Video summary

#2 DIKLAT NASIONAL KEPALA PERPUSTAKAAN PAI: Mewujudkan Perpustakaan Digital Berbasis Nilai Islam

Main summary

Key takeaways

News and Commentary

Session Overview (Day 2)

The video is the second day of an online National Training (Diklat Nasional) for Head of PAI Libraries (38JP). The training focuses on building a digital library based on Islamic values.

The session includes:

  • opening remarks,
  • structured presentation material,
  • a Q&A discussion with participants.

Main Discussion / Key Content

1) Definition and Positioning of a Digital Library (vs. Conventional Libraries)

A digital library is described as a system that:

  • manages, stores, preserves, and provides access to collections in digital formats (e.g., PDF, audio, video, interactive multimedia),
  • using ICT.

Key access principle:

  • Users can access materials anytime and from anywhere, depending on user access rights.

Important clarification:

  • Digital libraries are not only about digitizing books. They rely on an integrated information management system, including:
    • online catalogs (OPAK),
    • metadata,
    • library automation.

Conventional libraries may still be used:

  • Because infrastructure conditions vary, solutions can be adjusted (including manual cataloging when necessary).

2) Characteristics and Purposes of Digital Libraries

Characteristics highlighted

  • Collections in digital formats
  • Library automation and systematized management
  • Online catalog (OPAK) and metadata-based searching
  • Access via internet/intranet
  • Online services available 24 hours according to permission rules
  • Integration potential with digital learning systems and institutional repositories

Purposes highlighted

  • Expand access to information sources
  • Improve service quality through technology
  • Support learning, research, and community service (especially higher education / Tri Dharma)
  • Preserve digital collections long-term
  • Build a digital literacy culture
  • Speed up information retrieval

3) Digital Library Functions and Benefits

Functions listed

  • Educational function: digital learning materials
  • Informative function: accurate, relevant, accessible information
  • Research function: electronic journals, references, scientific works
  • Preservation function: long-term accessibility
  • Recreational function: educational + entertaining digital reading
  • Literacy function: improving information and digital literacy

Benefits emphasized

  • Easier access without space/time limits
  • More efficient collection management and faster search/retrieval
  • Reduced risk of physical collection damage
  • Support technology-based learning
  • Broaden service reach beyond internal school users (including visitors/other institutions)

4) Examples of Digital Library Services

Participants were introduced to services such as:

  • searching via OPAK
  • borrowing/reading e-books
  • access to electronic journals
  • repositories for teachers’ and students’ scientific works
  • digital reference services and online consultation
  • educational videos/podcasts
  • digital literacy programs
  • consulting a librarian online

Core Training Topic: Classifying Library Materials for Digital Services

5) What “Classification of Library Materials” Means and Why It Matters

Classification is the process of grouping collections based on subject/topic similarities using a standard classification system.

In digital libraries, classification is not only for:

  • shelf arrangement or codes,

but also becomes a foundation for organizing digital collections, so they are:

  • easier to find,
  • searchable through automation systems,
  • easier to use with metadata, keywords, and subject indexes.

6) Classification Standards and Common Systems Introduced

Mentioned systems include:

  • DDC (Dewey Decimal Classification) — widely used in schools/madrasas/public libraries
  • UDC (Universal Decimal Classification) — often for special/research/community service contexts
  • LCC (Library of Congress Classification) — common in academic libraries (widely used in America)
  • Colon classification
  • BBC (Bibliographic Classification)

7) How Classification Is Carried Out (Process Steps)

  • Content analysis: determine the main topic
  • Class determination: choose the class in the table
  • Numbering: assign classification numbers
  • Compilation/placement: store by classification number in the database (or shelving system)

8) Example Mapping Using DDC Numbers

Examples provided include:

  • Qur’an and translation associated with DDC starting at 297 for Islam, with a translation code appended
  • Fiqh of worship mapped to the Islamic law category
  • Natural science category starting with 500
  • Indonesian language as its own class example

Standards the Library Must Prepare (Governance → Collections → Evaluation)

9) Governance & Policy Standards

Digital library governance and policies should cover:

  • planning/documentation,
  • ICT management,
  • copyright protection,
  • data security.

Policy documents should align with:

  • the library’s vision/mission,
  • annual plans,
  • SOPs,
  • access rules,
  • collection policies.

Indicators of success:

  • documents available and continuously updated,
  • programs implemented according to targets,
  • services run according to SOP.

10) Digital Collection Standards

Collections must be:

  • relevant,
  • high-quality,
  • up-to-date.

Suggested recency:

  • journal articles: within the last 5 years (at least)
  • reference books: e-books ideally not older than 10 years, unless classic/theory works must be preserved.

Indicators of success:

  • yearly growth and updating,
  • alignment with curriculum,
  • replacing collections that no longer match curriculum needs.

11) Digital Infrastructure Standards

Infrastructure must regulate hardware/software and network so services are:

  • fast,
  • stable,
  • safe,
  • accessible.

This includes:

  • servers/cloud storage,
  • internet/Wi-Fi,
  • backups,
  • scanners/printers,
  • multimedia devices,
  • adequate learning-friendly library space.

Indicator of success:

  • stable system access and prevention of data loss.

12) Library Information System Standards

Requires library automation applications as the management center (e.g., SLiMS / Koha or equivalents), including:

  • OPAK (online catalog),
  • collection database + metadata,
  • user authentication,
  • usage statistics.

Indicators of success:

  • digitized collections are present in the system,
  • search is fast and accurate,
  • reports can be generated automatically from metadata/input.

13) Digital Library Service Standards

Services should be:

  • accessible,
  • fast,
  • responsive,
  • oriented to user needs.

Service components:

  • OPAK access
  • e-book services
  • digital reference & online consultation
  • digital literacy programs
  • library promotion (periodic and intensive)

Indicators of success:

  • increased number of digital visits,
  • increased usage of digital collections,
  • high user satisfaction (from surveys).

14) Human Resources (HR) Standards

Digital library success depends on staff competence in:

  • classification/cataloging,
  • metadata management,
  • operating automation applications,
  • information literacy and service skills.

Indicators of success:

  • regular training/workshops/continuing education,
  • ability to operate services independently,
  • continuous improvement in quality.

15) Monitoring, Evaluation, Security, and Sustainable Development

The program should be:

  • monitored periodically,
  • evaluated using metrics (visits, collection use, service stats, infrastructure conditions).

Includes:

  • backups,
  • security measures,
  • periodic improvements and technology updates,
  • adding collections and developing innovative services.

Indicators of success:

  • reaching targets,
  • safe and well-documented library data,
  • continuous innovation.

Q&A Highlights (Participant Questions and Responses)

  1. No catalog yet; planned SLiMS but not implemented; confusion about using it

    • Response: cataloging can be done manually if infrastructure isn’t ready, though it requires more effort. Implementation should match existing facilities/conditions rather than forced.

  2. Is there SLiMS training?

    • Response: training depends on time and infrastructure; it may be organized later by relevant organizers/platforms and can inform future training plans.

  3. Priority if infrastructure is inadequate and reading interest is very low

    • Response: prioritize based on real needs—if student literacy/interest is low, focus first on developing literacy interest (e.g., structured reading policies). Align with school conditions and motivation improvement goals.

  4. Where to get educational textbooks for free (links/resources)?

    • Response: resources may be available through cooperation with universities and community empowerment/development programs. Participants can also search widely (PDF/video resources were encouraged).

  5. Library exists but not used optimally; books only occasionally used

    • Response: start with small, practical policies and programs supported by school leadership (e.g., 5–10 minute reading activities followed by reflection). First analyze needs, then build an appropriate schedule/program plan.

Important Operational Note During the Session

The moderators warned participants about a scam attempt involving requests for verification/OTP codes and personal data. Participants were instructed to:

  • ignore/block suspicious messages,
  • trust only admins listed in the official WA group (admins mentioned by name/role).

Presenters / Contributors

  • Moderator: Dar Nazanaela
  • Main presenter/resource person: Mrs. Dr. Fitri Martanti, M.Pd.
  • Additional facilitator mentioned: Mrs. Mitria Martanti
  • Admin/moderation contributors in Q&A/announcements: Admin Darel, Admin Zamzam
  • Participants who asked questions (mentioned by name):
    • Mrs. Kotrun (Nada)
    • Mr. Zainul Arifin
    • Mrs. Upikni Mangsari (Upik)
    • Mr. Alvi Syahrin

Original video