Objective: This article is analytical-descriptive in nature, and was written with the aim of showing how to strengthen the ways of providing information and identifying Persian manuscripts available in India for the Iranian audience from the perspective of an ontological approach. Thus, we have used two questions to achieve the main goal of this article and have also considered a temporary answer as the assumptions of the article in order to draw the final model of the levels of information dissemination of Indian Persian manuscripts by answering them: 1. What is the main driver of the first level of communication mentioned, namely "intrapersonal communication" as the epistemological foundation of the communication process intended for the accurate identification and dissemination of Indian Persian manuscripts in Iran? 2. Which of the levels and instances of communication is more appropriate for the accurate identification and dissemination of Indian Persian manuscripts in Iran?
Methods: In this article, the method of case analysis with an ontological approach has been used. For this purpose, and to more accurately achieve this goal and better describe the methods of providing information, Dennis McQuail's six-level communication model has been used as the theoretical axis of the article. McQuail's communication model has six levels of communication that include interconnected hierarchies and levels. These six levels are: intrapersonal communication, interpersonal communication, intragroup communication, intergroup communication, organizational communication, and media communication.
Results: The findings show that the use of the education element at the school and university levels can be considered as the foundation of interpersonal communication. Accordingly, interpersonal communication with the example of network/oral and two-person communication; intragroup communication with the example of communication within associations and interested and specialized departments; at the level of intergroup communication with the example of between associations; level of organizational communication with the example of cultural and library organizations such as the communication of the large library association (MAKTAB) and finally in level of national communication with the example of mass media communication are used in this model.
Conclusions: a chain of connected levels and identities can be created with it, and on this basis, the identification and introduction of Iranian or Persian manuscripts in India is a difficult project as a concern of the educated class. Accordingly, the concept of education is considered a point of departure, and after the minds of the learners are prepared, the movement towards higher levels of communication begins. The main proposed axis of the article is based on interpersonal communication to communication at the community level, which includes six levels. The examples introduced at each communication level have been selected with regard to the relevant subject areas, and it is obvious that other examples can be used with a broader approach. Here, only the examples have been dealt with to an adequate and minimal extent. As a result of establishing such a model, the sensitivity of society, and especially the community of experts in the field of written heritage, towards the status of manuscripts has increased.