Information literacy competencies among school library media teachers

Information literacy competencies among library media teachers A Preliminary insight Shyh-Mee, Tan Diljit Singh Library and Information Science Unit, Faculty of Computer Science and Information Technology, University of Malaya, 50603 Kuala Lumpur, Malaysia. E-mail: shyhmee@siswa.um.edu.my diljit@um.edu.my Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library Association of Queensland, the 39th International Association of School Librarianship Annual Conference, incorporating the 14th International Forum on Research in School Librarianship, Brisbane, QLD Australia, 27 September – 1 October 2010. 1

MALAYSIA Google Images 2

States in Malaysia Google Images 3

Introduction 1. In a rapidly changing world of information, a. the development of technology and information resources creates a vast range of information. b. information becomes readily available in different forms. 2. Information literacy a. is the ability to find the right information and knowing how to use it. b. is crucial for students to learn and equip themselves. c. helps them to distinguish valuable information from the unwanted. 4

4. Schools and school libraries a. are equipped with modern infrastructure and facilities. b. all to enhance the students’ academic achievement. 5. The education system a. still emphasizes the traditional content based curriculum to determine students’ achievement. 6. Library media teachers a. are the key persons who have the curriculum knowledge, b. have collaborative background, c. have the ability to manage the curriculum resources, d. are to inculcate information literacy in secondary school students. (Combes, 2005; Abrizah, 2008). 5

The selection of library media teachers 1. Library media teachers; a. are trained teachers, b. have a minimum of three years teaching experience, c. qualifications: i. Basic Thirty-five Hours School Resource Centre Management Course (minimum) ii. Masters degree in Library and Information Science or Education Technology or Information Science Studies. (highest) (Education Ministry circular, appendix 2a, 2005). 6

The problem statement 1. Information literacy in Malaysia; a. is isolated from everyday classroom practices. b. has yet to become part of the curriculum unit. c. the training of information literacy is not put into practice. d. is without any proper proactive action to move ahead with implementations. (Chan, 2002;Norhayati,2009) Therefore, there is a gap to investigate how much library media teachers know about information literacy. 7

2. Library media teachers a. often lack adequate information literacy skills. b. are unprepared to teach information literacy concepts. 3. The library media teachers, a. perceive themselves to have ‘average’ to ‘poor’ levels of information literacy. b. perceive themselves to have ‘average’ to ‘poor’ the technology skills and information retrieval skills. (Tan & Diljit, 2008) Therefore, there is a need for further information literacy training and support for these teachers. 8

Research questions This study aims to answer the following questions; a. What are the perceptions of library media teachers in secondary schools towards information literacy? b. What are the current levels of information literacy competencies among library media teachers in secondary schools? c. What are the factors affecting the implementation of information literacy among library media teachers in secondary schools? 9

Significance This research; a. provides an insight into the current status of information literacy among library media teachers in Malaysia. b. contributes to the scholarly literature about the information literacy among library media teachers in Malaysia. c. contributes to the scholarly literature in library and information science in Malaysia. d. will be the baseline information for further studies of information literacy among library media teachers in Malaysia. e. will be the first to find out the needs of information literacy skills of library media teachers in the Malaysian education system. 10

Scope of the study The study focused on; a. the perceptions of library media teachers about information literacy. b. self-assessment of information literacy competencies. c. the factors affecting the implementation of information literacy. Limitations of the study This study was; a. based on self-reporting by library media teachers. b. the findings were based on the analysis of the questionnaires. c. the result of the research should be explained and interpreted appropriately. 11

Literature review 1.Most previous researches focused on a. principals’ perceptions of LMTs and their instructional roles. (Hartzell, 2002; Drake, 2007; Church, 2007, 2008). a. the changing role of library media teachers. (McCracken, 2000; McCracken, 2001; Shelton, .2002). b. collaboration. (Pace, 2007; Montiel-Overall, 2009). 12

Literature review Key Ideas Authors Findings Perceptions Miller (2005) New teachers were unfamiliar with the term “information literacy”. Educational Spence (2005) LMTs are significant school investment assets. Electronic media • Nauman and Shaw Electronic media as prime (2007) source of knowledge but students lack of information skills. Information Che Normadiah (2001) Lack of information literacy literacy Nor Hashimah, (2007) skills training for students. programmes Raja Abdullah & Saidina Omar (2003) 13

Literature review Key Ideas Authors Findings Students Probert (2009) School students’ lack of information educational literacy skills. achievement impact Information, Che Normadiah The over emphasis on ICT resulted communication & (2001), in information literacy being technology Norhayati (2009) forgotten. Implementation of Norhayati (2009). No serious effort to implement information literacy information literacy in the education system. No clear implementation of information literacy policy or guidelines. National Information Edzan (2008), All stakeholders at any level must Literacy Agenda Edzan & Mohd come together and establish NILA. Sharif (2005) 14

Methodology 1. This research employed; a. a descriptive research design. b. a quantitative approach. c. a survey method. Data collection The study was; a. to survey the library media teachers’ opinion about information literacy. b. the questionnaires were sent by mail and email. c. the questionnaires were self-administered. 15

Populations and samplings 1.The population; the secondary library media teachers. 2.Sampling; used convenience sampling technique. 3. States Library media teachers 1. Selangor 28 2. Negeri Sembilan 1 3. Federal Territory of Kuala Lumpur 4 Total 36 4. Locations Percentage 1. Urban 52.8% 2. Rural 47.2% 16

Instrumentation 1. This study was; a. a pilot test of an ongoing research by the researcher. b. the questionnaire was tested for validity and reliability. c. the questionnaires were validated by renowned information literacy and library media teachers’ experts. d. all comments and evaluations were noted and rectified. 2. The questionnaire consisted of 63 questions in four sections. a. demographic information, b. the perceptions of library media teachers about information literacy, c. self-assessment of information literacy competencies, d. factors affecting the implementation of information literacy. 17

Example : Section III. Self-Assessment of Information Literacy Competencies. Please indicate your level of your information literacy abilities of the following skills. Please tick ( √ ) the number that best describe your abilities, ranging from 1 for Do not know at all to 5 for Excellent. Do not know at all = 1 Poor = 2 Average = 3 Good = 4 Excellent = 5 Self-Assessment of Information Literacy Competencies. 27. Identify information needed. 1 2 3 4 5 29. Select the best sources of information. 1 2 3 4 5 18

Results 1. The data was; a. statistically analyzed using the SPSS software. b. all the items were analyzed using descriptive analysis. c. reliability results was Cronbach's Alpha of 0.961. d. the item mean was 4.012. e. a selected number of questions are discussed in this paper. 19

Background 1. Facilities N Frequency Percent 1. Electricity Facility 36 36 100 2. Computer Facility 36 35 97.2 3. Internet Facility 36 35 97.2 2. Experience N Mean 1. Teaching experience 36 10.52 2. Library media teacher experience 36 3.04 20

Background 3. Resource Centre Management qualifications Frequency Valid Percent 1. Basic Resource Centre Management 35 hours Course 14 38.9 2. Advance Resource Centre Management 45 hours Course 5 13.9 3. 14 weeks In-Service Resource Centre Management Course 2 5.6 4. Bachelors Degree in Library and Information Science / Educational Technology 1 2.8 5. Masters in Library and Information Science / Educational Technology 3 8.3 6. None above 11 30.6 Total 36 100 the mean score was 1.58. They are in need of proper training in library and information science. 21

Perceptions Table 1. Perceptions on information literacy (n=36) Mean 1. Information literacy enables you to access, evaluate, and use information. 4.42 2. Information literacy is a set of skills that can be learned. 4.33 3. The information literate person integrates information found to the existing 4.28 knowledge. 4. Library media teachers should perform as information specialists. 4.25 1. The results indicated that; they somewhat agreed to the statements above. 22

Self–assessment information literacy skills Table 2. Mean scores for information literacy skills (n=36). Mean 1. Identify information needed (to solve the information problem). 3.94 2. Select the best sources of information. 3.83 3. Determine all possible sources of information. 3.72 4. Find information within sources. 3.5 5. Synthesize information found in the source. 3.47 1. The results indicated that; information literacy competencies between average to good. in need of more exposure to and training in information literacy skills. 23

Factors affecting the implementation of information literacy in schools The literature reviews summarized 5 main factors; a. the implementations of information literacy b. policies c. standards d. education for library media teachers e. infrastructures 24

Aspects needed to implement information literacy Table 3: Implementation of information literacy (n=36). Mean 1. Information literacy professional development should be provided for library media 4.44 teachers. 2. Library media teachers need information literacy professional development. 4.31 3. The library media teacher needs to take information literacy courses. 4.22 4. Library media teachers need to learn information literacy instruction (pedagogy) on 4.22 how to teach students. 5. Need to implement information literacy in the education curriculum. 4.14 1. The results indicated; a. information literacy professional development should be provided. b. they are in need of professional development. c. they need information literacy courses in their career. d. they need to gain knowledge of information literacy instruction (pedagogy). e. The need to implement information literacy in the education curriculum. 25

Policies Table 4: Policies for the implementation of information literacy (n=36). Mean 1. An information literacy education guideline for library media teachers is needed. 4.06 2. An information literacy education policy for library media teachers is needed. 3.94 3. A national information literacy agenda is needed. 3.92 1. The results indicated that a. they need information literacy education guideline. b. they need an information literacy education policy. c. they need a national information literacy agenda. 26

Standards Table 5: Standards for the implementation of information literacy (n=36). Mean 1. National information literacy standard is needed. 3.92 2. Information literacy standard for students is needed. 3.89 1. The results indicated that; a. they did not agree that there is a need for standards. 27

Library Media Teachers’ Education Table 6: Education for the implementation of information literacy (n=36) Mean 1. Library media teachers need continuing education opportunities in Library and 4.33 Information Science. 2. Library media teachers need a standardized information literacy training 4.31 curriculum. 3. Library media teachers need standardized information literacy training modules. 4.31 4. Library media teachers need information literacy training. 4.17 5. Library media teachers need Library and Information Science certification. 4.03 1. The results indicated that; a. they need for continuing education opportunities in LIS. b. it is important to have a standardized training curriculum. c. it is important to have standardized information literacy training modules. d. it is important to have information literacy training. e. it is somewhat important to have LIS certification for their professions. 28

Infrastructure Table 7: Infrastructure for the implementation of information literacy (n=36) Mean 1. Information technology facilities in schools 4.44 2. School libraries function as information centres 4.44 1. The results indicated that; a. Information technology facilities in schools are important. 29

Discussions 1. Library media teachers; a. are experienced teachers but they are new library media teachers. b. need information literacy for their professions. c. are information specialists with expertise in information literacy, resources, and pedagogy. d. regarded themselves as potential assets rather than underutilized assets. e. viewed that information literacy professional development should be provided. f. need information literacy professional development. g. need to attend information literacy courses. h. felt that it is important to implement information literacy in the curriculum. i. need formal and informal continuing education opportunities. 30

Conclusion 1. We need: a. Policies and strategic planning b. A well-structured national information agenda, policy, and guidelines c. Information literacy framework d. Compulsory information literacy programmes e. Continuing education opportunities f. Professional developments g. Training in information literacy h. A well-equipped information technology infrastructure in schools 31

Three key learnings: The information literacy competencies of current library media teachers need to be improved. There is a need to standardize the training of library media teachers in relation to information literacy. There is a need for a strategic plan to implement information literacy in Malaysian schools. 32

Acknowledgement We would like to express our gratitude and thank you to all the library media teachers. education technology officers. for their support and assistance in carrying out this study. 33

Thank you 34

Key references ROSS, J. A. 2006. The Reliability, Validity, and Utility of Self- Assessment. Practical Assessment, Research & Evaluation, Nov, 11 (10) pp.13. HANSSON, B. 2001. Competency models: Are self-perceptions accurate enough? Journal of European Industrial Training, 25, 428. LOWMAN, R. L. & WILLIAMS, R. E. 1987. Validity of self-ratings of abilities and competencies. Journal of Vocational Behavior, 31 (1), pp.1-13. MARSHA, H. W., SMITH, I. D., BARNES, J. & BUTLER, S. 1983. Self - concept: Reliability, stability, dimensionality, validity, and the measurement of change Journal of Educational Psychology, 75 (5) pp.772-790. 37

Information literacy competencies among school library media teachers

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Information literacy competencies among school library media teachers — Presentation Transcript