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Ahmad Bakeri Abu Bakar - Campus partnership in information literacy: the case of faculty and liaison librarian
 

Ahmad Bakeri Abu Bakar - Campus partnership in information literacy: the case of faculty and liaison librarian

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    Ahmad Bakeri Abu Bakar - Campus partnership in information literacy: the case of faculty and liaison librarian Ahmad Bakeri Abu Bakar - Campus partnership in information literacy: the case of faculty and liaison librarian Presentation Transcript

    • CAMPUS PARTNERSHIP IN INFORMATION LITERACY: THE CASE OF FACULTY AND LIAISON LIBRARIAN PROF. DR. AHMAD BAKERI ABU BAKAR & FAZLI OMAR INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
    • INTRODUCTION Knowledge of one's information needs and the ability to identify, locate, evaluate, organize and effectively use information to address issues or problems at hand Understanding the needs of the target groups will help the information professional to develop and devise marketing strategies that are appropriate to attain effective results Although the students know pretty well in their subject domain, however it does not guarantee the level of success once they search for information. as public access to information becomes increasingly sophisticated, information literacy skills are as valuable for day-to-day decision making, as they are for formal learning in the classroom.
    • LITERATURE REVIEW With the establishment of the liaison programme, the liaison librarians are answerable to the faculty directly (Rodwell and Fairbarin 2008). The newly created positions of liaison librarians have to fulfill adequately their designated purposes, otherwise the librarians may lead to incalculable losses for the academic libraries. The partnership can be sustained if the services are effectively marketed. However, it can also be affected by the academic level, discipline and attitude of the individual academics (Dale, 2006). Several libraries have adopted the level of satisfaction of their clients as the basis for measuring success in library services marketing and it cannot be marketed unless those services have been developed such that they are able to satisfy the needs of the library clients
    • LITERATURE REVIEW The importance of marketing in libraries was aptly stated by De Saez (2002) that “marketing concepts and techniques can contribute a dynamic approach to total strategy development for libraries and information professionals that will ensure effective management, the achievement of goals and the creation of a confident blueprint for the future” Examining the changes in the way the information services are delivered to the faculty by liaison librarian, the liaison librarians must possess the ability to handle information literacy and also must be competent in communication (Ahmad Bakeri, 2009) The effectiveness of IL classes depends on the liaison librarian team having a shared understanding of how information literacy is developed, and the provision of appropriate staffing resources to develop and deliver the programmes (Ivey, 2003)
    • OBJECTIVE In the case of the International Islamic University Malaysia (IIUM), the liaison librarians are placed under a newly established entity, the liaison programme which is started only in 2000 The Library’s quality objective is to fulfill at least 95% of requests for information literacy workshops as a means to enhance customer learning and research needs. For the balance score card target on customer satisfaction is to achieve at least 80% level of student satisfaction on the usefulness and helpfulness of the information literacy programme. The objective of this study is to evaluate the effectiveness of information literacy programme based on the new partnership between the faculty and the library.
    • METHODOLOGY This study uses a survey questionnaire for the purpose of data gathering. The questionnaire was distributed right after IL classes conducted by liaison librarian from January to December 2012. The IL classes involved are LE4000, LQ4000/LQ4400, basic skills, advanced skills and post graduate seminar. There were a total of 152 sessions for undergraduate and postgraduate with a total participant of 5384 from January – December 2012. The survey indicated that from 5384 participants attended the information literacy classes, 5133 (95.3%) evaluation forms were successfully collected and filled-up by the users.
    • FINDINGS 1: NUMBER OF REQUEST FULFILLED Kulliyyahs Postgraduates Undergraduate Session No of students Session No of students % fulfilled INSTEAD 2 10 3 57 100% KENMS 3 28 9 173 100% KIRKHS 4 37 26 554 100% AIKOL 8 123 24 404 100% KOE 2 6 37 1360 100% KICT 1 1 13 250 100% KAED 2 34 8 286 100% CELPAD (LE4000) - - 117 1897 100% CELPAD (LQ4000/LQ4400) - - 10 164 100% OTHERS - - - - - TOTAL 22 239 130 5145 100%
    • FINDINGS 1: NUMBER OF REQUEST FULFILLED The result shows that AIKOL is the highest for class session for postgraduate student which is 8 sessions for 127 students. For undergraduate student CELPAD (LE4000) is the highest for class session which is 117 sessions for 1897 students. The objective of fulfilling at least 95% of requests for information literacy workshops as a means to enhance customer learning and research needs was achieved 100% The division had successfully score 99.9% which is higher than what has been set at 90%.
    • FINDINGS 2: SATISFACTION LEVEL TOWARDS CONTENT & FACILITATOR BY UG & PG Content of the Class Evaluation of the facilitator Useful and appropriate for my research needs Clear and easy to understand Comprehensive enough Overall rating of the content Able to deliver the content accordingly Manage the class well Able to communicate effectively with the students Overall rating of the facilitator UG 4.64 4.56 4.51 4.56 4.63 4.62 4.62 4.62 Average 4.57 4.62 PG 4.66 4.63 4.56 4.61 4.71 4.71 4.72 4.712 Average 4.62 4.71
    • FINDINGS 2: SATISFACTION LEVEL TOWARDS CONTENT & FACILITATOR BY UG & PG The result shows that both undergraduate and postgraduate students satisfy with the useful and appropriateness of content for their research need which score the highest 4.64 and 4.66 consecutively. For the facilitator’s evaluation, the undergraduate student satisfy with the ability to deliver the content accordingly which score the highest 4.63. Meanwhile, the postgraduate student satisfy with the ability to communicate effectively with the student which score the highest 4.72. Postgraduate student is more satisfied towards the content and facilitator as compared to undergraduate student which score 4.62 and 4.71 subsequently. The objective to achieve at least 90% of customer satisfaction on contents and facilitators of IL classes was achieved 100%.
    • FINDINGS 3: SATISFACTION LEVEL TOWARDS CONTENT & FACILITATOR BY ALL KULLIYYAH Content of the Class Evaluation of the facilitator Useful and appropriate for my research needs Clear and easy to understand Comprehensive enough Overall rating of the content Able to deliver the content accordingly Manage the class well Able to communicate effectively with the students Overall rating of the facilitator CELPAD 4.64 4.56 4.51 4.55 4.63 4.61 4.61 4.62 AIKOL 4.69 4.67 4.61 4.63 4.70 4.74 4.75 4.71 KENMS 4.64 4.60 4.54 4.54 4.66 4.58 4.56 4.58 KICT 4.57 4.53 4.52 4.53 4.67 4.68 4.72 4.69 KIRKHS 4.69 4.64 4.60 4.64 4.72 4.73 4.75 4.74 INSTED 4.68 4.67 4.63 4.69 4.75 4.80 4.79 4.80 KOE 4.54 4.51 4.46 4.48 4.65 4.63 4.65 4.63 KAED 4.70 4.63 4.62 4.59 4.75 4.75 4.75 4.73
    • FINDINGS 3: SATISFACTION LEVEL TOWARDS CONTENT & FACILITATOR BY ALL KULLIYYAH The result shows that KAED score the highest which is 4.70 for the useful and appropriate of the content toward research whereas CELPAD score the lowest which is 4.51 for the comprehensiveness of the content. Furthermore, INSTED score the highest which is 4.79 for the ability of facilitator to communicate effectively with the students. Following that, KAED score the same satisfaction level which is 4.75 for all three criteria of facilitator which are the ability to deliver the content, manage the class well and the ability to communicate effectively with the students. On the other hand, AIKOL and IRKHS also share the same score which is 4.75 for the ability to communicate effectively with the students. For the average satisfaction with the content and facilitator, INSTED scores the highest which is 4.67 and 4.79 consecutively.
    • CONCLUSION The IL classes conducted by liaison librarians have positive impact to the knowledge and skills of the students. The respondents agreed that the classes were beneficial for their study and research needs. Furthermore, the classes also empowered the best marketing channel for the library to promote its collection for both printed as well as online resources. Being the facilitator and instructor for IL classes is an added competence value for liaison librarian’s roles and soft skills which enable them to face the library customers with confidence.
    • THANK YOU Q & A