A Concept Paper on Library

Instruction Perceived by Faculty of

Grade School Department of
Pasig Catholic College

Submitted by:

Mrs.Elvira C. Laguilles
Librarian

April 29, 2017

 The Concept Paper of the Library Instructional Program

INTRODUCTION

The quality of grade school education greatly is enhanced by a functional

school library service. School library has been recognized as one of the vital parts
of a school system. It is one place where children form basic concepts about the
world, where dreams, aspirations, and values are born and developed.

The recent explosion of knowledge, the rapid advance in science and

technology, and new trends in education put new emphasis in the use of the
libraries. There is so much to learn that no classroom instruction can afford to teach
what a student ought to know, effective though the instruction may be. Classroom
instruction has to be enriched, supplemented and extended. From classroom
instruction where by the student is allowed to progress at his own fate. Where the
individualized instruction is not followed, the inquiry method in teaching may be
used. Both require much reading to search for answers, to verify hypothesis, and
solve problems. Whichever method is used there is a need for the extensive use of
library materials and resources

School library service, therefore, has changed from conservative to liberal

ways. It evolves from the daily routinary work of charging and discharging books to
the instructional function of a school library. Among the activities of a school
librarian, “nothing outrank in the importance of her duty to teach boys and girls
how to use the library materials.” Since a school librarian is a teacher, her teaching
function is her primary role. She needs a variable instructional library program

The librarians believed that one-on-one research consultation was the most
effective teaching method and effectiveness of instruction depends on time spent
with students, student preparedness, and curricular integration. Although not
considered the most effective, one-shot classroom instruction was the most
prevalent model. Perceived effectiveness was not the only factor that determined
the contexts which librarians teach; time is also one of the most important factors,
as is reaching a large number of students (Booth, C., 2011)

Librarians can use class periods to teach information skills to the students.
The class can be held in the library classroom where there are facilities for hands-
on training or they can teach in the classroom.
Thus, library skills instruction designed to train students to be proficient in
library research skills in all areas of the library.

OBJECTIVES:

1. To get familiarized with the use of library resources and facilities;

2. To easily locate the needed information related to research activities;
3. To assist in acquiring regular library skills in enhancing different research
needs of pupils; and
4. To strengthen the role of the librarian in implementing library instruction for
pupils.
METHODOLOGY

The researchers made use of a questionnaire in conducting this concept

paper. This is to identify the different topics to be taught to pupils in order to
enhance learning from library instruction.

RESPONDENTS OF THE STUDY

This concept paper focuses on the different topics within identified grade
levels. The respondents of this concept paper are the faculty members of the grade
school department during the School Year 2016-2017

B. BRIEF HISTORY OF LIBRARY INSTRUCTION

It was in the year 1995 when we started giving library instruction to grade
school pupils through the request of the teachers. It was conducted all year round
whenever there was a need to include library skills in their lessons particularly in
English and Filipino subjects. Since 1995 up to the present the procedure is just the
same. This was given to grades 1 to 6 through library orientation/lesson in one
session in order to familiarize the pupils with program

A more regular library skill sessions were given to enhance different research
skills of pupils. These were conducted upon the request of the teachers from grades
1 to 6 and where scheduled by the librarian with selected topics related to their
lessons and fitted to their level.

But after the PAASCU visit last 2015 it was recommended to strengthen the
role of the librarian in implementing library instruction for pupils so there will be a
change. Instead of teacher requesting for library instruction, the librarian will be the
one to request for the schedule in order to teach library instruction to all grade
levels which was the outcome of the survey starting in primary or intermediate. A
lesson will be prepared by the librarian and there will be a follow-up lessons to
evaluate if there is learning and comprehension in the topics being taught to the
pupils. Thus this concept paper was done.

THE CONCEPTUAL FRAMEWORK

Library Instruction in the elementary school today is functional. Its overall
objective is to stimulate and encourage enthusiastic use of all libraries through a
facile handling of their resources. There is no memorization of burdensome and
meaningless details beyond the immediate needs of the child.
This does not mean that librarians or teachers have omitted large group
instruction from their program. Plans are often made for review of certain tools by
the whole class. This is then followed by individual and small group instruction. For
example, general orientation in one school is handled through a 20- to 30 – minute
slide preparation. The series is presented in the classroom and gives general
information about the circulation and arrangement of materials, and an introduction
to the card catalog. Transparencies are then used for details on the card catalog.
Slides show specific location of books, magazines, encyclopaedias, dictionaries, etc.
This is followed by browsing periods in the library for small groups.
 Input Process Output

Library Instructional
Program

 Orientation
 Parts of a Book
 Classification More structured Library
Instructional Program
and
Arrangement of Data Gathering
Books
 Card Catalogue
 Reference
Books
 Magazines
 Using the
Library

Conceptual Framework

C. RELATED LITERATURE

I. LIBRARY SERVICE
A CHANGING CONCEPT
- Eleanor E. Ahlers

1. “Good libraries are not enough.”

2. Libraries must move to microfilming of books, periodicals and
documents and electronic stage of information.
3. School libraries have lagged behind in standing information services
to teachers and students. These are several reasons for this lag –
lack of funding, lack of equipment, lack of qualified and adequate
staff, lack of leadership, vision and innovative projects.
4. The technological and detailed aspects of the librarian’s job will be
lightened.
 What will be the result?
 Will the computer replace the librarian?
 Will there no longer be a need to teach library skills to children?
 Will the environment for learning be improved?
 Will individualization increase?
 How will the role of the teachers and the librarian be changed?

II. A School Library Plans for Individualized Instruction

- Naomi E. Hokanson

1. A basic part of the school’s philosophy is that the library is the

educational materials centre for the school contributing to all the
areas of the curriculum-the language arts, including foreign
languages; social studies; sciences, including mathematics; fine
 arts; industrial arts; commercial arts; home-making and the
physical education program.
2. If and when it is necessary the librarian informs the student of the
meaning of the word “decorum” and helps the student achieve the
developmental task of self-discipline. The librarian in working with
students has many opportunities to observe student morale in the
school.
3. A library can contribute to the music program in three areas:
research, listening and recreation.
4. The school library becomes a vital agency of the educational
program where administrators, teachers, and librarians work
together creating plans for individualized instruction.

III. The Library

- Rebecca T. Bingham

1. The librarian is now a media specialist who acts as a consultant to

classroom teachers and plays an active role in helping students
learn content.
2. Moreover, the librarian is the only professional in the building who
is in day-to-day contact with every teacher and administrator in
conducting his/her function.
3. There is an observation that librarians are well-placed to serve as
curriculum leaders across the disciplines.
4. There is a contention that “the time is ripe for developing and
marketing the services of the new, information-age school library
media center.”
5. That the school librarians are indeed library media teachers,
prepared to team with their colleagues in integrating information
concepts, information search skills, and thinking skills into
classroom learning experiences.

IV. Elementary School Libraries

- Jean Elizabeth Lowrie, Ph. D.

1. Library instruction in the elementary school today is functional. Its

overall objective is to stimulate and encourage enthusiastic use of
all libraries through a facile handling of their resources.
2. Librarians have an outline of the desirable library skills and habits
which they wish to instill before students go into junior high
schools.
3. There is need for constant alertness on the part of the librarian to
take advantage of informal opportunities for library instruction.
4. Most librarians check annually for the outcomes of the library
instruction program --- particularly important in the sixth grades
where there is need for review before entering the junior high
school program.
 5. A librarian can help the children put together a booklet --- first
writing the purposes of their school library as they understand
them.

Foreign Literature

According to German Library literature records (Lorenzen, 2001), Library

instruction in academic institutions could be traced back to 17th century in
Germany. Library instruction in the United States began beign taught in classrooms
and just appeared in print in the late 19th century. Dewey (1876) purported that
“The time is when a library is a school, and the librarian is in the highest sense a
teacher. It meant that libraries on academic campuses became significant at this
time.

THE LIBRARY INSTRUCTIONAL PROGRAM

It is now high time for Filipino teacher-librarians to spearhead a program that

will develop library instructional materials suited to our students. A school librarian
should always remember that the ultimate goal of library instruction is to provide
students the basic study and library skills required in order to be an effective
learner.
The teaching function of a teacher-librarian does not cease in the formal
classes schedule with the English subject. She may continue performing this role by
informal ways like:
a. Assisting library users in the use of card catalog, indexes, and
bibliographies.
b. Providing reference service where the librarian may brief the user on how
to use a specified reference tool.
c. Individualized assistance in searching research materials.

Training Pupil/ Student Assistant

It is common scenario in a small Philippine public or private elementary

school to have a one-man librarian. Even in big school, the need for student library
assistants is very necessary. Their presence proves to be of big help to librarians
who may be relieved from some routinary duties in the library.
Library assistants provides pupil/students an opportunity to broaden personal
experiences, explore vocational interest, and develop in them good personal traits
like honestly, promptness, dependability, neatness, cooperativeness, accuracy and
willingness to accept criticism. Social awareness is also developed among
volunteers who are very willing to render services to the school community as a
whole.
A teacher-librarian may then start following some of the suggestions given:
1. Advertise the need for pupil/assistance either through bulletin
(Boards announcements can be made during library lesson schedules or through
the class adviser.)

2. Screen interested applicants. The school guidance counsellor may assist or the
librarian herself can do the screening, taking into consideration the following
observable behaviour among the applicants:
 a. Interests in working in the library
b. With average I.Q. and having good grades
c. Honest, dependable and has good working attitudes
d. Willing to come on opposite sessions or during break time
e. With parent’s consent

3. Actual training. In a school observing half sessions, training library volunteers do

not pose a problem on time slot. They can come on opposite sessions. In a class
having whole day schedule, the best time for training interested volunteers is
during the scheduled time for library sessions. They may be grouped separately to
receive comprehensive instruction on:
a. Housekeeping and Mechanical Duties
1. Opening/closing the library (door, windows)
2. Dusting tables and chairs
3. Arranging of library furniture
4. Watering plants inside the library
5. Stamping and recording newspapers, magazines
b. Shelf Reading – awareness of number value system of call number
1. General Works – Social Science (000-003)
2. Languages – Applied Sciences (400-600)
3. Arts – Literature (700-800)
4. History, Geography and Bibliography (900)
5. Fiction/Story Books
c. Circulation Work
1. Charging Materials
2. Recording entry on the daily circulation statistics
3. Carding – replacing used book cards
4. Verifying and shelving materials
5. Messenger notices
6. Clipping
7. Mending
d. Storytelling – (Senior library student assistants are trained to render
storytelling to younger children)
e. Reference Work
1. Directional question such as where to find books
2. Training or information search, for instance from general to
particular

4. Scheduling activities of library assistants – To ensure smooth flow of work

among the library assistants, the teacher – librarian needs to prepare a list of
duties for each volunteer and the time schedule. Ideally, two assistants can work in
one or two periods devised by the librarian that would show the time and code
number that represents a specific duty

5. Implementing
The skills in the proper use of the library tools are the master keys to library
resources. From the knowledge of library classification scheme to the proper use of
vertical file and nonbook materials, students are taught to be source-conscious.
Students’ effective utilization of library program is a system that the school adapts
 The suggestions of Krapp, JoAnn in her article “Teaching Research Skills” are
presented here. These may be displayed in the library reading area as continuous
reminder to students doing research work. These may be also good topics on library
instruction, which may be taught in coordination with selected lessons in the
English subject.

C. Research Skills – 3-step Approach for Students

1. What is the topic?
a. What is the subject of my report or assignment?
b. Do I know the meaning of key words or phrases in my topic?
c. How much detail do I have to include? How long is my paper?
d. Do I have an outline, or set of subtopics or question to follow?
e. When is my report due?
2. Where do I find the information?
a. Will I need to use one or more of the following books: reference materials,
magazines, articles, A-V materials, and pamphlets/ picture file?
b. What keywords will I use to look up?
c. If I cannot find information using the keyword, under what other subject
heading can I look up to?
d. Will I need to use the public library for additional information?
3. How do I find and record the information?
a. If I am a part of a group or committee, should we have a group leader?
How shall we divide the work?
b. Which sources will I use first in finding my data?

BASIC LIBRARY SKILLS

Areas
1. Values Development in the Library
2. Skills in the Use of Books and Other
Reference Sources
Topics
1. a. Library citizenship
b. Politeness and courtesy
c. Punctuality
d. Honesty
e. Respect for properties of the school
f. Respect for the rights of others
g. Neatness and orderliness
2. Rules and regulations of the library
a. How to borrow books and other
materials
b. Awareness of other libraries and
their resources:
1. The National Library
2. Academic Library
3. Special Library
4. Public Library
1. Nonfiction and fiction books
2. Parts of a book, importance and uses
3. Using reference sources
a. Dictionary
b. Encyclopaedia
c. Yearbook/ Almanac
d. Atlas/Gazetteer
 e. Manuals/Handbooks
f. Biographical/Geographical Sources
3. Skills in the Use of Library Tools 1. Classification scheme
2. Arrangement of books in the shelves
3. Card catalog
4. Information found in the card catalog
a. Kinds of card
b. Locating books with the use of card
catalog
5. Vertical file and nonbook materials
To realize the objectives of a Philippine school library, a teacher-librarian must
assume two general functions; teaching and service functions. She divides her time
between teaching and providing the needs of the library clienteles. As partner of a
classroom teacher, teacher-librarian may perform activities like: coordinating with
the teachers in planning of lessons which require library work, and providing follow-
up lessons to strengthen research and library skills of students.

The Teaching Function

Planning

The instructional phase of library may take the formal and informal ways of
teaching the use of the library and its facilities.
Planning the library instructional program entails coordination of the school
librarian with the school principal, English and Filipino teachers, advisers of
elementary and high school students as well as parents. A good working
relationship with the faculty and the administrative staff should be strive for by the
teacher-librarian, in order to have a good report among them. This factory may
contribute to the success or failure of an instructional library program. The school
librarian must present a workable program of library instruction. A well-written one
is made to be a continuing experience from year to year, so at the end of their high
school years, students sjould have acquired a working knowledge of library
reference and basic tools.

Time Slot for Instruction

Scheduled library classes may be integrated with the English subject. This is
done once a week with the sanction and approval of the principal and members of
the faculty. Parents’ consent is considered, too.

Guided by these objectives, the teacher-librarian’s functions are implicit in the

philosophies of a school library service:
1. The school library offers services to support the school’s main objectives.
2. The school library offers instruction to library users.
3. The school library provides instructional materials for teachers and
learners
4. The school library offers a reading center to the school community
5. The school library promotes literacy appreciation and recreational reading.
6. The school library provides opportunities for the development of love for
books and reading.
 7. The school library is a laboratory for the application of values developed in
the classroom.

From the given philosophies, objectives of Philippine School Libraries can be

formulated such as:
1. To acquire, organize and provide library materials in line with the school
curriculum based on the present aims of Philippine education (example:
library material should be in line with the different values as stated in the
1986 Philippine Constitution)
2. To teach formally and informally the use of books and related resources
3. To coordinate with the classroom teachers and supply their needs on
instructional materials
4. To provide library users a reading area and other library facilities; and
5. To provide a variety of reading materials on varied subject areas and
interest of children for the different grade levels

PRESENTATION, ANALYSIS AND INTERPRESENTATION OF DATA

TABLE 1

RESPONDENTS’ RESPONSES AS REGARDS WITH THE TOPICS BE TAUGHT TO

PUPILS

ITEMS FREQUENCY RANKING

Parts of a book 32 1ST
How to use the Library and its Resources 32 1ST
Kinds of reference books 28 2ND
Library Facilities and Resources 23 3RD
Describe the existing Library Services and Programs 22 4TH
Card Catalog 21 5TH
Parts of the newspaper 20 6TH
Dewey Decimal System 17 7TH
Describe the role of interlibrary loan for acquiring items not
available 11 8TH

Others: (Please specify)

1. The materials needed are already there
2. Development of research skills of pupils
3. Policies on how to borrow books and the library rules
and regulations
4. Additional books about Jesus Christ’s life and morality
5. Fundamentals of research
6. Advantages of the library over Internet
 Table 1

In the above table 1. Thirty-two(32)respondents pointed out to both Parts of

the book and How to use the library and its resources as ranked 1. Twenty
eight(28) respondents cited kinds of reference books as ranked 2nd while twenty-
three(23) respondents identified Library facilities and resources as ranked 3rd.
Twenty-two(22) respondents show familiarity as o describing existing library
services and programs being ranked 4 and twenty-one(21) respondents checked on
card catalog as ranked 5fth. Twenty(20) respondents decided on Parts of the
newspaper making it to ranks 6th while seventeen(17) respondents pointed out to
Dewey Decimal System landing as rank 7th and eleven(11) respondent suggested to
describe the role of interlibrary loan getting the 8th rank.

TABLE 2

RESPONDENTS’ RESPONSES AND SUGGESTIONS AS REGARDS WITH THE

HELPFULNESS AND IMPROVEMENT OF LIBRARY INSTRUCTION/LEARNING
SESSION

ITEMS RESPONDENTS’ RESPONSES

 Exposing the children in the library will help them love reading
One thing do you think and maybe they will make it as a habit and be part of their
specifically helpful own daily activity/system
about  Colored picture books help the readers in developing an
instruction/learning appreciation for art and writing and stories can stimulate the
sessions. imagination of the children during the learning session
 If pupils as well as the teachers are knowledgeable about the
use of library services and programs, they can maximize its
use. And if pupils are exposed to the library facilities it
become pleasurable for them to be in the library
 The reading material itself
 Become aware of the basic policies and rules of the library
 Giving knowledge, tasks, information to the learners
 Instruction/learning session is the best way to impart learning
among other people because it gives you time to demonstrate,
explain and teach the necessary lesson or skills that one has
to gain.
 The pupils will become aware of the basic concepts in the
library
 It helps the pupils to be aware on the use of library and its
resources
 It would help a lot in familiarizing the role/importance of the
library
 For the students to know the different references in the library
and how to use them basically
 It is definitely helpful that this instruction/learning session
 could help the pupils to learn more about the said program.
 Motivate the student to learn in their own
 Provides/Download educational videos
 It helps the child how to study on their own
 Knowledge
 It allows the pupils to know how to access & manipulate/use
the things inside the library.
 Pupils are informed how to use the materials properly and how
they could be able to take good care of it.
 The venue, teachers and others resources that the children
experience with hands-on instruction
 They can express their ideas freely, there is also an
interaction among pupils
 One of the library tool that is very helpful is their shelf reading
contest
 Help the pupils to read books and encourage to do research
activity
 The students can fully understand or they can follow easily
 More computer sets for additional info
 Teaching materials can support students learning and increase
students’ success
 To assist students different ways of learning and
understanding
 I think it is more helpful if the pupils will be able to know how
they can locate the books that they are looking for with the
use of Dewey Decimal System and Card Catalog.
 Multi-Media is very useful in learning.

ITEMS RESPONDENTS’ SUGGESTIONS

Suggest ways that  Monitor the given schedule for the pupils in the library
could improve library  Since reading provides teachers with more opportunities to
instruction/learning bond with our students. I suggest that there should be more
session in the future books for them to read in the library because a book provides
inspiration, thought and reflection.
 Be more interactive.
 Integrate the library instruction in the curriculum
 Library staff could visit the mini library and facilitate the
D.E.A.R. Program once every quarter.
 Library Instruction per quarter
 Include the pupils/community in the program
 Have a specific time for library use atleast once a week.
 Orientation/discipline rules
 Children learn best when they are engaged.
 More innovative instructional materials for 21st Century
Learners
 Pupils should have a separate time for study sessions inside
the library
 The library should provide library session at least two per
 quarter
 Use multi media and buy more books
 The location of the library should be convenient and accessible
to the pupils.
 Maybe it could help to improve library instruction session if we
engage/let our pupils have time to discuss with their
classmates a topic using library facilities and resources
 Computer to be used in interactive activities/research
 The library should be convenient in accessing the services. I
suggest the library should be in the grade school department
building.
 I think the library could also use activities that would enhance
or assess the pupils on what they really know about the
library and how to use the library involving or the whole class
of a section
 Make the session more interactive and lively
 Library must have organized section and Dewey Decimal to
help student and teacher for easily locating books
 Grade school pupils need to anticipate needs in the library, so
as to provide their needs. The teacher, and library instructors
as well needs more enthusiasm.
 Use varied techniques and approaches to make the instruction
session more appealing to the students.
 There should be 3-5 computers w/ interest which can be used
by the pupils for searching. The monitor of the computer
should be bigger for the children. I suggest that there should
be educational games installed in the computer
 Invest in the most recent materials
 Figure 1

Respondents responses as regards to the Library

instructions be integrated in the curriculum.

STL's Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6 Total

Yes 3 8 4 5 11 9 8 48
No 1 3 2 4 10
60

50 48

40

30

20
11 10
8 9 8
10 5
3 4 3 4
1 2
0
STL's Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6 Total

Yes No

Figure 1 shows that out of 58 respondents 48 or 82.75% decided Yes as

regards to the library instruction be integrated in the curriculum while 10 or
17.24% refused by checking no responses as regards to integration of library
instruction to the curriculum
 Figure 2
Respondents' Responses as regards with the time slot for
library instructions

STL's Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6 Total

Yes 2 8 8 3 10 3 6 40
No 2 1 5 1 5 4 18

45
40
40

35

30

25

20 18

15
10
10 8 8
5 5 6
3 3 4
5 2 2 1 1
0
STL's Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6 Total

Yes No

Figure 2 shows that out 58 respondents 40 or 68.96% answered Yes as

regards to the time slot for library instruction while 18 or 31.03% answered no as
regards to the time slot for library instructions.
 Figure 3
Respondents' Responses as regards with the teaching methods that
would work best in the curriculum

STL's Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6 Total

Hand-on instruction 1 4 5 4 14
Worksheets 5 4 1 10
Computer aided instructions 1 2 2 6 2 5 18
All of the above 2 8 4 4 7 7 6 38

40 38

35

30

25

20 18
14
15
10
10 8 7 7
5 4 4 4 5 4 6 4 5 6
5 2 2 2 2
1 1 1
0
STL's Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6 Total

Hand-on instruction Worksheets Computer aided instructions All of the above

Figure 3 shows that out of 58 respondents 38 or 47.50% answered all of the

above, while 18 or 22.5% answered computer-aided –instructions work best in the
curriculum while hands-on-instruction garnered 14 or 17.5% while the least is
worksheets with 10 or 12.5% as regards to the teaching methods that would work
best in the curriculum
 Figure 4
Respondents' Responses as regards with their preferred grade level
to start the library instruction

ECE Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6

STLS 1 1 1
Gr.1 2 3 1 1
Gr2 2 5
Gr.3 1 1 1
Gr.4 1 3 1 4 1
Gr.5 2 1 6 3 1
Gr.6 1 1 10
Total 9 14 8 20 3 1
25

20
20

15 14

10
10 9
8
6
5
5 4
3 3 3 3
2 2 2
1 11 11 1 1 1 1 1 1 1 1 11 1
0
STLS Gr.1 Gr2 Gr.3 Gr.4 Gr.5 Gr.6 Total

ECE Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6

Figure 4 shows that out of 58 respondents 20 or 34.48% preferred Gr.3 level

as the first(1st) start with the library instruction; followed by 14 or 24.13% Gr.1
level as the second(2nd) to be given library instruction and 9 or 51.51% ECE as the
third(3rd) one to start library instruction
 Comments and Suggestions of the faculty respondents

1. Be more informative. Learning session be different For every level. The topics
should be hierarchical.
2. Reading and using the books in the library is one way to expose the children
to a variety of books that fills the child’s mind with knowledge and reading
delete different kinds of books exposes children to a wide range of language
features and vocabulary.
3. As the pupils practice and acquire new skills throughout the learning session,
teachers and library instructors must be on hand to encourage them
4. More hands-on activities for children
5. Have the library in accessible area.
6. Just keep it up! God Bless!
7. Updated books

SUMMARY OF FINDINGS:

1. Most of the faculty respondents experienced that the topics that they wanted
to teach their pupils in the library/classroom is the parts of a book and how
to use the library and its resources.
2. Most of the faculty respondents articulated that the 2nd most necessary topic
they want to teach their pupils is the kinds of reference materials.
3. Most of the faculty respondents said the 3rd most topic they want teach their
pupils is the library facilities and resources.
4. Majority of the faculty respondents opined that library instruction is already
integrated in the curriculum specially English and Filipino subjects.
5. Majority of the faculty respondents claimed that they prefer a separate time
slot for library instruction.
6. Majority of the faculty respondents added that hands-on-instruction,
worksheets and computer aided, instructions are the best teaching methods
in the curriculum.
7. Majority of the respondents prefer Grade 3 from where to start the library
instruction.
Conclusions

An instructional school library program is essential in order to have an effective

library service. A well-organized school library with rich collections will only be
functional if its users are unfamiliar how to use the library and its resources
effectively.

Library resources available and a library instructional program contribute to

each other in enhancing the education of school children. Some learning tasks,
which cannot be learned in a classroom instruction, are learned in the library. The
use of library facilities and resources are best taught inside the library where these
are available and the librarians are in the position to teach them. Formal library
instruction on the use of books and libraries is a must to enable students to use the
library resources effectively.

Planning an instructional program in a school library assumes greater

significance, when the teacher-librarian thinks of the objectives of her own school.
She knows that objectives of Philippine schools are extension of the mission and
goals of the National Educational Objectives. As mandated by the 1986 Philippine
Constitution, Article XIV, Sec. 2, all Philippine Educational Institutions shall aim to:

1. Inculcate patriotism and nationalism

2. Foster love of humanity
3. Respect for human rights
4. Appreciate the role of national heroes in the historical development of the
country
5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline
8. Broaden scientific and technological knowledge

RECOMMENDATIONS:

1. Proper coordination with subject teachers in implementing library instructions.

2. Library instructions should start in grade 3 based on the result of the survey.

3. There should be more books for pupils and faculty to read and for library
instructions.

4. Library instructions are already included in English and Filipino subjects and
integrate the library instruction with the school curriculum.
5. Monitor the given schedule for Library Instruction to ensure students learning and
development.

6. Library instruction per quarter should be implemented in order to gauge students’

development.
 BIBLIOGRAPHY

Orendain, Maria Arcilla (1991). Philippine Schools Librarianship: A

primer for Teacher- Librarians (pp. 17-29)

Lowrie, Jean Elizabeth, Ph.D (1970) Elementary School Libraries:

2nd ed. (pp. 99-105)
N.J.:The Scarecrow Press, Inc.

The Elementary Library Handbook a guide for teaching the

appreciation of good books and the use of the school library.
Fulton Country School System, Library Department, Atlanta,
Georgia Rev.1968