PROPOSED LIBRARY INFORMATION LITERACY PROGRAM

FOR BASIC EDUCATION STUDENTS (GRADE SCHOOL AND HIGH SCHOOL) OF

ST. PAUL UNIVERSITY QUEZON CITY
BY
ENRIQUE M. GUNGON JR.
University Librarian

INTRODUCTION
The school library is the heart of a school, which itself has learning at its core and good
libraries can empower the learner. The resources in a library can allow our imaginations to run
free, introduce us to new experiences and promote access to knowledge and enjoyment. It is
important for pupils to become independent users of information. But for this to occur it is vital
that they are given the skills to learn how to find this information, how to select what is relevant,
and how to use it in the best way for their own particular needs, and take responsibility for their
own learning.
Information literacy skills are the core competencies of individuals especially students in
the 21st century due to the driving force of information and communication technologies, a prime
mover for change that result radical changes in the society, affecting individuals and
organization, both positively and negatively. As for education, new challenges are being faced
to connect people to the learning process in new and different ways, new learning environment,
new learning strategies and the emerging new learners. Learning in this century is considered to
be a lifelong process, the means to cope with continuous changes. There has been a shift away
from the teacher-centered approach to learner-centered, from know what to know how and an
increased emphasis on information literacy to enable learners to become more self-directed,
and to simulate greater control over their own learning.
Information literacy (IL) is interpreted as one of the many literacies. Information literacy
is described as the overreaching essential for 21st century living, the foundation for learning in
our contemporary environment of continuous technological change (Bruce, 2004: 1), a survival
skill in the information age (American Library Association 1998), essential skills for workers to
survive in a knowledge-based society (Education and Manpower Bureau, Hong Kong, 2005),
the basis for lifelong learning and common to all disciplines, to all learning environments, and to
all levels of education. (Association of College and Research Libraries, 2000). Some have
utilized alternative phrases or subcategories such as ‘information competency’ ‘information
skills’, ‘computer literacy’, ’technology-related literacy’, ‘digital literacy’, ‘library skills’, ‘research
skills’, ‘study skills’ which is not the same although there is a strong relationship among all these
concepts and each of these literacies requires some level of critical thinking (Humes, 2003).
To keep up with significant changes in school environment, new learners’ key
competencies and desirable characteristics are important. A successful learner is one who has
learned how to learn. Through learning how to learn, emphases are on creating information
literate students to enhance competent learners, independent learners, more self-directed and
lifelong learners to meet the challenges of globalization and the new century. According to the
American Library Association (1989), to be information literate, a person must be able to
recognize when information is needed and have the ability to locate, evaluate and use
effectively the needed information.
BACKGROUND OF THE PROPOSAL
The goal of the library program is to stimulate growth in factual knowledge, critical
reading and thinking, literary and aesthetic appreciation, choice of genuine human values, and
an acceptance of Christian ethical standards and the facility to use technology in service
activities aided by the printed and IT collection.
The role for eh library is supporting the curriculum needs of the students and teachers. It
also teaches students to locate and integrate information in classroom activities and research,
because instruction is not only confined in to the four corners of the classroom. Every librarian,
especially those working in schools, has a duty and responsibility to education every library user
about the functions, services and collections of the library. The influx of technology has made a
vast impact, the reason for which there has become so much to teach with regard to handling
information. Traditional executions and strategies of conduction library lessons are no longer
sufficient to maximize the utilization of the library. Librarians have to be more creative and
resourceful in terms of their approaches to convey necessary skills to students (Sajona 2011).
Having been working with St. Paul University Quezon City for the last eighteen months, I
find it deemed necessary that an excellent library information literacy program must be
developed. Based from my own observations and that of my colleagues at work, through
reference transactions with our student, I noticed that although they were given library
orientation, still the lack the knowledge on the following: (1) different types of library materials
(2) the nature of the information the need; (3) effective and efficient access to information
sources, (4) evaluating information sources and (5) the use of information effectively to
accomplish set goals. Unless these issues will then students become information literate
individual.
As any librarian can testify, there is a gap between what students think they already
know and what they actually need to know. To some extent the problem lies on student
behavior. Student do not take library orientation class seriously since they are aware that is has
no bearing to their academic grade. But while this is their perception on library orientation, the
truth is, library skills-how well they are knowledgeable about information sources and how to
evaluate and make use of them contribute significantly to their academic performance.
Oftentimes they are reluctant coming to the sessions unenthusiastically and always expecting
boring library skills.
Another problem is that there is too much to teach in too little time since library
orientation takes only a portion of the Communication Arts subject. Thus it results no guarantee
that what is discussed will serve the students. More often enough, students tend to forget the
lessons and skill taught, sometimes even the basic ones. It is then in this proposal, specifically
to design a Library Information Literacy Program for Basic Education students that can be
adapted and implemented by all basic education libraries in the Philippines.
Such program will (1) incorporate excellent teaching model and strategy that will actively
engage students in library instruction sessions which involves higher thinking skills of analysis,
synthesis and evaluating, (2) imply student’s needs, emphasizing the things they need to know
and those that they want to get across and (3) foster positive attitude among students towards
library instruction class.
RATIONALE
The best way to gain knowledge and competence is by reading. Reading is defined as
the interpretation of the written forms. These written forms are no other than books; thus, the
relevance of the library in the achievement of functional literacy among learners. It is then a
imperative task of the library center as vital element in the learning task to properly equip these
learners in the effective use of the library for them to maximize its usefulness.
To familiarize learners with all pertinent information about the library and its service
provider – the librarian, instruction now includes the librarian as its auxiliary. Librarians are no
longer confined within the plant site but go in the classroom and delivers to the learners the
library matters that can be very well discussed by them. More than ever, it helps establish a
comfortable relationship between the librarian and the learner such that the misconceptions
about library work and the librarian is deleted and is turned into something that makes the use
of the library a pleasant and east task.
CONDITIONS
There is very stiff competition with other mediums. At times, books cannot actually
compete with the aural media of the learners are not familiar with the easy way of using the
library. It barely can compete with the so-called “finger tip technology”. Students will rather touch
on the button relish the magic of modern technology rather than go through reading. Locating
the library materials could sometimes be frustrating if the researcher is not well versed with the
library skills. Familiarity of the learner with the librarian and rudiments of using the library make
learning an activity that is anticipated.
OBJECTIVES
With the given conditions through this library information literacy program, the students
are expected to:
1. Have a clear view of how to use a library in the most efficient way.
2. Erase misconceptions about library work and thus makes task lighter and exciting and
worth the time and effort.
3. Develop a love for reading.
4. Instill in them, the importance of knowledge-acquisition through a more serious use of
the library.
5. To help students become independent and lifelong learners, critical thinkers, problem-
solvers, self-directed and information literate.
 Proposed Scope and Sequence for
Library Information Literacy Program

GRADE LEVEL
BIBLIOGRAPHIC SKILLS
1 2 3 4 5 6 7 8 9 10 11 12
I. LIBRARY ORIENTAION
1. Parts of the library X X X X
2. Rules and Regulations in the library X X X X
3. Proper procedure in borrowing books X X X X X X
4. Rules for using internet stations X X X
5. Procedures for lost books X X X X X X X X X X X X
6. Library fines to be paid X X X X X X X X X X X X
7. Proper behavior in the library X X X X X X X X X X X X
8. Care and maintenance in borrowing X X X X X X X X X X X X
books

II. INTRODUCTION OF DIFFERENT LIBRARY

MATERIALS
1. General collection (Non- Fiction) X
2. Filipiniana books X X
3. Fiction books
a. Easy books X X
b. Filipiniana Fiction X X X
4. Award winning books X X X X
a. Caldecott X X X X
b. Newberry X X X X X X X X
5. Periodicals X X X X X X X

III. PARTS OF THE BOOKS

a. Cover (front and back cover) X
b. Spine X
c. Body X X X
d. Table of contents X X
e. Index X X
f. Glossary X X
g. Frontispiece

IV. LOCATION OF LIBRARY MATERIALS

a. Online Public Access Catalog (OPAC) X X X X X X X X X X
b. Online databases X X X X X X X
c. Periodical Index X X X X X X X
d. Newspaper Index X X X X X X X

V. ORGANIZATION OF LIBRARY
MATERIALS
a. Dewey Decimal classification System X X X
b. Arrangement of books in the fiction X

VI. REFERENCE TOOLS

a. Almanac X X X X X X X X X
b. Dictionary X X X X X X X X X
c. Atlas X X X X X X X X X
d. Directory X X X X X X X X
 e. Encyclopedia X X X X X X X X X
f. Yearbook X X X X X X X X
g. Online references X X X X X X X
RESEARCH SKILLS

I. METHODS OF RESEARCH: The Super3

and the Big6 Skills by Eisenberg and
Berkowitz
1. The Super3
A. Plan (Beginning) X X X X
B. Do (Middle) X X X X
C. Review (End) X X X X
2. The Big6 Skills
a. Task definition X X X X X X X X
b. Information Seeking Strategies X X X X X X X X
c. Location and Access X X X X X X X X
d. Use of information X X X X X X X X
e. Synthesis X X X X X X X X
f. Evaluation X X X X X X X X

II. RESEARCH USING THE INTERNET

a. How to find information on the internet X X X X X X X X
b. Assessing the credibility of internet X X X X X X X X
sources
c. Proper citation of internet sources X X X X X X X

INFROMATION LITERACY SKILLS

I. INFORMATION LIETRACY STANDARDS
a. Accessing information efficiently and X X X X X X X
effectively
b. Critical evaluation of information X X X X X X X
sources
c. Using information accurately and X X X X X X X
creatively
d. Practicing ethical behavior in regard to X X X X X X X
information and information technology.

Legend X= Indicates the grade level to which a skill may be introduced and will
be reinforced to the next grade level using a different approach.

Features of this Program

• A 45-minute library media class for every grade level just like Music, Arts and PE
classes this, library media class is part of the Basic Education Curriculum.
• Storytelling sessions are conducted every week from Pre-school to Grade II pupils by the
teacher-librarian.
• Students are not allowed to go to the library except during their library media class and
during recess. However, students doing research works may be permitted upon
presentation of the classroom teacher’s referral letter or hallway/library pass.
 • The teacher-librarian is required to attend planning sessions with the teachers for every
grade level so that he/she could also conduct collaborative teaching activities in the library.
• Library media classes are to be conducted twice a month for all grade levels. Borrowing of
library resources is to be don every other week. Maximum utilization of library resources
are achieved since students are required and enjoined to borrow books every other week.
• LILP lesson plans are be submitted to the Principal’s office. Just like the classroom teachers,
the teacher-librarian is also being observed by the principal for comments and
recommendations.
• A book return box corner is setup for students to just drop their borrowed books in case the
teacher-librarian is busy conducting library classes.
• A teacher librarian is hired to implement the program, thus, additional remuneration
equivalent to at least 3 units load/month is given over and above the basic salary of the
teacher librarian.
• Children’s movies can be watched during library media class for students to concretize,
criticize, and analyze and characterize the story.
• Library media classes for Grades 3-6 are being done at the story telling corner of the new
Basic Education Library. No chairs or tables except for bean bags and throw pillows are to
be used at the storytelling corner.
• Collaborative teaching activities will be done at the reading room/ electronic resources
sections of the Basic Education Library for Grades 7-12 students.

REFERENCES

BOOKS

Cope, B., & Kalantzis, M. (Eds). (2000). Multiliteracies: Literacy learning and the design of social futures.
London: Routledge.
Fearther, j. & Sturges, R.P. (Eds.) (2003). International encyclopedia of information and library science.
(2nd ed.)London: Routledge.
Webb, j. & Powis, C. (2004). Teaching information skills: Theory and practice. London : facet.

JOUNALS

Eisenberg, M. (2008) Information Literacy: Essential skills for the information age. Journal of Library and
Information Technology, 28(2), pp39-47

Franklin, P. & Stephens, C.G. (2008). Lesson Planning: the ticket to successful teaching. School Library
Media Center. 25, 45-46.

UNPUBLISHED MATERIALS

Sajona, Joemar d. (2011) Development of an enhanced skill-based library instruction program for St.
Amry’s Academy, Pasay High School Department Unpublished master’s thesis, Polytechnic
University of the Philippines, Manila, Philippines.
Tinipunan, Ma. Pri-Ann M. (2007). A proposed library information literacy instruction program for the
grade school students of Miriam College, Quezon City. (Unpublished M.A. in Library Science thesis)
University of Sto. Tomas Manila.

ELECTRONIC RESOURCES

ACRL (Association of College & Research Libraries) Information Literacy Competency Standards for
Higher Education (2000) Retrieved December 12, 20122 from
http://www.ala.org/acrl/standards/informationliteracycompetency

ASLA Advocac programs Information on the Association’s various advocacy programs

Retrieved February 29, 2012 from
http://www.asla.org.au/advocacy

American Association of School Librarians (AASL) and Association for Educational Communications and
Technology Retrieved February 29, 2012 from
http://www.ala.org/ala//mgrps/divs/aasl/aaslarchive/informationpower/InformationLiteracyStanda
rds_final.pdf