެކެވ‬
ު‫ރާއްޖޭގައި "ލައިބްރޭރިއަންގެ" މަޤާމ‬
.ެ‫ފުރަތަމަ ފަހަރަށް އަދާކުރެއްވި ފަރާތެވ‬
ި‫ލައިބްރޭރިއަންގެ މަޤާމު ރާއްޖޭގައ‬
12 ީ‫ފުރަތަމަފަހަރަށް އުފައްދަވައިފައިވަނ‬
ު‫ ގައި އަލްއުސްތާޛ‬1978 ‫ދ ޑިސެމްބަރ‬ ީ ީ‫ގައި މަޖ‬1982 ،ި‫އަލްއުސްތާޛު މަޢުމޫން ޢަބްދުލްޤައްޔޫމްގެ ވެރިކަމުގައ‬
ެ‫މައުމޫން އަބްދުލްޤައްޔޫމްގ‬
ި‫ "ލައިބްރޭރިއަން" މ‬.ެ‫ވެރިކަމުގައެވ‬
ެ‫ލަފުޒު ހިމަނައިގެން ރާއްޖޭގައި އެންމ‬
ް‫ފުރަތަމަ މަޤާމަކަށް ނަންދެވިފައިވާކަމަށ‬
ެ‫ގައި "ލައިބްރޭރިއަންގ‬1973 ީ‫ބެލެވެނ‬
.ެ‫އެހީތެރިޔާ" މި މަޤާމެވ‬
ް‫އަންނަބީލާ ޚަބީބާ ޙުސައިން ޙަބީބ‬
ި‫ގ ޤައުމީ ކުތުބުޚާނާއާއ‬
ެ ު‫ގޮތުން ޤައުމީ ކުތުބުޚާނާ އެއީ ފޯކަލް ޕޮއިންޓަކަށް ހައްދަވައި ސްކޫލްތަކ‬
ި‫ ގައ‬1970 ީ‫ގެ ގުޅިވަޑައިގެންފައިވަނ‬1982 ،ި‫ލައިބްރޭރިއަނުންނަށް ފަންނީ އެހީ ފޯރުވާދޭން ފެށިފައިވާކަމަށާއ‬
.ެ‫އިނގިރޭސި ސެކްރެޓަރީގެ މަޤާމާއިއެވ‬
ެ‫ގައި އެ ލައިބްރަރީގ‬1978 ި‫އަދ‬
،ި‫ލައިބްރޭރިއަންގެ މަޤާމަށް އިސްކުރެވ‬
ެ‫ގައި ޑެޕިއުޓީ ޑިރެކްޓަރގ‬1987
ި‫ގައ‬1990 ،ި‫މަޤާމަށް ބަދަލުކުރެވ‬
،ި‫ޑިރެކްޓަރގެ މަޤާމަށް ބަދަލުކުރެވ‬
ެ‫ ގައި ހަމަ އެލައިބްރަރީގ‬1995
ް‫ޑިރެކްޓަރ ޖެނެރަލްގެ މަޤާމަށ‬
ި‫ގައ‬2003 .ެ‫އިސްކުރެވިފައިވެއެވ‬
ެ‫އެސިސްޓަންޓް އެގްޒެކެޓިވް ޑިރެކްޓަރގ‬
ް‫ގައި އެގްޒެކެޓިވ‬2007 ި‫ އެޑްވައިޒަރުގެ އެހީއާއިއެކު ނެޝަނަލް ލައިބްރަރީއަށް މަޤާމު އަދ‬،ު‫ ވަނަ އަހަރ‬1998
ް‫ޑިރެކްޓަރގެ މަޤާމަށ‬
ި‫ ގައ‬2008 ި‫ އަދ‬.ެ‫ ލައިބްރަރީގެ ކަންތައްތަކަށް ހެޔޮ ބަދަލުތަކެއް އަންނަމުންގޮސްފައިވާކަމުގައި އިސްކުރެވިފައިވެއެވ‬.ެ‫ވަރަށް ބޮޑެތިކޮށްހުންނަ ފޮތްކަމުގައި އެކަމަނާ ފާހަގަ ކުރައްވާފައިވެއެވ‬
ި‫ވަޒީފާއިން މުސްކުޅިކުރެއްވުމާއ‬
ެ‫ޖެހެންދެން ޤައުމީ ކުތުބުޚާނާގ‬
.ެ‫ޚިދުމަތުގައި ދެމިހުންނެވިއެވ‬
ާ‫ހަވާލ‬
.(2007) .ާ‫ޤައުމީ ކުތުބުޚާނ‬
ެ‫ދިވެހިރާއްޖޭގެ ޤައުމީ ކުތުބުޚާނާގ‬
ަ‫ވަނ‬1970 ،ި‫ވަނަ ބައ‬1 :ި‫ދުވެލ‬
.ް‫ށ‬2007 ް‫އަހަރުން ފެށިގެނ‬
.ެ‫ މާލ‬،ާ‫ޤައުމީ ކުތުބުޚާނ‬
ް‫ރާއްޖޭގައި ލައިބްރަރީތައް އުފެދިގެން އައިސްފައިވާގޮތާއިމެދު ކުރުކޮށ‬
ާ‫ ލައިބްރަރީގެ ދާއިރާއަކީ އޭރު އެކަމަނާ އެހާ ޝައުގުވެރިވ‬،ި‫ރާއްޖޭގައި އަލަށް ކިޔަވައިދޭންފެށިފައިވާ އެޑްވާންސްޑް ސެޓްފިކެޓް އިން އަދ‬
ި‫ދާއިރާއަކަށް ނުވުމުން އެކަމާ ހަވާލުވެވަޑައިތީ ޖެހިލުންވެހުރެކަމުގައ‬
ި‫ އަދ‬.ެ‫ލައިބްރަރީ ކޯހުގެ ދަރިވަރުންނާއި މުޚާޠިބުކޮށް ވިދާޅުވިއެވ‬
ާ‫ގައި ދަރުސެއް ހަވާލުވުމަށް މެދުވެރިވި ސަބަބެއްގެގޮތުގައި ފާހަގަކުރެއްވީ އެކަމަނާ ކިޔަވ‬2010 ް‫ބެހޭގޮތުން އަންނަބީލާ ޙަބީބާ ޙުސެން ޙަބީބް މާޗ‬
ި‫ކުއްޖެއްގެ ގޮތުގައި ހުންނެވިއިރު މުޙައްމަދު އަމީނު ވިދާޅުވ‬
ީ‫ އެއީ "ކަލޭމެން ތިތިބ‬.ެ‫ބަސްފުޅެއްކަމުގައި ފާހަގަކުރެއްވިއެވ‬
ް‫ ޤައުމު ކަލޭމެނ‬.ެ‫ ދެން އިތުރު ސުވާލެއް ނުކުރާށެވ‬.ެ‫ޤައުމަށްޓަކައެވ‬
ެ‫ އެއީ އެކަމުގައި ތިމާގ‬.ެ‫ކިބައިން އެދޭ ކޮންމެ ކަމަކަށް ޖަވާބުދޭށެވ‬
."ެ‫ލަޔާޤަތު ހުއްޓަސް ނެތަސް މެއެވ‬
ި‫މަޖީދީ ކުތުބުޚާނާ ބިއްލޫރިޖެހިގެއަށް ބަދަލުކުރެވި އެގޭގެ އެއްފަޅީގައ‬
ި‫ރެޖިސްޓްރޭޝަން ޑިވިޝަންއޭ ކިޔާތަނެއް އުފައްދަވައި އަނެއްފަޅީގައ‬
500 ް‫ އޭރު ގާތްގަޑަކަށ‬.ެ‫ފޮތްއަލަމާރިތައް ޖައްސަވާ ކުތުބުޚާނާ ހެދުނެވ‬
ް‫ މަޖީދީ ކުތުބުޚާނާގައި އޭރު މަސައްކަތ‬.ެ‫އެއްހާފޮތް ކުތުބުޚާނާގައި ހުއްޓެވ‬
.ެ‫ކުރަމުން ގެންދެވީ އަބްދުލްލަޠީފް ކިޔާ ބޭފުޅަކާއި އިތުރު އެއްބޭފުޅެކެވ‬
ި‫ އަދ‬.ެ‫ކުތުބުޚާނާގެ ނަން ޤައުމީ ކުތުބުޚާނާގެ ނަމަށް ބަދަލުކުރެއްވިއެވ‬
ް‫ކުތުބުޚާނާގެ ކަންތައްތައް އިޞްލާޙުކުރުމަށް އިންފޮރމޭޝަނ‬
ެ‫މިނިސްޓްރީއާއި ގުޅިގެން ލައިބްރަރީ ދާއިރާއިން ރާއްޖޭންބޭރުގ‬
ު‫ކޮންސަލްޓަންޓެއް ކަމުގައިވާ ރޯޒާގެ ޙިޔާލާއި މަޝްވަރާއާއިއެކ‬
ެ‫ މިގޮތުން މާލޭގެ ސްކޫލްތަކުގ‬،ި‫މަސައްކަތްތަކެއް ކުރެވުނު ކަމަށާއ‬
ް‫ލައިބްރަރީތައް ބަލާދިރާސާކޮށް މަޢުލޫމާތު އެއްކުރުމަށްފަހު ރިޕޯޓެއ‬
ެ‫ މިރިޕޯޓުގެ ނަތީޖާއެއްގ‬.ެ‫ތައްޔާރުކުރެވުނު ކަމުގައި ފާހަގަކުރެއްވިއެވ‬
ް‫ފަހުން އެކި މުއްދަތަށް "ޓީޗަރ ލައިބްރޭރިއަނުން" ރާއްޖެ ގެންނަވަނ‬
ް‫ ރާއްޖޭގައި ފުރަތަމަފަހަރަށް ލައިބްރަރީތައ‬،ި‫ފެއްޓުނުކަމަށާއ‬
ި‫ތަރައްޤީވަމުން އަންނަންފެށީ މި އަހަރުންފެށިގެންކަމުގައ‬
.ެ‫ފާހަގަކުރެއްވިއެވ‬
ް‫ގައި އުފެއްދުނު މޯލްޑިވްސް ލައިބްރަރީ އެސޯސިއޭޝަނަކީ ވެސ‬1987
ެ‫ނެޝަލަން ލައިބްރަރީ )ޤައުމީ ކުތުބުޚާނާ(އަށް ގެނުވުނު ރާއްޖޭންބޭރުގ‬
ް‫ކޮންސަލްޓަންޓެއްގެ ލަފަޔާއިއެއްކޮށް ލައިބްރަރީ ދައިރާ އިތުރަށ‬
ި‫ތަރައްޤީކުރުމުގެ މަޤްޞަދުގައި އުފެއްދުނު ޖަމުޢިއްޔާއެއްކަމުގައ‬
.ެ‫ވިދާޅުވިއެވ‬
ް‫ ވަނަ އަހަރުން ފެށިގެނ‬2000 ،ި‫ކާޑު ކެޓެލޮގެއް ހޯދުނުކަމަށާއ‬
ް‫ އަދި ރާއްޖޭގައި ޕަބްލިކް ލައިބްރަރީއެއް ނެތްކަނ‬.ެ‫ފތް ފާހަގަކުރެއްވިއެވ‬
ޮ ޭ‫އިނގިރޭސި ބަހުން ލިޔެވިފައިހުރި ފޮތްތަކުގެ ތެރޭގައި ޤާނޫނާއި ބެހ‬
ި‫ފާހަގަ ކުރައްވާ ނެޝަނަލް ލައިބްރަރީގެ ނެޝަނަލް ބަޔާއި ޕަބްލިކްބައ‬
ް‫އިނގިރޭސި ބަހުން ލިޔެވިފައިހުރި ފޮތްތައް ކުތުބުޚާނާއަށް ލައްވާފައިވަނީ ވަކިކުރަން މަސައްކަތްތަކެއްވަނީ ކުރައްވަން ފައްޓަވާފައިކަމަށ‬
ި‫ މ‬،ް‫ ވަކި އިމާރާތެއް ނެތްނަމަހީވެސ‬،ް‫ މިހާރުވެސ‬.ެ‫އޭރުގައި ރާއްޖެއިން ބޭރުން ކިޔަވާ ވިދާޅުވެ ނިމިގެން އެބޭފުޅުން ރާއްޖެ ވިދާޅުވިއެވ‬
.ެ‫ދެކަލެކްޝަން ވަކިކުރެވިފައިވާނެކަމަށް ފާހަގަ ކުރެއްވިއެވ‬
ު‫މިދަރުސްގެ ތެރޭގައި ކުރިއަށް ގެންދެވުނު އިތުރުމުޢާމަލާތުތަކާއިއެކ‬
ި‫މިދަރުސުވެގެންދިޔައީ ލައިބްރަރީ ކޯހުގެ ދަރިވަރުންނަށް ވަރަށް އަގުހުރ‬
■ .ެ‫ދަރުސަކަށެވ‬
ް‫އަޠިއްޔާ ޝަކީލ‬
Continued from p.2
LIBRARY
DAY / WEEK :
Laamu Atoll
its significance
Education Centre It is not clear, when exactly the
ި‫ލައިބްރަރީ އެންޑް އިންފޮމޭޝަން ސާރވިސަސް ކޯހުގެ ދަރިވަރުންނާއ‬
ި‫މުޚާޠިބުކޮށް ރާއްޖޭގެ ލައިބްރަރީތައް ތަރައްޤީވަމުން އައިސްފައިވާގޮތާއ‬ Library tradition of Library Day/Week started
in the Maldives. The National
Library’s publication titled ‘Gaumee
.ެ‫ދެއްވައިފިއެވ‬
Approximately 9,000 books Kuthubukhaanaage Dhuveli 1970-
ު‫ރާއްޖޭގައި ލައިބްރަރީތައް ތަރައްޤީވަމުން އައި ގޮތާއިމެދު ވާހަކަފުޅ‬ 2007’ (= Recount of the National
at the service of the school
ް‫ދައްކަވަމުން އެކަމަނާ ވިދާޅުވީ ރާއްޖޭގައި ކުތުބުޚާނާއެއް ވުޖޫދަށ‬ Library) shows that a library day was
ް‫ގެނައުމަށްޓަކާ މުޙައްމަދު އަމީންދީދީ އާއި ޙުސައިން ޞަލާޙުއްދީނ‬
community marked on July 10, 1998 by the
Maldives Library Association on the
ް‫ވާހަކަފުޅު ދައްކަވައި ރާއްޖޭގެ ފުރަތަމަ ކުތުބުޚާނާ ވުޖޫދަށ‬
occasion of the 50th anniversary of
ާ‫ ގައި ޞަލާޙުއްދީންގެ ދަރިވަރެއް ކަމުގައިވ‬1945 ީ‫ގެނެވިފައިވަނ‬ Laamu Atoll Education Centre is an atoll school The library is headed by the school principal, Mr.
the National Library. The national
ި‫ފެރިދޫ ހުސޭންގެ އަތްޕުޅުގައި ހުރި އަރަބި ފޮތްތަކެއް ގެނުއްވައ‬ for primary and secondary students. They have Abdulla Nahid, with only one staff working at the
library day/week had been marked
ާ‫ފަނޑިޔާރުގޭގައި ހުރި ބިއްލޫރިޖެހި އަލަމާރިއަކަށް ލެއްވެވުމ‬ classes from grade one to grade twelve. library. Ms. Zahula is employed as a “Assistant
since, almost every year and the
.ެ‫ހިސާބުންނެވ‬ Librarian” and has been serving the library for the
National Library has involved other
Laamu Atoll Education Centre Library was started past two years.
libraries in the celebration.
ު‫ރާއްޖޭގެ ފުރަތަމަ ކުތުބުޚާނާއަކަށް ހެއްދެވީ ނާދީތަމައްދުންއޭ ކިޔުނ‬
along with the establishment of the Atoll Education
ި‫ މ‬.ެ‫ އެއީ މިހާރުގެ ޤުރުއާނާއިބެހޭ މަރުކަޒު ހުރި ތަނެވ‬.ެ‫ތަނެއްގައެވ‬ The Library is open from 6:45am to 4:00pm on
Centre on May 7, 1984 in order to cater to the needs
ި‫ފޮތްއަލަމާރިތައް ނާދީތަމައްދުންއަށް ގެންދަވައި އެތާގައި ހުރ‬ weekdays, and is open only for the current staff and Library Day/Week,
of the students, academics and administrative staff.
students of the school.
ި‫ކޮޓަރިއަކަށް ލައްވައި އެތަން އެއީ ދައުލަތުގެ ކުތުބުޚާނާ ކަމުގައ‬
The library is located at the first floor of the school
Maldives 2010
ް‫ އެދުވަސްވަރަކީ ނާދީގައި އުޅުއްވާ ބޭފުޅުނ‬.ެ‫ހެއްދެވިއެވ‬ Shortage of staff and lack of professional training in Maldives Library Association
building, next to the computer laboratory.
ް‫ މިގޮތުން މިބޭފުޅުނ‬.ެ‫ޓެނިސްކުޅުއްވަން އުޅުއްވި ދުވަސްކޮޅެކެވ‬ the field is the biggest challenge faced by the MLA coordinated a library evening,
ު‫ ރޭނގަޑުގެ ވަގުތ‬.ެ‫މިކޮޓަރިއަށް ވަޑައިގެން ފޮތްބައްލަވައި ހެއްދެވިއެވ‬ management. on Saturday, July 17 in association
The library's collection consists of around 9000
.ެ‫ކުތުބުޚާނާ ޚާއްޞަކުރެވިފައިވަނީ ހަމައެކަނި އަންހެން ބޭފުޅުންނަށެވ‬ with the Faculty of Arts, at the MCHE
books. The collection includes non-fiction books, At present, the staff working at the library does not
ް‫އޭރު ކުތުބުޚާނާގެ މެންބަރަކަށް ވެވަޑައިގެންނެވޭނީ ރާއްޖެއިން ބޭރުނ‬ Jamaluddeen Complex to mark
fiction and reference material. The library has a fair have any professional training. The only library
،ި‫ތަޢުލީމު ހާސިލުކުރައްވައިގެން ތިއްބަވާ ބޭފުޅުންނަށްކަމަށާއި އަރަބ‬ Library Day 2010. The activities of
amount of books in the fiction collection. The fiction related training conducted for their staff includes the
the Evening included storytelling,
ެ‫އުރުދޫ އަދި އިނގިރޭސިބަސް ދަންނަ މީހަކަށް ނޫނީ ކުތުބުޚާނާގ‬
collection is color coded according to the user age training given by the Maldives Library Association in
face painting, treasure hunt, word
.ެ‫މެންބަރަކަށް ވުމުގެ ފުރުޞަތެއް ނޯންނަކަމުގައި މަޢުލޫމާތުދެއްވިއެވ‬
groups. The non-fiction and reference collection are 2009 at the request of the school management. There building, a book fair, “I love my
ު‫މި ކުތުބުޚާނާގެ މެންބަރޝިޕް ފީއެއްގެ ގޮތުގައި ކޮންމެ މަހަކ‬ categorized according to Dewey Decimal is a need for a trained staff to provide an adequate library” creative banner, art work for
ު‫ ރުފިޔާކަމަށާއި ކުތުބުޚާނާގައި އޭރ‬2/- ީ‫މެންބަރުންގެ އަތުން ނަގަނ‬ Classification system. The library started using the and efficient service to the users. children, and a cultural performance.
ް‫ ފޮތ‬.ެ‫މަސައްކަތްކުރާނެ ކްލާކެއް ހުންނަކަމުގައި ވިދާޅުވިއެވ‬ Dewey system in August 2009 and about one fourth As such, lending and reference are the only services
National Library & MCHE Library also
ެ‫ދޫކުރުމަށްޓަކާ ބޭނުންކުރަނީ ލެޖަރެއްކަމަށާއި ކޮންމެ މެންބަރެއްގ‬ participated in the event.
of the collection has already been classified. which are provided to the users by the library. The
ި‫ ފޮތުގެ ނަމާއި އަދި ފޮތް ގެންނަންވީ ތާރީޚް މ‬،ި‫ އެޑްރެހާއ‬،ި‫ނަމާއ‬ circulation of material is managed manually using a
National Library of Maldives
ާ‫ އެކަމަނ‬.ެ‫ލެޖަރ ފޮތުގައި ލިޔެވޭކަމުގައި ފާހަކުރެއްވިއެވ‬ Books are placed on open shelves and freely
card system. Each user has a library card where the
NLM marked a library week during
ް‫ސްރީލަންކާގައި ކިޔަވަވިދާޅުވާން ހުންނެވިއިރު އެތަނުގެ ކުތުބުޚާނާތައ‬ accessible to the users. The academic and details of the borrower, the borrowed item and the
10-16 July 2010, with a special event
ް‫ފެނިފައިވާތީ މިއީ ކުތުބުޚާނާއެއް ހުންނަންޖެހޭ ގޮތްނޫންކަނ‬ administrative staff can borrow three books and the due date are recorded.
on July 12 which was their 65th
.ެ‫އޭރުވިސްނިފައިވާކަމަށް އެކަމަނާ ވިދާޅުވިއެވ‬ students can borrow one book at a time, for a week’s
The school management plays an active role in anniversary.
duration.
ް‫އޭރުގައި ދިވެހިފޮތް ވަރަށް މަދުކަމަށާއި އިނގިރޭސި ފޮތްތަކަކީވެސ‬ promoting reading habits among the students.
MCHE Library
According to the school principal, the parents are
The MCHE Library marked its library
dedicated to have their child participate in such
day on July 12, 2010 across all the
ަ‫ އެކަމަނާއަށް ހީފުޅުވާގޮތުން މިފަދ‬.ެ‫ހުރިކަމުގައި އެކަމަނާ ވިދާޅުވިއެވ‬ reading programs organized by the school
main branches of the Library. The
management. The biggest
activities included an essay
achievement of the library is the
competition for the user community,
.ެ‫ވަޑައިގަތުމަށްފަހުއެވ‬ increasing number of student free photocopy service, an info race,
readers. ■ gate prize for the lucky entrant of the
ެ‫އަންނަބީލާ ޙަބީބާ ޙުސައިން ޙަބީބް ކިޔަވާވިދާޅުވުމަށްފަހު ރާއްޖ‬
- Aminath Shiuna - day, and free goodies for those who
ާ‫ވަޑައިގެން އެޑިއުކޭޝަނުގައި ޓީޗަރެއްގެ ވަޒީފ‬
used the library services. Staff
ި‫އަދާކުރައްވަމުންގެންދަވަނިކޮށް ނާސިރުގެ ވެރިކަމުގައި އެކަމަނާއާއ‬
Photos: recognition awards were also given
.ެ‫މަޖީދީ ކުތުބުޚާނާ ހިންގެވުމަށް ހަވާލުކުރެއްވިކަމަށް ވިދާޅުވިއެވ‬ from 2009 MLA consultancy and
assistance program conducted out to members of the library team.
by Aminath Shiuna
3
Lecture on the role of
Public Libraries in
democracy
The Maldives Library Association,
facilitated by the Faculty of Arts,
Maldives College of Higher
Education, organized a lecture on
‘the importance of public libraries ް‫ރާއްޖޭގެ ކޮންމެ ރަށެއްގައި މަދުވެގެން އެއ‬
and the role they play in
democracy’. This was held on May ީ‫ އެއ‬.ެ‫ލައިބްރަރީ ހުންނާނޭކަމަށް ބެލެވެއެވ‬
20, 2010 and was attended by library ް‫ކޮންމެ ރަށެއްގައިވެސް ސްކޫލެއ‬
and information workers and students
from different libraries, government ު‫ހުންނަކަމަށް ލަފާކުރެވޭ ހިނދ‬
institutions and schools. ް‫ލައިބްރަރީއަކީ ކޮންމެ ސްކޫލެއްގެވެސ‬
The following is an excerpt from the
lecture given by Mr. Amman Adam.
.ެ‫އަސާސީ ބައެއްކަމުގައި ޤަބޫލުކުރެވޭތީއެވ‬
Important pillars of democracy ް‫ވުމާއިއެކު މުޅިރާއްޖޭގައި މަދުވެގެނ‬
such as freedom of speech, the
ް‫ސްކޫލް ލައިބްރަރީ ހުންނާނޭކަމަށ‬195
freedom to read, and the freedom
to view are guaranteed and ެ‫ މީގެ އިތުރުން ސަރުކާރުގ‬.ެ‫ބެލެވިދާނެއެވ‬
supported by a well functioning ު‫ ކޮލެޖ‬،ި‫މިނިސްޓްރީ ތަކުގެ ލައިބްރަރީތަކާއ‬
library… Democratic theory argues
ަ‫ އަށްވުރެ ގިނ‬15 ެ‫ މާލޭގ‬،ި‫ލައިބްރަރީތަކާއ‬
that a democratic government and
society must enable individuals to ް‫ސްކޫލްގެ ލައިބްރަރީތައް ހިމަނައިގެނ‬
achieve their fullest potential of ީ‫ ލައިބްރަރ‬225ް‫ރާއްޖޭގައި މަދުވެގެނ‬
development. It assumes that
individuals who reach their fullest
.ެ‫ހުންނާނޭކަމަށް ބެލެވެއެވ‬
potential will contribute to the
society better in general. In order
to achieve such development, an
individual needs knowledge and
access to ideas, this is where the
library fits the whole scheme of
democracy.
Mr. Amman Adam is a Maldivian who
has been living in Canada for the past
seven years pursuing higher
education. He completed a Masters
Degree in Library and information
Science from the Dalhousie
University, Canada. He has worked at
Halifax public libraries and also in
University of New Brunswick.
His current areas of interests are
libraries and democracy, governance
issues in emerging democracies, right
to information and censorship, hate
crime and media, media perceptions
and public libraries.
 ‫ެދައ‬
Maldivian Greenstone
support Network
A National Node for the Digital
Library Network of South Asia has
been established in the Maldives.
The Digital Library Network of South
Asia was officially formed at the
“Regional Meeting of Coordinators of
GSDL National Nodes in South Asia”
held from 23 to 25 July 2010 in
Kathmandu, Nepal. The founding
members of the Network are:
Bangladesh (East West
University), Bhutan (Royal Institute
of Management), India (SRELS),
Maldives (National Library), Nepal
(HealthNet Nepal), Pakistan
(LISolutions), and Sri Lanka (South
Eastern University).
The Maldivian Greenstone support
Network (MGN) is coordinated by
the National Library in partnership
with the MCHE Library, National
Centre for Information Technology,
& the Department of Heritage. This
national node is established with
financial assistance from the
University of Waikato, New Zealand
for its first 6 months of operation.
The objectives of MGN include:
strengthening the usage of
Greenstone software in the Maldives
by organizing workshops and
training programs on Greenstone;
facilitating and supporting the
development of digital library
collections, supporting the
development of the Greenstone
language interface for our local
language; & to setup a self-
supporting cooperative governance
mechanism in the provision of Digital
Library support.
8 one public library for the entire Maldivian community
Information Culture of the Maldives: an overview
How information is valued, used and explored is
dependent on the culture of the society. Information
culture can be defined as ‘information activity’ in a
cultural context (Bauchspies, 1998).
As such, here it is proposed that information culture is
made up of seven core elements; indigenous knowledge,
information and communication technologies (ICTs),
information literacy, research & publication, libraries &
information centers, mass media, and information
policies.
To study the information culture prevailing in the
Maldives, a study was conducted, during 2007, in the
capital Male’ and in a rural island using a survey
questionnaire. The findings from the survey were
complemented using in-depth interviews from information
stakeholders in the Maldives government sector.
Based on the community survey, Maldives information
culture can be defined as “paperless”, not in the modern
online sense, but more in terms of the high reliance on
verbal information interchange for their everyday needs.
The broadcast media and verbal information exchange
predominate over print media. Reading as a leisure
activity is present to some extent. However, reading as
an intellectual activity is very limited. Information that
cannot be gained from the broadcast media is sought
from professionals in the relevant area. To a greater
extent, self-reliance on individual experience and
knowledge is exercised especially in areas like fishing
and agriculture. Library use, as an information source is
very low, even where it exists, but many of the
respondents stated they would like to have access to a
library. Adoption of ICTs is swift and is promising.
However, even if the population is literate in the local
language, a significant group within the community lacks
the necessary English language literacy to benefit from
the online information environment. There do not appear
to be major differences in the use of information among
the rural and urban community; the difference is in the
level of access to information sources and the
respondents’ information literacy skills.
Radio and TV meet many of the information needs for
both communities. While back issues of weeklies are
read in the rural community it was significant that daily
newspapers are more popular among the urban
community. This is reflective of the absence of regular
newspaper supplies to the rural community. The urban
community reads more non-fiction (apart from religion-
related) material and has access to it. Due to a shortage
of local literature in the local language, there is a chronic
shortage of reading material for the elderly population
who are not well versed in the English language and this
also acts as a barrier to using the Internet as an
alternative information source.
According to the interviewed information stakeholders, a
number of important information initiatives have been
initiated in the Maldives in recent years. Yet, there is only
of 196 islands, and there is no mobile library to cater for
the rural communities. The establishment of regular
mobile libraries is under consideration. There are also
plans to create an online government portal to facilitate
interaction with the government services; and a free
access terminal is planned to be established in each of
the atolls. Most of these planned initiatives are aimed at
the atoll level, which leaves many islands without
access to these information services as they are not
interconnected due to the absence of a regular transport
system. Radio and television are the main authoritative
information source for the entire community. The
important information dissemination initiatives
undertaken include the establishment of media centers
on each of the atolls and the introduction of necessary
laws like the national depository law and Freedom of
Information Bill.
The challenges associated with the implementation of
information services are mainly centered on the
geographic dispersion of the country into hundreds of
small island units without a proper transport
infrastructure. As an indirect result of this dispersion,
information awareness is low and so is information
literacy, especially in the rural community. This is
further exacerbated by the language barrier given that
the majority of the population is not English literate while
the country relies on foreign information sources,
especially in terms of books. Other major challenges are
the financial and human resource constraints.
Financially, the country is not in a position to equip all
the individual island units with all the possible
information sources that they may need; the financial
situation also limits the number of qualified information
personnel to work in these areas. Finally, the lack of a
national information policy reduces the efficient use of
the limited resources.
It can be reasonably concluded that the information
culture prevailing in the Maldives is very much reliant on
verbal information interchange as demonstrated in the
high usage of traditional knowledge especially in
agriculture and fishing. Reading is generally confined to
Islamic religious texts, while other general reading is
done by educated individuals, with more people inclined
towards light and casual reading. There is also a vast
information gap between the rural and urban
communities, with the urban community having more
access to information sources and services.
Interestingly, there is not much difference in the take-up
of the available information services among both
communities. ■
- Aminath Riyaz -
References
Riyaz, A. (2009). Maldives information culture: An
exploratory study of information access and use in a
small island developing state. MPhil Thesis. Curtin
University of Technology, Australia.
Bauchspies, R. (1998). Considering information culture:
Examining individual, organizational and societal
forms.Svensk Biblioteksfrskning (3-4), 5-31.
Why do we use classification in libraries?
You all might have watched the episode Tee off, Mr. Bean, where Mr.
Bean goes to laundry? Apparently, Mr. Bean has underwear according to
week days. He labels them according to each day he wants to wear them.
This is a small example of where human beings use classification in their
daily lives in order to improve their daily chores. So, what is classification?
What is library classification? What are the common classification
schemes used in libraries? Is library classification a necessity or not? In
this essay, I will briefly explain, and attempt to answer these questions.
Classification is the act of grouping same classes or categories of the
same type. As illustrated in the earlier example, human beings, whether
knowingly or not, classifies all the time. Whether it is food, shopping,
eating habits or wardrobe arrangements, it’s a type of classification. Can
you image how your daily life would be without classification or any
arrangement? It would be a mess! Likewise, if a library, simply “keeps” the
book in the shelf, without any kind of arrangement, it would be a mess!
As such, library classification could be defined as “a system of
arrangement adopted by a library to enable customers / users to locate its
materials quickly and easily” (Britannica Concise Encyclopedia, 2010).
With this definition in mind, the necessity of library classification is evident
as library classification is not only used for shelf arrangement, but more
importantly for information retrieval through subject classification which
provides an access point to library catalogues (Slavic, 2001).
For an example, let’s say that a library arranges the materials by the color
of the material (this is also a kind of classification), and an information
seeker requests a book by the subject “advertising”. How would the
librarian help this user? Arranging library materials by material color is not
very effective, as books with the same subject headings will be placed in
different places. A library should provide an effective way for information
retrieval, no matter what or how the query may be made by the user
(Taylor, 2006). Fosket (1982, cited in Hunter, 2002) emphasize that one of
the main purposes of classification is to allow users to find the information
they seek with minimal effort. He also reminds us that if the grouping or
classification meets the users’ needs, the grouping will be helpful, and
warns us if classification does not meet the users’ need, our ‘organization
of information would be a hindrance’. Hence, again, the necessity of
classification in libraries is evident as “classification systems represent
knowledge areas systematically and topics that have similar or
semantically related meaning will be brought together irrespective of what
natural language terms are used to describe them” (Slavic, 2007, p. 581).
Taylor (1999) also declares that classification can be used as a switching
language as the notations in a classification is not language specific.
But how does library classification help the user? Library classification
consists of two steps. Firstly the "aboutness" of the material is determined.
Next, a call number (essentially a book's address), based on the
classification scheme in use at the particular library will be assigned to the
work using the notation of the system. Then the material is put on the shelf
according to this notation.
The two major classification schemes used throughout the world are
Dewey Decimal Classification (DDC) and Library of Congress
Classification (LCC). No one classification scheme would be suitable for
all purposes, and the choice of classification scheme would be based on
facts like the type of information system, the objectives of the library and
most importantly, the user’s requirement. For an example, a public library
will choose a general scheme which covers the whole of general
knowledge. A school library’s requirement may be same as that of a public
library, but with special attention to the curriculum (Hunter, 2002).
In addition to the book collection, most libraries also purchases
periodicals. The problem with periodicals is that the name of the periodical
sometimes gets changed over time. A user may find it difficult to find a
periodical if no classification number is provided, since classification
number of a periodical will not change even though the name of the
periodical or journalchanges. This is possible because library classification
uses subjects to categorize the materials (Taylor, 1999).
Besides lending services, libraries also provide other services. One of
these services is reference service. Neville & Henry (2009) conducted a
research to find out the use and effectiveness of classification for reference
librarians given the increase in the number of questions received at a
library online reference desk.
Classifying the questions the reference librarian receives, again in order for
easy retrieval of these questions, proves to be an essential need for
librarians. Different reference librarians may choose different methods for
classifying the reference questions, but the need is evident, as classifying
of reference questions not only organizes the questions in a systematic
way, but it also provides, as stated before, an easier retrieval method.
So far, we have discussed the advantages or the necessities of library
classification. What if someone disagrees? With the advances of
technologies, libraries are also starting to use these technologies. In fact,
most libraries have online public access to their catalogues (OPAC’s)
where users can sit at home and search the materials online. Many other
information systems and OPACs contain abstracts, or full text of articles,
documents or books. Because of this, Burton (1997, cited in Hunter 2002)
states that use of classification is not necessary anymore as ‘Internet
search engines can rapidly find the growing volumes of information stored
electronically using full text retrieval techniques…with Boolean operators".
However, Hunter (2002) argues that Burton fails to notice that Boolean
operators also use classification systems. In many cases, classification
plays a central role in the search process. For an example, when searching
for an internet article about kid’s game, we enter the search term “Kids
AND Games”. And the results show articles containing both the terms. This,
in fact, is another term for categorizing: that is classifying (Hunter, 2002).
To make it easier for us to understand, Svenonius (1983, in Hunter 2002)
highlighted eight uses of classification:
In areas of knowledge admitting of natural taxonomies classification can be
used to improve recall and precision and to save the time of the user in keying
in search terms. In other areas of knowledge, perspective hierarchies can be
used to contextualize the meaning of vague search terms, enabling the
computer to stimulate in part the negotiation of a search request carried out
by reference librarians. An important use of traditional classification in online
systems is to provide a structure for meaningful browsing. Classification can
be used to provide a framework for the representation and retrieval of non-
bibliographical information, e.g. statistical data. Automatic classification can
be used to collocate citations in ways not possible in manual systems, e.g. by
similarity of linguistic features. Finally, classification can be used to achieve
compatibility of retrieval languages by serving as a mediating or switching
language.
No matter how it is used, the necessity of classification is unmistakable,
when you look at these eight uses.
To conclude, the necessity of library classification is evident clearly:
whether for shelf arrangement, information retrieval, internet searching,
reference service, etc. Libraries use classification schemes to classify
materials according to the content / subject of the materials. As stated
before, to be successful in providing information to the user, the library
should classify to meet the user’s requirement. Even though some authors
like Burton (1997, cited in Hunter 2002) believes that classification is not
required anymore with the advances of technologies, it has been proved
that these so called “advanced technologies” also uses classification
systems. ■
- Fathmath Nashfa -
References
Britannica Concise Encyclopedia.(2010). Library Classification. Retrieved on March 9, 2010, from
http://www.answers.com/topic/library-classification
Hunter, E.J. (2002). Classification made simple (2nded.). Hampshire: Ashgate.
Neville, T., & Henry, D. (2009). Reference Classification--Is it time to make some changes?
Reference & User Services Quarterly, 48(4), 372-383.
Slavic, A. (2001). Teaching classification to fit a modern and sustainable LIS curriculum: the case
of Croatia. 67th IFLA Council and General Conference August 16-25, 2001.
Slavic, A. (2007). On the nature and typology of documentary classifications and
their use in a networked environment. El Profesional de la Información, 16(6), 580-589.
Taylor, A.G. (1999). The organization of information. Englewood: Libraries Unlimited.
Taylor, A.G. (2006).Introduction to cataloging and classification. London: Libraries Unlimited.
5
M
Commentary from MLA 2nd General
MLA blog Meeting 2010
attendees (April)
MLA 2 nd General
I enjoyed the MLA 2nd general
meeting. Specially seeing Adheela Mubaarak
everyone so involved with the
activity calendar. Let your ideas
Meeting 2010 Aishath Aroosha

Aishath Shabana
fly sky high! Cheers:) – Athiyya
[Re. MLA newsletter PDF on our
Active participation from Aishath Zaha

Aminath Fazna
blog] good history recorded. I all the members at the Aminath Nasiha
think everyone should have a
read. - Shaba
meeting was highly Aminath Riyaz

Workshop [on goal setting], was appreciated by MLA Aminath Shiuna

very good - Gogo Athiyya Shakeel

I’m very much interested and
looking forward to participate in
the workshop on media archival,
preservation & conservation. I
have got very few knowledge in
this subject discipline. I’m very
excited to see the event
calendar. Go MLA!!!!!~Shiu~
I was getting very excited about
the Workshop on Island Library
Development, to be held in
Laamu Gan for the Medhu-
Dhekunu Province.
Very disappointed that is it not
happening after all the hype.
I guess, for future similar
workshops, we need to find a
funding body who could arrange
accommodation for interested
participants to come and stay in
one central island. - AnthuR
I was having the same feeling
towards the Workshop on Island
Library Development (WILD). As
AnthuR have mentioned, next
Activity calendar 2010
Ideas for the MLA calendar 2010
were discussed as one of the main
agenda items for the day. The
following were included tentatively
and finalized later.
MLA Council Meetings – to be held
on a regular basis once every month
– and as often as required.
MLA General Meetings
General Meeting for 2010 scheduled
for August and December. Additional
meetings to be planned if required.
MLA workshop series 2010
The first workshop in this series
scheduled for May 15, on Goal
Setting especially for LIS workers.
The 2nd workshop planned to be held
in September and 3rd workshop for
the year to be held in December. The
topics for the workshops were not
Council members
been offered by the MLA in past
years. The new program to be
launched as an accredited one at
Certificate I level.
Revision to MLA
constitution
Additional members to the MLA
Council
Amendments to the MLA Council
posts were put forward to the
members and accepted as follows:
Two new posts to be added as
“additional members” and another
post to be added as “assistant
secretary” given the high load of
administrative work.
Changes to membership fees
Membership fees is one route of
income for the MLA to run its
activities. The current fee was
amended in 2005 from its earlier
MRf 10.00 per month fee. The MLA
Azhar Abdulla Saeed
Dunya Zahid
Institutional members
Fathimath Nashfa
- MRf 200 as Registration fee MLA Workshop Series:Goal Setting Fathimath Shiham
- MRf 500 as Annual fee
Gulaifa Mohamed
The first session of MLA workshop The resource person for the workshop, importance of getting organized were
Personal members
Hashma Shareef
series 2010,“Goal setting”, was held Mr. Ahmed Saeed, is an avid trainer in emphasized as key strategies.
as was proposed above (see above)
on May 22, 2010 at the American the field. Ahmed Saeed, a well known
Additionally, the workshop touched
Haula Ismail
Student membership
Corner of the National Library of figure for his seminars/workshops on Hawwa Shifana
as was proposed above (see above) areas of social responsibility especially
Maldives. The session continued from life skills aimed at developing Majidha Ali
as LIS workers, righteousness, ethics,
MLA Training Policy 16:45 to 18:25 and 20:00 to 21:45 hrs. personality and leadership qualities as Mariyam Saeedha
spirituality, and nationhood.
The recently approved training policy Mariyam Soodha
well as to instill the social responsibility
was presented to the MLA members. A total of 22 people participated in the
After the workshop, participants were Mohamed Aslam
in the youth of Maldives presented very
The training policy covers types of workshop, with ten students from the awarded a certificate of participation. A Mohamed Faisal
interesting concepts at the goal setting
training offered by the MLA and the MCHE who are currently enrolled in
lucky draw was drawn among the Mohamed Nazeer
session.
fees to be charged for participants. the Advanced Certificate in Library
participants of the workshop and three Nafha Mohamed
Fees are categorized into two types:
and InformationServices course. Other The workshop provided valuable participants won surprise gifts!
Naseema Anees
member fee and non-member fee,
participants include library staff from information about establishing SMART
Nasheedha Mohamed
whereby an incentive is given to The workshop was received with
Majeedhiyya School, Thajudheen goals which are Specific, Measurable,
Naufath Zaki
interested personnel to join the positive comments by the participants.
School, MCHE Library, the Records Achievable, Realistic, and Time bound.
library association. Riyaza Mohamed
According to many, the most
Library, Billabong International High The importance of prioritizing and a
Shaheeba Mohamed
Election for Council School, Children’s Multimedia Library holistic approach to life was
remarkable of the session was the
Shahuzana Mohamed
posts and one participant who works outside emphasized. Tackling time wasters,
video clips that were used to portray
Shamoona Mohamed
Members were also elected at the the importance of goal setting. ■
this profession. sticking to schedules and the
Thuzuhath Ahmed
meeting for the three newly created - AthiyyaShakeel-

time we should try to find a grant
or a sponsor from somewhere to
facilitate such workshops.
We have to think of an innovative
idea to run an awareness
program to educate our society
on how important libraries and
librarians are to the nation. Our
community needs to know more
about information management.
Let us hold our hands and walk
towards a change….~Shiu~
Way to go!!!!!!! You guys are
doing really great. I love your
work. Keep it up. Make it a
known field in the Maldives.
- Anonymous
Council proposed an amended fees posts and the recently vacated post
decided at the general meeting.
schedule to the General Meeting as of treasurer. ■
MLA Council posts increased MLA 3rd General
However, a number of topics came
up during the brainstorming activity, follows: With the increased workload on the MLA Council The current MLA Council is as follows: Meeting 2010
including cataloguing and
Institutional members members, the MLA Council realized the need for President Ms. Aishath Shabana attendees (July)
classification, preservation of digital Aishath Shabana
- MRf 100 as Registration fee additional members on the Council to meet its ambitious Advisor Ms. Habeeba Hussain Habeeb
media, preservation and
- MRf 360 as Annual fee target of getting the association running efficiently. Vice President Ms. Fathmath Shiham Aminath Riyaz
conservation of library material,
Personal members nd
Secretary Ms. Aminath Shiuna Aminath Shiuna
As such this was put forward at the MLA 2 General
creating awareness of library work
- MRf 100 as Registration fee Athiyya Shakeel
and library management to senior Meeting 2010 (on April 15), which resulted in the Assistant Secretary Ms. Thuzuhath Ahmed
- MRf 240 as Annual fee Fathimath Nashfa
management of parent organizations. creation of two new posts as “additional members” and Training Officer Ms. Athiyya Shakeel
Student membership Mariyam Shiuza
The importance of conducting revoking the “Assistant Secretary” post that was done Editor Ms. Aminath Riyaz
- MRf 50 as Registration fee
Mariyam Soodha
workshops in the atolls also was away with during 2009. Public Relations Officer Ms. Guleyfa Mohamed
- MRf 120 as Annual fee
emphasized. Nafha Mohamed Ahmed
nd
Members for these posts were elected at the 2 General Treasurer Ms. Fathmath Nashfa
These were deliberated among Nasheedha Mohamed
It was agreed to commence the basic Meeting 2010. A replacement member was also elected Additional member (1) Mr. Mohamed Faisal
the members, the following being Riyaza Mohamed
course in library studies that had for the recently vacated post of “treasurer”. Additional member (2) Ms. Nafha Mohamed Ahmed
adopted with majority votes. Shahuzana Mohamed
Thuzuhath Ahmed