Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER (CMO)

No. _______
Series of _________

SUBJECT: POLICIES AND STANDARDS FOR THE GRADUATE

PROGRAM IN LIBRARY AND INFORMATION SCIENCE

In accordance with the pertinent provisions of Republic Act (RA) No. 7722,
otherwise known as the “Higher Education Act of 1994,” and, by virtue of the
Commission en banc Resolution No. dated 2010 and pursuant
to the provision provided for under Republic Act (RA) 9246 otherwise known as
“the Philippine Librarianship Act of 2003, “and for the purpose of rationalizing the
library and information science education in the country to keep pace with the
demands of global competitiveness, the following policies and standards as
recommended by the Technical Panel on Library and Information Science are
hereby adopted and promulgated by the Commission.

ARTICLE I
STATEMENT OF POLICY

Section 1. Goals of Graduate Education

Graduate education is the apex of the educational system. In the

field of library and information science, graduate studies is one of
the most effective means of improving the capabilities of librarians
and information professionals who aim to contribute to the
continued improvement of teaching and learning in library and
information science (LIS), delivery of library and information
services, and management of libraries and information centers.
Graduate education in library and information science is also one of
the most effective means of developing capabilities related in doing
research that will address the main purpose of the educational
research program in the larger political, social, economic and
technical context, identify the constituencies being served and be
responsive to the needs of the country. Unlike in the past when it
focused on developing physical collections of books and other
materials in library buildings today, it should extend beyond the
physical collections and buildings to the virtual environment.
Section 2. Types and Thrust of Graduate Programs in Library and
Information Science

For Non-Bachelor of Library and Information Science (BLIS) an

additional field work should be added. Directed field work is an
elective course that offers students an opportunity for practical
application of new skills in a professional setting. Field work
students work in an information environment performing
professional-level duties under the supervision of an experienced
professional mentor. Students work to meet meaningful learning
objectives that have been mutually defined by student and
supervisor.

Non-thesis Master’s Program for Librarians and Information

Professionals. The non-thesis program in library and information
science aims to develop the competencies of librarians and
information professionals in accordance with the competencies and
standards set by the Professional Regulatory Board (PRB) for
Librarians, in order to make them more effective providers and
mediators of information and information services. This particular
graduate program shall focus on the teaching and delivery of library
and information services, production of information products, and
the relevant knowledge and skills needed to attain the
competencies and standards defined by the PRB for librarians and
information professionals.

The non-thesis program in library and information science also aims to

develop the competencies of information professionals
(e.g., computer specialists, programmers, media specialists,
records officers, etc.). This graduate program shall focus on the
relevant knowledge and skills needed to attain high levels of
competence in professional practice.

Non-thesis in the form of special project/portfolio type – The Portfolio will

provide evidence that demonstrates how the student, while enrolled
in the MLIS program, has developed a number of qualities and
skills essential to one’s success as an information professional.
Specifically, the portfolio will include evidence of:
• A significant teaching or training experience;
• A significant leadership experience;
• A significant practical or service experience;
• A significant intellectual experience through the creation of a
professional level written work; and
• Participation in the design and development of a significant
project or product involving information technologies
 Thesis Master’s Program. The thesis program in library and information
science shall provide students with a theoretical framework for
research and practice in the library/information field; provide
opportunities to gain and demonstrate professional competencies
as well as awareness of professional concerns. Such program
shall focus on analysis, interpretation, evaluation, synthesis,
dissemination and/ or application of theoretical and practical
knowledge about the different aspects of library and information
science.

Doctoral Program*. The doctoral program in library and information

science aims to develop further the capabilities of librarians and
information professionals in information and knowledge creation,
imparting and demonstrating the importance of research, the
contributions of library and information science to other fields of
knowledge as well as the contributions of other fields to LIS; and
strengthening the role of library and information services in a
diverse global and rapidly changing technological society, including
the role of serving the needs of underserved groups. Such
program shall focus on the development and validation of new
theories, models, programs, and practices about the different
aspects of library and information science.

*Only graduates of Thesis Masters program in MLIS can pursue the Doctoral
program. Non-thesis graduates can pursue the Doctoral program
provided they finished the required thesis.

ARTICLE II
AUTHORITY TO OPERATE

Section 3. Master’s Program -- Higher Education Institutions (HEIs) with

Level III accredited undergraduate program in Library and
Information Science may apply to offer the Master’s Program in
Library and Information Science. However, in the absence of a
Level III accredited Library and Information Science Education
Program, the alternatives as provided for in paragraph 4.0
(Alternative Criteria) of CMO 9, s. 2003 shall apply.

Section 4. Doctoral Program -- Higher Education Institutions (HEIs) with a

recognized Master’s Program in Library and Information Science
with at least Level I accreditation and having offered a successful
Master’s degree program for at least five (5) years may apply to
offer the Doctoral program.
 All HEIs shall operate the aforesaid programs only upon issuance of
the corresponding authority by the Commission.

ARTICLE III
PROGRAM SPECIFICATION

Section 5. Non-Thesis Master’s program in Library and Information

Science

5.a. Degree Title: Master of Library and Information Science

5.b. Objectives: The program aims to:

5.b.1 update and enrich librarians and information

professionals’ theoretical and technical knowledge
in library and information science;

5.b.2 enhance and expand the librarians and information

professionals’ skills and competencies; and

5.b.3 improve the librarians and information professionals’

effectiveness in producing innovative and creative
programs or resources that will improve library and
information services.

5.c. Credits: A total of 48 credit units.

Section 6. Thesis Master’s Program in Library and Information Science

6.a. Degree Title: Master of Library and Information Science

6.b. Objectives: The program aims to:

6.b.1 update and enrich librarians and information

professionals’ theoretical and technical knowledge in
the library and information science;

6.b.2 educate students in the scholarly and professional

dimension of LIS field and to produce graduates able
to advance professional practice and contribute
significantly to the growth of the theoretical and
methodological body of knowledge of the profession
and contribute through research and publication to the
development of the information field and its
disciplines; and
 6.b.3 develop the librarians and information professionals’
critical thinking and research capabilities for
analyzing, interpreting, evaluating, synthesizing,
disseminating and/or applying theoretical and
practical knowledge on the different aspects of library
and information science.

6.c. Credits: A total of 42 credit units

Section 7. Doctoral Program

7.a. Degree Title: Doctor of Philosophy in Library and

Information Science

7.b. Objectives: The program aims to develop in students:

7.b.1 expertise in any one or more areas of Library and

Information Science such as: Organization of Information
Resources, Information-Seeking Behavior, Information
Resources, Services and Collections, Information in the
Social Context (intellectual freedom, intellectual property,
information and communication policy and other professional
values), Instructional and Training Strategies for Information
Professionals, Information Technology as Applied to LIS,
Research Methodologies and Management of Information
Organizations.

7.b.2 competence and motivation to understand and solve

various problems related to their area of specialization in
library and information science;

7.b.3 competence to undertake advanced independent

research in an area of specialization in library and
information science and to develop, apply, and critically
evaluate relevance of theory and effectiveness of its
application to a variety of research areas. This also includes
the ability to develop specific complex programs and
systems, to evaluate each complex program and system,
and communicate the results and implications of the
research to diverse audiences.
 ARTICLE IV
COMPETENCY STANDARDS

Section 8 Master’s program

An individual who completes a master’s degree in library and

information science is able to demonstrate:

8.a. in-depth understanding of a complex and coherent body of

knowledge and skills in an area of study in library and
information science, which may be applied in many types of
libraries or any other information organization.
8.b. a higher order of level of skills in the analysis, critical
assessment, and application and communication of
knowledge in the field; and
8.c. an ability to apply knowledge and skills in the field to new
situations in a more creative and flexible way, and to solve
complex problems in ways that involve rigorous thinking and
independent work.

In particular, the individual who completes a master’s degree in

library and information science should be able to demonstrate the
following specific indicators of competency:

8.d. understand, develop and sustain arguments about, and

critically evaluate current problems, principles and concepts
in library and information science most of which should be at
the forefront of developments in the said discipline;
8.e. apply this current knowledge in original ways to specific
problems or contexts by undertaking research, a complex
project, or some other form of advanced scholarship;
8.f. demonstrate a comprehensive understanding of the methods
of inquiry in his/her own research or advanced scholarship
and how these methods are used to create and interpret
knowledge in the subject field;
8.g. critically evaluate current research, advanced scholarship,
and methodologies in the subject field;
8.h. creatively and systematically deal with complex issues within
a field, make judgments or decisions in the absence of
complete data, and clearly communicate one’s justification
for such actions to specialist and non-specialist audiences;
8.i. demonstrate initiative, self direction and originality in dealing
with problems in the field (e.g., develop innovative library
and information approaches and resources; establish new
library and information supervisory systems, etc.),
particularly in the planning and execution of tasks in the field;
 8.j. continue to advance his/her knowledge and skills in the field
using the established sources of advanced information; and
8.k. undertake more advanced and specialized training to
enhance and enrich existing skills, acquire higher level of
and more specialized competencies in the formal higher
education context.

Section 9. Doctoral Program

An individual who completes a doctoral degree in library and
information science should able to demonstrate:

9.1. a comprehensive and in-depth understanding of a complex

and coherent body of knowledge (e.g. theories, principles,
concepts) and skills (e.g., problem-solving and
communication skills) that are in the forefront of an academic
discipline or professional area;
9.2. the ability to extend such knowledge and skills to create new
knowledge through research; and
9.3. the ability to make informed judgments on complex issues in
specific fields of specialization, and of approaching and
solving problems in innovative ways.

In particular, the individual who completes a doctoral degree in

library and information science should be able to demonstrate the
following specific indicators of competency:

9.4. understand, develop and sustain arguments about, and

critically evaluate the established theories, principles, and
concepts;
9.5. extend the forefront knowledge by conducting original
research or other forms of advanced scholarship on a level
of quality that meets the standards of peer review and
eventually merit publication;
9.6. interpret and critically assess new contributions to
knowledge by other individuals and communicate such
interpretations and assessment to both specialist and non-
specialist audiences,
9.7. conceptualize, design, and implement research projects for
the creation of new knowledge and/or of new
library/information educational programs and systems, and
adjust the project design in consideration of external
exigencies; and
9.8. make very informed judgments on complex issues in his/her
field of specialization and its application, even in the
absence of complete data, in ways that are dictated by the
 ethical and social dimensions of the field, and be able to
communicate his/her ideas to both specialist and non-
specialist audiences.

ARTICLE V
CURRICULUM

Section 10. The curriculum for graduate program in library and information
science shall be consistent with the specific thrust, specifications
and competency standards as defined in Sec. 2, 3, and 4.
Moreover, in all types of graduate programs in library and
information science, the culture for inquiry and research must be
developed.

The MLIS curriculum encompasses information and knowledge creation,

communication identification, selection, acquisition, organization
and description, storage and retrieval, preservation, analysis,
interpretation, evaluation, synthesis, dissemination and
management.

10.a. The course work of forty two (42) units for the Thesis-
Master’s program shall be research-based as evidenced by
the course reference materials, course requirements, and
the assessment systems.
• Reference materials should be specialized and should
include research-based journal articles, books,
monographs and electronic resources.
• Course learning activities and requirements should
develop specific aspects of research competencies; and
• Assessment systems should involve performance-based
activities that require students to demonstrate higher
order critical thinking skills.
10.b. The course work of a minimum of forty-eight (48) units for
the Non-Thesis Master’s program shall be based on the
most current and relevant knowledge that can be applied to
the professional development of the librarians and
information professionals, as evidenced by the course
reference materials, course requirements, and the
assessment systems.
• Reference materials should be specialized readings that
discuss and evaluate the best practices in the specific
areas of professional specialization.
• Course learning activities and requirements should
involve the production and evaluation of approaches,
programs, and resources used in the specific areas of
professional specialization; and
 • Assessment systems should involve performance based
activities that require students to demonstrate advanced
professional skills for the development and evaluation of
library and information science programs.

10.c. The course work of a minimum of sixty (60) units for the
Doctoral program shall be research-based.

10.d. Both master’s and doctoral programs shall require a

comprehensive examination to assess the students’ ability
to analyze, interpret, integrate, evaluate, synthesize and
apply the different knowledge and skills developed in the
various courses.

10.e. A culminating project should be required of all graduate

programs in library and information science. This
culminating project shall demonstrate the students’ ability to
apply, validate, evaluate, synthesize and disseminate the
existing theories and practices in the students’ chosen field
of study.

• For the master’s programs, the culminating project

may be a thesis (for the thesis-program) or some
other complex project (for the non-thesis program)
that is consistent with the program thrusts and
competencies stated in Articles I and III.

• For the doctoral program, the culminating project

should be dissertation research that shows the
students’ independent advanced research work and
significant contribution to the library and information
science that is consistent with the program thrusts
and competencies in Articles I and III.

10.f. The curriculum is continually reviewed and receptive to

Innovation; its evaluation is used for ongoing appraisal, to
make improvements, and to plan for the future. Evaluation
of the curriculum includes assessment of students’
achievements and their subsequent accomplishments.
Evaluation involves those served by the program: students,
faculty, employers, alumni, and other constituents.
Section 11. Curriculum Outline

MASTER’S PROGRAM

THESIS (MASTER of NON-THESIS (MASTER of

TYPE OF COURSES LIBRARY AND LIBRARY AND INFORMATION
INFORMATION SCIENCE) SCIENCE)
Core/Foundation Courses 9 units 9 units
Statistics 3 units 3 units
Methods of Research 3 units 3 units
Foundations of Library 3 units 3 units
and Information Science
Major Courses 15 units 15 units
Cognates/Electives 12 units 18 units
Thesis 6 units
*Integrating Course 6 units
TOTAL 42 units 48units

*The integrating course for the non-thesis program should require a complex
project in the student’s area of specialization.

DOCTORAL PROGRAM

TYPE OF COURSES PH.D. ED.D

Core/Foundation Courses 18 units 18 units
*Perspectives in Library 6 units 6 units
and Information Science
Methods of Research 6 units 6 units
Quantitative Methods 3 units 3 units
Qualitative methods 3 units 3 units
Two (2) courses that may 6 units 6 units
depend on the student’s
specialization
Major Courses 21 - 24 units 21 – 24-units
Cognates/Electives 6 – 9 units 6 – 9 units
Dissertation 12 units 12 units
TOTAL 60 units 60 units

*These courses will cover a range of library and information issues from various
perspectives that would illustrate the interdisciplinary nature in the field and the
range of areas of inquiry that compose the field of library and information
science. Research issues such as the following will be examined closely and
integrated approaches to resolving them will be considered. What determines
success in librarianship? What is the role of the various stakeholders in
rendering library service in the academic library? How does one develop, apply
and critically evaluate relevance of a theory and the effectiveness of its
application to a variety of research areas? How does one determine the
information-seeking behavior of users? What goes into the information
processing of humans and what is the relationship of this to retrieval models in
information systems? What are the various ways of developing, implementing
and evaluating the library and information science curriculum?

These courses will draw on seminal readings research findings, and media
reports, as well as studies on Philippine librarianship. Course requirements shall
include papers on the different issues.

11.a. Description of Courses

COURSE DESCRIPTION UNIT

Statistics Focuses on the nature and use of 3
statistics in research. Emphasis is
placed on developing skills in
determining the appropriate statistical
tests to be used in a set of gathered
data to be able to interpret results
Foundations of Library Explores the socio-historical 3
and Information Science development of library and information
science and the philosophy and theories
that evolved in the library and
information profession
Research Methods in Analysis of the major steps in 3
Library and Information conducting scientific methods of inquiry
Science in library and information science and
the relevant research methodologies
Advanced Collection Collection management in all types of 3
Management libraries and information centers.
Includes analysis of information needs,
selection and acquisition of print and
electronic resources, collection
development policies, collection
evaluation, deselection, preservation
and conservation
Advanced Library Principles and practices in library 3
Management management; current trends and issues
in managing libraries, information
centers, and e-resources, principles of
organizational design, organizational
behavior, and organizational theory,
personnel, planning, fiscal management.
 External issues include organizational
environments, politics, marketing,
strategic planning, funding sources
Reference and user Evaluation and use of information 3
Services sources including databases in the
different disciplines, nature,
development, ad management of
reference and e-services, analysis of the
information mediation process, including
determination and analysis of
information needs; searching for,
evaluation, and presentation of
appropriate results; principles and
problems of online searching (note:
hand-on is implied in e-services);
modalities for delivery of services, and
current and future techniques
Organization of Recorded Introduction to issues in organization of
Knowledge and information and documents including
Information analysis of intellectual and physical
characteristics of documents, principles
and practice in surrogate creation,
including standards and selection of
metadata elements; theory of
classification, including semantic
relationships and facet analysis,
creation of controlled vocabularies, and
display and arrangement. Exploration of
issues in subject representation. Survey
of different approaches, techniques and
methods for representing the subject
matter of documents, including an
evaluation of the role of users and
context in subject representation.
Formulation of policies for indexing and
abstracting services.
Information Systems Introduction and overview of information 3
systems, system architectures, and
retrieval models. Emphasis given to the
role of users in the design, development
and evaluation of information retrieval
and database management systems.
Discusses how theories of conceptual
data modeling affect design of database
and information systems, examines
relationships between modeling and
 implementation, and bridges gaps
between theoretical understanding of
database design and implementation
issues
Archives and Records Introduction to the essentials of records 3
Management and knowledge management in diverse
organizational settings. Surveys,
theoretical principles, methodologies
and practical administration of archives,
records and other information sources
from print to oral (encompassing explicit
and implicit knowledge) contributing to
the total management of knowledge
necessary for organizations and society
Public Relations and Applications of marketing theory to 3
Marketing in Libraries libraries and other information settings.
and Information Centers Market research planning,
presentations, communication,
implementation, and evaluation
techniques are primary topics in this
analysis and advancement of user
needs.
Seminar in Philippine A discussion of the current issues, 3
Librarianship trends, problems and challenges to
Philippine libraries, archives and
information centers. Students are
expected to discuss, analyze, criticize
issues and produce a position paper
Seminar in Global Comparison of foreign library systems in 3
Librarianship terms of national differences in
philosophy, objectives and services.
Evaluation and comparison of collection,
policies, technical processes, public
services, professional training,
management and facilities. Selected in-
depth area studies, international
cooperation and major projects in the
information fields, contributions of
international organizations. Guest
lectures, presentations and individual
projects
Library Services for the This course focuses on developing, 3
Underserved Groups planning, implementing and evaluating
programs for the underprivileged
members of the community. A
significant portion of the course work will
 take the form of service learning or
community based-research via
approved projects that match students’
interest. Upon completion of the course,
the student presents this project model
orally to a panel
Advanced Information Reviews information-seeking behaviors 3
Literacy of clients in school, college and
university library environment; provides
critical evaluation of services that
directly support information literacy;
developing of policies and educational
programs leading to wise and ethical
use of information in society
Systems Analysis and Specialized systems analysis and 3
Design for Libraries design for library systems development
and maintenance. Includes library
business process analysis and re-
engineering, review and evaluation of
current library systems
Database management Specialized management of database 3
and Information Systems and information systems for libraries.
for Libraries Includes database systems, web
technologies, review and evaluation of
library systems, system maintenance,
performance evaluation, and
performance monitoring
Security and Networks Selection, deployment and maintenance 3
for Library Systems of network and security systems in
libraries. Includes design, monitoring,
and network policy development and
implementation.
Programming to Library Specialized programming covering 3
Systems Development technologies used in library database
and Management and information systems

ARTICLE VI
PROGRAM ADMINISTRATION

Section 12. Dean

The dean of the program shall be a holder of an earned doctoral degree in

library and information science or related field, with research experience and
published works in peer-reviewed professional journals. The following additional
qualifications should be considered in schools offering the MLIS program:
12.1 Must be a holder of the valid professional license;
12.2 Holder of Ph.D. in LIS or its equivalent (Ed. D.);
12.3 Five years and above very satisfactory LIS teaching experience;
and
12.4 With research and publication works conducted/completed.

Section 13. Faculty

13. a Master’s Program – For each Master’s program, there shall be at

least five (5) full time members who are at least master’s degree
holders and who have published works in peer-reviewed
professional journals. Of the five (5), at least two (2) should be
doctoral degree holders. Moreover, at least three (3) of the five (5)
full-time faculty members should have advanced training in the
specialization or major area offered; of the three (3), at least one(1)
should have a doctoral degree. They should be researched-based
competent in their designated teaching areas and be
technologically proficient and effective in teaching. They should
also have a sustained record of scholarship and participate actively
in appropriate professional associations. The number of faculty
members shall vary with enrollment in such a manner as to allow a
ratio of a maximum of five (5) active student advisees per graduate
faculty.

13.b. Doctoral Program -- For a doctoral degree program, there shall

be at least five (5) full-time faculty members who are doctoral
degree holders and who have published works in refereed journals
and of which three (3) should have advanced training in the field of
library and information science. They should be researched-based
competent in their designated teaching areas and be
technologically proficient and effective in teaching. They should
also have a sustained record of scholarship and participate actively
in appropriate professional associations.

13.c. Schools are encouraged to form consortium programs in order to

strengthen their faculty resources for their graduate programs.

Section 14. Non-Academic Staff – Non-academic (clerical, secretarial,

technical) staff should have qualifications equivalent to those of persons in
comparable units. The number and kind of staff should be adequate to
support the faculty in the performance of their responsibilities.

Section 15. Library -- In addition to the library requirements for the

 undergraduate program, the same should apply to graduate
programs in library and information science with the addition of the
following:
15.a. subscription to at least five (5) peer-reviewed professional journals
for each area of specialization offered in the graduate program;
15.b. at least five (5) titles of graduate reference book for each graduate
course/subject;
15.c. access to the Internet and information and communication
technology-based learning and reference resources; and
15.d. at least 20% of the total holdings should have been published within
the last five (5) years.

The institution is encouraged to maintain library resources of

sufficient depth, quantity and accessibility to support the courses
offered in library and information science, and the research
activities of the faculty. Computer hardware, software and
multimedia resources should complement the book collection. In
support of this requirement, the institution is encouraged to become
a member of an LIS library network.

Section 16. Laboratories and Other Facilities. The laboratories and facilities
for the undergraduate programs shall be augmented with:

16.a A well furnished administrative office;

16.b. appropriate research facilities in the basic sciences if applicable;
16.c. computer laboratories as needed;
16.d. resources needed for research (e.g., statistical software and other
equipment for analysis of data); and
16.e. information and communication technology facilities.

Section 17. Thesis/Dissertation Requirements -- Consistent with the

requirements in Article 5, the school shall constitute a Thesis
Committee composed of a minimum of three (3) graduate faculty
members for the thesis requirements of master’s program, and a
Dissertation Committee of five (5) faculty members for the
dissertation requirements of doctoral program. Faculty research
advisers shall be chosen on the basis of their expertise in the area
of research study and of their availability.

Section 18. Admission, Retention and Maximum Residency Requirements

-- The institution shall have specific admission and retention
policies for its graduate students. All curricular requirements for a
master’s degree must be completed within five (5) years after the
student’s first enrollment in the master’s degree program, and those
for doctoral degrees must be completed within seven (7) years after
the student’s first enrollment in the doctoral program.
 The evaluation of the master’s thesis and of the doctoral dissertation shall
involve an oral examination by the Thesis or Dissertation
Committee.

Section 19. Research Program -- Institutions offering graduate programs in

library and information science shall implement a research program
aligned with the National Higher Education Research Agenda as
evidenced by the articulated research agenda or priority areas, the
existence of a functional research center/office with a research
director or coordinator, a system of supporting research projects
undertaken by faculty members, a research budget, and graduate
faculty members’ publications and paper presentations in scholarly
conferences in library and information science. The institution shall
likewise ensure the maximum utilization and dissemination of the
research output.

ARTICLE VII
EFFFECTIVITY AND TRANSITORY PROVISIONS

Section 19. Transitory Provision

HEIs that have been granted permit or recognition for Graduate

Education programs are required to fully comply with all the
requirements in this CMO within a non-extendable period of three
(3) years after the date of its effectivity. State universities and
colleges (SUCs) and local colleges and universities (LCUs) shall
also comply with the requirements herein set forth.

Section 20. Sanctions

For violation of this Order, the Commission may impose such

administrative sanctions as it may deem appropriate pursuant to
the pertinent provision of Republic Act 7722 in relation to Section
69 of BP 232 otherwise known as the Higher Education Act of 1994
and Section 24 and 101 of the Manual Regulations for Private
Schools (MRPS), Republic Act 9246 and other related laws.

Section 21. Separability and Repealing Clauses

Any provision of this Order which may thereafter be held invalid

shall not affect the remaining provisions.
 All CHED issuances or part thereof inconsistent with the provision
in this CMO shall be deemed modified or repealed.

Section 22. Effectivity

This order shall take effect after its publication in the Official
Gazette or a newspaper of general circulation.

Quezon City, Philippines __________________________2010

EMMANUEL ANGELES
Chairman

elc 29 September 2010

 REPUBLIC OF THE PHILIPPINES
OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER

(CMO)-BLIS
No. _____Series of 2010
SUBJECT: POLICIES AND STANDARDS FOR THE BACHELOR OF
LIBRARY AND INFORMATION SCIENCE (BLIS)
PROGRAM

In accordance with the pertinent provisions of Republic Act (RA) 7722, otherwise
known as the “Higher Education Act of 1994”, and by virtue of the ___th Commission
en banc Resolution No.___ dated _____________ vesting the Commission on
Higher Education (CHED) through its Office of Programs and Standards (OPS) the
power to set minimum standards for programs and institutions of higher learning,
and pursuant to the provisions provided for under RA 9246 otherwise known as “The
Philippine Librarianship Act of 2003,” and for the purpose of rationalizing the library
and information science education in the country to keep pace with the demands of
global competitiveness, the following revised policies and standards as prescribed in
CMO no. 08, Series of 2005 as recommended by the Technical Committee on Library
and Information Science through the Technical Panel for Teacher Education are
hereby adopted and promulgated by the Commission, thus:

ARTICLE I
INTRODUCTION

Section 1. Rationale and background

Policies and standards in Library and Information Science (LIS) programs

are necessary for the highest level of quality desired for the education and training of
library and information science professionals. They are meant to institutionalize the
profession’s central function of providing quality information service to library
clientele or users. Its purpose is to make LIS education responsive to the challenges
of society’s changing information needs brought about by rapid technological
changes, and in keeping with the need to make LIS professionals globally
competitive.

ARTICLE II
AUTHORITY TO OPERATE

Section 2. All private higher education institutions (PHEIs) and local colleges
and universities (LCUs) intending to offer the Bachelor of Library and
 Information Science (BLIS) Program must secure proper authority from the
Commission in accordance herein. State universities and colleges (SUCs)
including local colleges and universities (LCUs) should likewise adhere to the
provision herein.

ARTICLE III
PROGRAM SPECIFICATIONS

Section 3. Degree

The degree program herein shall be called Bachelor of Library

and Information Science (BLIS).

Section 4. Program Description and General Objectives

The BLIS curriculum shall include knowledge, skills, attitudes, values and
experiences that will provide prospective information professionals with the
necessary competencies essential for effective provision and delivery of library and
information services, the systematic organization, conservation, preservation and
restoration of information objects, historical and cultural documents and other
intellectual properties.

The specified body of knowledge, skills, attitudes, values and experiences

shall include the following:

 A general education component which is consistent with CHED

issuances will consist of the communication arts, humanities,
social sciences, science and technology, natural and behavioral
sciences, computer literacy, mathematics, logic and ethics
aimed at developing broadly educated, creative, cultured,
morally upright and productive persons.

 A professional studies component to include:

- Philosophical, sociological, and psychological foundations and

aims of LIS;

- Systematic study of LIS models, principles and theories with

immediate appropriate observation and laboratory experiences
to provide students with first-hand knowledge in the
appreciation and interpretation of these theories;

- Direct, meaningful, and substantial participation in library

operations and services to provide hands-on experiences over a
period of time, under the supervision of qualified professionals
from both the LIS institution and the cooperating Library and
Information Center;

- Review component to ensure the passing of graduates in the

Librarians Licensure Examination.
 A minimum of 179 academic units is required for graduation for the BLIS
degree.

Section 5. Career Opportunities in Librarianship

A Library and Information Science graduate can be employed as:

 Abstractor
 Academic Librarian
Acquisitions Librarian
 Archivist/Archival Librarian
 Bibliographer
 Cataloger
 Chief Librarian/Director of Libraries
 College/University Librarian
 Corporate Librarian
 Database Librarian
 Documentation Officer
 Geographic Information Systems Librarian
 Indexer
 Information Specialist
 Knowledge Manager
 Law Librarian
 Library Consultant
 LIS Faculty
 LIS Researcher
 Map Librarian
 Media or Audio Visual Specialist
 Medical Librarian
 Museum Curator
 Public Librarian
 Records Librarian
 Reference Librarian
 School Librarian
 Special Collection Librarian
 Systems Librarian
 Teacher Librarian

ARTICLE IV
COMPETENCY STANDARDS

Section 6. The LIS program provides for the study of theories, principles, and best
practices necessary for the provision of prompt, quality and professional library and
information services. Within that context, competency standards would be measured
in terms of the following core competencies:
  Professional competencies, which relate to the student’s
knowledge of information resources, access, technology,
organization and management, and the ability to use this
knowledge as basis for providing the highest level of quality
information services.

 Personal competencies, which represent a set of attitudes, skills

and values that will enable students to work efficiently and
effectively and contribute positively to their future
organizations, clients and profession.

ARTICLE V
CURRICULUM

Section 7. Curriculum Description

The LIS curriculum is designed to equip the professional with the

composite knowledge, skills, and tools to enable him/her to be responsive to the
changing information needs of society. Among its salient features are:

 Provision for the mastery of the core courses such as

Management of Libraries and Information Centers, including
Laws and Related Practices and Trends, Collection Management
of Information Resources, Organization of Information
Resources, Information Resources and Services, and Indexing
and Abstracting;

 Addition of information and communication technology

application courses crucial in the LIS program, such as
Information Processing and Handling, Web Technologies in
Libraries, Database Design for Libraries, Digital Libraries and
Resources, Systems Analysis and Design, as well as
Information Literacy;

 Provision of varied special topics relating to academic, special,

school and public librarianship as specialization component as
well as professional education courses such as Psychology of
Learning, Research and Evaluation, Philosophy of Education,
Principles of Teaching and Educational Technology for students
interested to teach and profess in academic and school
librarianship;

 Provision for community exposure through field-based

experiences through its library practicum courses and total
immersion in library and information science practice towards
the end of the LIS program; and
  Integration of library and information science course review to
insure good performance in the licensure examination for
librarians.

Higher Education Institutions (HEIs) offering Bachelor of Library and

Information Science (BLIS) program may exercise flexibility in their curricular
offering. However, the following courses are prescribed as minimum requirements to
be implemented.

Section 8. Curriculum Outline

The following minimum academic units are required for graduation for
the Bachelor of Library and Information Science (BLIS) :

1. General Education Courses . . . . . . . . . . . . . . . . . . . . . . . . . 83 units

General education and legislated courses shall follow existing requirements.

8.1.1.1 English 12
English 1 Communicative Grammar 3
English 2 English for Study and Thinking Skills 3
English 3 Oral Communication 3
English 4 Reading in the Content Areas 3
8.1.1.2 Filipino Language 12
Filipino 1 Komunikasyon sa Akademikong Filipino 3
Filipino 2 Pagbasa at Pagsulat Tungo sa Pananaliksik 3
Filipino 3 Masining na Pagpapahayag 3
Filipino 4 Panitikang Filipino 3
8.1.1.3 Literatura/Literature 3
Literature World Literature 3
8.1.1.4 Natural Science 9
Nat. Sci. 1 Biological Science 3
Nat Sci. 2 Earth and Environmental Science 3
Nat Sci. 3 General Chemistry 3
8.1.1.5 Mathematics 9
Math 1 Algebra 3
Math 2 Trigonometry 3
Math 3 Basic Statistics 3
8.1.1.6 Social Sciences 15
Soc. Sci. 1 General Psychology 3
Soc. Sci. 2 Societies and Cultures 3
Soc. Sci. 3 Politics and Governance (with Philippine 3
Constitution)
Soc. Sci. 4 Basic Economics (with Taxation and Agrarian 3
Reform)
Soc. Sci. 5 Geography 3
8.1.1.7 Information and Communication 3
Technology
ICT 1 Information and Communication Technology 3
8.1.1.8 Humanities 6
Humanities 1 Arts Appreciation 3
 Humanities 2 Introduction to Philosophy (with Logic) 3
8.1.1.9 Mandated Subjects 6
Philippine History 3
Life and Works of Rizal 3
8.1.1.10 Physical Education 8
8.1.1.11 NSTP (4)
TOTAL 83

2. Professional Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 units

These courses represent the component of the curriculum that aims to

develop the range of knowledge and skills needed in the practice of Library and
Information Science profession. These courses are divided into four categories : (1)
Core Courses, (2) ICT Courses, (3) LIS Electives, (4) Professional Education Courses.

2.1 Core Courses

• LIS 1 Foundation of Library and Information Science 3

• LIS 2 Collection Management of Information Resources 3
• LIS 3 Organization of Information Resources I 3
• LIS 4 Organization of Information Resources II 3
• LIS 5 Indexing and Abstracting I 3
• LIS 6 Indexing and Abstracting II 3
• LIS 7 Information Resources and Services I 3
• LIS 8 Information Resources and Services II 3
• LIS 9 Management of Libraries and Information Centers I 3
• LIS 10 Management of Libraries and Information Centers II 3
• LIS 11 Information Literacy 3
• LIS 12 Library Materials for Children and Young Adults 3

• LIS 13 Research Methods in Library and Information Science 3

• LIS 14 Thesis Writing 3

42 units

2.2 Information and Communication Technology (ICT) Courses

• LIS 15 Information Processing and Handling 3

• LIS 16 Web Technologies in Libraries 3
• LIS 17 Database Design for Libraries 3
• LIS 18 Digital Libraries and Resources 3
• LIS 19 Systems Analysis and Web Design 3

15 units

2.3 LIS Electives

• LIS Elective 1 3
 • LIS Elective 2 3
• LIS Elective 3 3
• LIS Elective 4 3
• LIS Elective 5 3

15 units

2.4 Professional Education Courses

• Professional Education Course 1 3

Professional Education Course 2 3
• Professional Education Course 3 3
• Professional Education Course 4 3

12 units

Summary of Units

General Education Courses 83

Professional Courses 84

Core Courses 42

Technology Applications 15

LIS Electives 12

Professional Education Courses 12

Integrated Course Review 6

Library Practice 6
Total No. of Units 179

ARTICLE VI
COURSE SPECIFICATIONS

The Library and Information Science Curriculum provides minimum

requirements of the course specifications of the professional courses and electives.
The course specifications indicate the minimum requirements. HEIs may follow their
own course specifications in the implementation of the program. However, the
minimum requirements for these courses should be complied with all HEIs. The
complete course specifications/syllabi are shown in Annex B.
Section 9. Description of Courses

COURSE DESCRIPTION UNIT

Foundation of Library and The course provides the theoretical and 3
Information Science (LIS) philosophical underpinnings of the profession
with emphasis on its practice in the Philippines.
It focuses on the historical development of
libraries, types of libraries, and the library
profession including the Code of Ethics for
Filipino librarians, the laws as well as issuances
related to Philippine librarianship.
Information Resources Introduction to reference methods, literature 3
and Services I searching and bibliographic techniques;
evaluation and use of principal types of
information as well as electronic resources for
information searching. It covers the basic
reference resources and materials for different
library users.
Information Resources Evaluation and use of reference resources, both 3
and Services II print and non-print as well as electronic
resources in specific subject fields; also includes
further study on the use of new technologies in
information searching and retrieval.
Collection Management of Principles and methods of evaluating, selecting, 3
Information Resources acquiring, maintaining, and preserving different
types and formats of information resources. It
also discusses the role of the librarian as a
selector as well as the problems and trends of
collection management in the Philippines.
Indexing and Abstracting Principles, theories, and development of indexing 3
I and abstracting as well as the preparation of
book, journal and newspaper indexes.
Indexing and Abstracting Advanced indexing, including image and/or 3
II website indexing, thesaurus construction, and
preparation of abstracts.
Organization of Introduction to basic concepts, theory, principles, 3
Information Resources I and standards of descriptive and subject
cataloging using Anglo American Cataloging
Rules and as currently practiced. Provides
beginning level experience in organizing printed
resources, including description, choice of entry,
construction of headings, authority control, and
the use of Dewey Decimal Classification Scheme.
Organization of Application of the principles in subject headings 3
Information Resources II and classification using Library of Congress
Subject Headings and Library of Congress
Classification Scheme. Also studies different
 ways of organizing special types of information
resources (i.e., government publications,
continuing resources, non-print materials as well
as electronic and digital resources), as well as
other cataloging systems using new technologies
(e.g. MARC 21, Dublin Core Metadata, etc.).
Management of Libraries Presents basic theories and principles of 3
and Information Centers I organization and management for effective

library and information service. Also includes

issues, problems, and trends in managing
libraries and information centers.
Management of Libraries Presents the managerial and administrative 3
and Information Centers principles as applied to various types of libraries
II and information centers. It discusses the history
and development as well as nature, objectives,
and functions of these libraries/information
centers. Moreover, it tackles the different issues
and problems that beset each type.
Library Materials for Selection and evaluation of library materials 3
Children and Young Adult suitable for the reading abilities, interests, and
needs of children and young adults.
Research Methods in LIS A study of the nature, characteristics, and types 3
of research as well as the various methods and
techniques of conducting them in application to
library and information science.
Information Processing This course introduces students to computer- 3
and Handling based information tools that are fundamental for
librarians and information professionals. It
includes concepts in information technology such
as hardware and software, networks, the
Internet, ethics and the future of IT in libraries.
Web Technologies in This course introduces students to Web design 3
Libraries and technologies that are fundamental for
librarians and information professionals. It also
includes the principles and strategies of online
searching of library catalogs and databases. It
discusses concepts such as blogs, wikis, instant
messaging, podcasts, and social networks.
Information Literacy It studies the theories, principles, techniques, 3
strategies and current practices for teaching the
effective and efficient use of academic, school,
public, and special library resources. It includes
the skills needed to locate and critically evaluate
information, to think intelligently about research
strategies, and to apply these concepts to
undergraduate research using books, online
databases and web sites.
Database Design for This course is an introduction to the fundamental 3
Libraries concepts, techniques, and principles on database
and information systems design as applied to
libraries and information centers. It serves as an
introductory database course for students with
little or no working knowledge of database
design.
Library Automation and It deals with the principles for the design, 3
Systems selection, implementation, and management of
automated systems for all types of libraries,
including systems for technical services,
processing, reference and users services. It
provides the students with a sound
understanding of how libraries apply technology
to deliver information. It also describes several
open source integrated library systems and other
proprietary ILS.
Digital Libraries and An overview on the theoretical and practical 3
Resources aspects of digital library activities, focusing on
the sources, creation, organization, and
management of as well as access to digital
resources. Also includes trends and issues
related to digital environments.
Systems Analysis and Introduction to analysis and design of modern 3
Design information systems.

Thesis

The LIS program provides for the completion of a research project as a

requirement for graduation, and is undertaken under the course
Research Methods in Library and Information Science and Thesis
Writing.

 The thesis topic has to be on the areas central to the profession

like information needs and uses, information storage and
retrieval, information organization, analysis and management,
applications of information and communication technologies to
LIS, and other related topics.

 The proposed thesis topic has to be presented to a faculty

committee, and approved by the dean or head of the LIS
college/school, institute or department.

 The approved thesis is undertaken with the guidance of a duly

designated thesis adviser.

Library Practice
 A one year practicum is required in the LIS program which is
undertaken by the student in his/her senior year. The program is
designed to expose the student to all facets of LIS work in actual
libraries and information centers in the public and private sectors. The
student is expected to gain on-the-job experience in academic,
government, school, public, and special library environments.

Library Practicum I is a three (3) unit course which covers internship in

academic and school libraries for a minimum of 100 hours each.
Library Practicum II is also a three (3) unit course which covers
immersion in public and special libraries/institutions for a minimum of
another 100 hours each.

LIS Electives

The student has to complete 15 units of Library and Information

Science electives leading to specialization in any of the following
areas:

 Special Topics in Academic Librarianship

 Special Topics in School Librarianship
 Special Topics in Public Librarianship
 Special Topics in Corporate Librarianship
 Special Topics in Law Librarianship
 Special Topics in Medical Librarianship
 Special Topics in Government Agency Librarianship
Special Topics in Archives and Records Management

Professional Education Courses

 For the 12 units of credit in professional education, the student

may choose from any of the courses specified in the CHED
Memo Order No. 11, Series of 2009.

Suggested Program of Study

The program of study attached herein is only an example. HEIs may

use this sample and modify according to their needs provided the
required courses will be included and the minimum total number of
credit units will be met. They may also add other preferred courses.
The sample program of study is in Annex A.

ARTICLE VII
GENERAL REQUIREMENT

Section 10. Program Administration

The primary responsibility for the preparation of Library and Information

Professionals (LIPs) within HEIs shall be exercised by a clearly defined and
organized administrative and instructional unit such as a college, school, or
institute.

10.1 Dean

A Dean shall be employed and assigned full-time to provide leadership

and direction to the LIS college, school, or institute who shall have the
following qualifications:

 Holder of a professional license for librarians

 Holder of Master’s or Doctoral degree in LIS or with
appropriate or related specialization (e.g. Educational/
Information Technology, Information Studies,
Communication, etc.); and
 With at least five (5) years of very satisfactory LIS
teaching experience in an institution offering the LIS
program.

10.2 Functions and Responsibilities

The Dean of the college, school, or institute shall have the following
functions and responsibilities:

 Formulate instructional policies;

 Exercise leadership among the faculty by:

 initiating and instituting faculty and staff development

programs;
 recommending the appointment, promotion or
separation of faculty members and non-teaching
personnel in his/her college, and preparing and
recommending the teaching load of the faculty
members, and directing and assigning them to advise
students in their programs or studies;

 coordinating and facilitating student personnel services

and practicum experiences;

 planning a program of curriculum development together

with the LIS faculty members;
 instituting and defining program of supervision and
other administrative support services aimed at
upgrading the quality of instruction;
 preparing the budget and performing financial
management of the college/school, institute or
department; and
 initiating programs in research and extension services
through networking, linkages, consortia, etc.
  Handle the teaching of not more than six (6) units of
professional courses.

For LIS institutions with big enrollments, an Associate/Assistant Dean

may be assigned, depending on the need.

Section 11. Faculty

11.1 General Requirements

Members of the LIS faculty should have academic preparation,

experience and a professional license appropriate to library practice.

 Faculty members teaching the courses covered in the licensure

examinations must be holders of valid certificates of
registration or professional license for librarians;
 The faculty must be holders of appropriate Master of Library
and Information Science or related degrees to teach LIS
subjects and/or allied subjects at undergraduate level; and
 The faculty must have at least one (1) year of library-related
work experience.

A Practicum Coordinator who is a regular faculty member in the

college, institute or department shall be assigned to plan, supervise, and
evaluate students' practicum experience and career guidance.

11.2 Conditions of Employment

The following conditions of employment shall be observed:

 Salary rates of faculty members should be commensurate with

their rank, academic preparation, experience in instruction and
research, at least, comparable with those of other faculty
members who teach other baccalaureate courses;
 The regular teaching load of the LIS faculty is twenty-four (24)
units, inclusive of research and other related assignments.

LIS faculty shall be assigned academic rank in accordance with

their academic preparation, teaching experience, continuing professional
growth, library and information science work experience, and other
criteria which the HEIs may require.

11.3 Faculty Development

 The institution must have a system to support faculty
development. It should encourage the faculty members to :

a. complete doctoral degrees in Library and Information Science and

other allied fields;

b. attend continuing education seminars, workshops, conferences, and

others;

c. undertake research activities related to librarianship and to publish

their research outputs in refereed journals;

d. give lectures, conduct workshops and present papers in

national/international conferences, symposia, and seminars.

The institution must provide opportunities and incentives such as :

a. tuition subsidy for graduate studies

b. study leave with pay
c. deloading to finish a thesis or carry out research activities
d. research grants
e. travel grants for academic development activities such as
special skills training and attendance in national/
international conferences, symposia, and seminars
f. awards, recognitions, and other incentives

Section 12. Library

A separate library/section should be made available to support the

instructional and research needs as well as services pertinent to LIS.
Library resources shall be adequate in quantity and quality following
minimum library requirements.

The following are the minimum requirements for the library:

 It should be headed by a full time Master’s degree holder in

Library and Information Science or any related field and with a
valid professional license;

 There should be adequate reading space for the student

population;
 The reading room should be able to accommodate at one
seating a minimum of 10 to 15% of the student enrollment;
 The library should be able to provide print, non-print materials,
electronic resources, online databases and Internet access,
etc.;
 The library collection should have at least five (5) titles per
subject. At least twenty percent (20%) of the total collection of
books should have been published within the last five years;
 In addition to the book collection, the library should acquire
selection, cataloging, and indexing tools and, at the same time,
 subscribe to at least three (3) titles of periodicals in library and
information science;

 A computer room with several units of computer connected to

the Internet shall be maintained either as a separate unit or as
part of the library. It shall serve as a laboratory for ICT
application courses, either in the preparation of computer-aided
instructional materials, production of student projects, or
Internet research.

Section 13.
Facilities and
Equipment

 A classroom/s equipped with adequate facilities shall be

provided.
 A practicum laboratory in librarianship shall be maintained
within or outside the campus through appropriate linkages,
networks, or consortia.
 Specialized laboratories shall be maintained for specific library
functions.
 Information and communication technology facilities and
equipment such as laptop, LCD projector, and screen shall be
made available.
 A separate office for the Dean, faculty and staff complete with
basic amenities shall be provided.

Section 14.
Admission and
Retention

All LIS institutions shall adopt a system of selective admission and

retention policies. There shall be a well-defined criteria for admission
into the LIS program:

 LIS applicants should pass the institution’s admission

examination;
 Transferees who want to shift from one academic program to
LIS may be admitted in compliance with the institution’s
admission requirements.

However, there shall be no discrimination in the selection for

admission of LIS students to the institution on the basis of sex,
religion, race, age, or socio-economic status.

As a general rule, no applicant shall be enrolled in any approved

course unless proper credentials as prescribed are submitted to the
institution before the end of the enrollment period.
 ARTICLE VIII
TRANSITORY, REPEALING AND EFFECTIVITY PROVISION

Section 15. Transitory Provisions

HEIs that have been granted permit or recognition for the Library and
Information Science program are required to fully comply with all the
requirements in this CMO within a non-extendable period of three (3)
years after the date of its effectivity. State Universities and Colleges
(SUCs) and Local Colleges and Universities (LUCs) shall also comply
with the requirements herein set forth.

Section 16. Sanction

For violation of this Order, the Commission may impose such

administrative sanction as it may deem appropriate pursuant to the
pertinent provisions of Republic Act No. 7722, in relation to Section 69
of BP 232 otherwise known as the Higher Education Act of 1982,
and Section 24 and 101 of the Manual of Regulations for Private
Schools (MPRS), and other related laws.

Section 17. Separability and Repealing Clauses

Any provision of the Order which may thereafter be held invalid shall
not affect the remaining provisions.

All CHED issuances or part thereof inconsistent with the provision in

this CMO shall be deemed modified or repealed.

Section 18. Effectivity

This order shall take effect after its publication in the Official Gazette
or newspaper of general circulation.

Quezon City, Philippines

EMMANUEL Y. ANGELES

Chairman