THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAMME IN LIBRARIES

FACULTY OF INFORMATION MANAGEMENT

BACHELOR OF INFORMATION SCIENCE (HONS) LIBRARY SCIENCE (IM244)

IMC651 – EVALUATION OF INFORMATION SERVICES

TOPIC:


“THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAM IN
LIBRARY”




PREPARED BY:

MOHAMAD SYAHRUL NAJMI BIN ISMAIL (2013655892)

NURUL SHAMELLA BINTI TAMIRIN (2013615308)


PREPARED FOR:

MADAM NORSHILA BINTI SHAIFUDDIN




GROUP:
IM2446A

THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAMME IN LIBRARIES










IMC651 – EVALUATION OF INFORMATION SERVICES


TOPIC:
“THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAM IN

LIBRARY”




PREPARED BY:
MOHAMAD SYAHRUL NAJMI BIN ISMAIL (2013655892)

NURUL SHAMELLA BINTI TAMIRIN (2013615308)


PREPARED FOR:

MADAM NORSHILA BINTI SHAIFUDDIN

GROUP:

IM2446A





























IMC 651: EVALUATION OF INFORMATION SERVICES 2

THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAMME IN LIBRARIES


TABLE OF CONTENT







NO CONTENT PAGES

1 ACKNOWLEDGEMENT 4

2 CHAPTER 1.0 : 5-11

INTRODUCTION

3 CHAPTER 2.0 : REVIEW OF 12-23

THE LITERATUE REVIEW

4 CHAPTER 3.0 : METHODS & 24-34

PROCEDURES
5 CHAPTER 4.0: 35

CONCLUSION

6 REFERENCES 36-37


































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THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAMME IN LIBRARIES


ACKNOWLEDGEMENT


First and foremost, Alhamdulillah praises to Allah because our team can complete this
research proposal assignment for Evaluation of Information Services given by our beloved

lecturer, Pn. Norshila Binti Shaifuddin. Alhamdulillah Allah gives us a healthy health for

completing this assessment.

We would like to take this opportunity to thanks our parents because always support in

providing financial means.

We are so blessed having Pn. Norshila Binti Shaifuddin for being our lecturer as she

offered valuable guidance, advice, comment and inspired great ideas whenever we ask her

opinion. Not to be forgotten, our classmate for sharing brilliant ideas when doing this task. Last
but not least, to our beloved friends, we do really appreciate their helps and tremendous

supports.

May Allah Bless them and all of us. Ameen.






































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THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAMME IN LIBRARIES


“IMPLEMENTATION OF INFORMATION LITERACY PROGRAMME IN

LIBRARIES”


CHAPTER 1:

INTRODUCTION


1.1 INTRODUCTION

As time goes by, the use of information becomes increasingly sophisticated and act as

indicator to measure level of knowledge of human being. Besides, in this era of
globalization and the arrival of internet, getting information is easy but getting the right

one can be difficult. According to American Library Association (2004), information
literacy is a set of abilities that require an individual who can identify when information

is needed and he or she has the ability to locate, evaluate and use effectively the needed

information. Armstrong (2005), stated that information literacy is knowing when and why
you need the information, where to find it and how to evaluate, use and communicate it in

an ethical manner.

What information literate is when someone capable to differentiate between good

or bad information, know how to use the information wisely and verify the information

before it is spread to others. Being information literate, people can improved their lives
where they can find relevant information, assess its quality and use it in order to make

better decisions or develop new knowledge.

Hence, the implementation of information literacy program in library is quite

essential in order to educate community become information literate. So, the

implementation of information literacy program in library comes into variant ways. As for
academic libraries, Szarina et al. (2006) concluded in their study where it is compulsory

to students who have attended a one semester to participate in information skills course
and library orientation and they have higher mean score at the advanced and intermediate

levels than those who have not. In Malaysia, Edzan and Zainab (2005) noted that about
nine public universities in Malaysia conduct form of information literacy course for their

undergraduate students using teacher-centred approach. All these programmes are

prepared, managed and delivered by the librarians with the help of library staff.

Kenya National Library Service (KNLS) act as public libraries where orientation

is offered mainly to users and many of them are unable to use the information resources

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THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAMME IN LIBRARIES


effectively as they do not have adequate information skills (George, Dorothy & Stephen,

2016). According to Parker, Correia & Teixiera (2003), it was stated that course integrated
or curriculum integrated of IL programmes are the most effective approach in order to

providing quality IL education.


In order to implement information literacy programme in library there will some
challenges occurred where it involve users, library’s staff and also facility in the library.

Furthermore, IL programme also give benefits to users especially student where their
participation towards IL programme is taken into account in order to see how such

programme can be best implemented in library.















































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1.2 PROBLEM STATEMENT


1. Information literacy programs has been implemented in library in order to produce
information literate people. However, it facing some barriers due to lack of attention

from students, lack of professional who responsible for IL programme and others.

Aygen-Gyasi (2008) in his study identified some problems facing by the user of
education programmed at the Kwame Nkrumah University of Science and Technology

(KNUST) Library Ghana. He was stated that the students who involved in the program
show lack of interest to user education program, lack of personnel in the libraries,

training need librarians, irregular internet connectivity and financial constraints.


2. Information literacy programs such as library orientation can increase student

knowledge regarding information searching. However, lack of interest from students
could led to inadequate information searching process.

Ill-equipped information literacy skills such as ability to identify, locate, review, select
and apply information needed for their studies cause the students had difficulty in using

finding information resources needed to complete their studies, had difficulties in using

relevant tools to locate information and knowledge, had difficulties in critically
evaluating, analysis, and examining the upcoming information (Mutula et al., 2004).


3. Library already implemented information literacy program to educate people on how

to retrieve accurate information. However, it facing some challenges.

According to Denis (2004), he identified that library facing inadequate number of
qualified staff to instruct students during orientation and inadequate time to be spend

for the program.


4. Information literacy programme gives benefits to users especially students aware have

ability to find and retrieve information. However, they had difficulty in using a
relevance tools to locate information and knowledge.

According to Mutula et al. (2004) it was stated that users had difficulties in using the
relevant tools to locate information and knowledge, had difficulties in critically

evaluating, analysis and examining the information coming their way.





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1.3 PURPOSE OF THE STUDY


1. To determine several of information literacy (IL) programs can be best implemented
and the role should it play in library.

2. To identify the challenges of facing information literacy program in library.

3. To understands the benefits of the information literacy program in library.
4. To identify the suggestion to improving the IL in library.

5. To find out the type of information literacy program in library.



1.4 SIGNIFICANCE OF THE STUDY


This study will describe the roles that should be played by the staff or management,
society and also student in understanding the important of information literacy programme

within the library. One of the reason why IL programme should be implemented where It
can helps users to easy find and organized the information and able to use the sources in

the library.


For students, information literacy programs such as library orientation,
information literacy class and web based application program can help them in order to

retrieve information from the rightful sources. These program can increase student
awareness about current issues within the library such as new library services, new

technology in the library or new inventions that occurred in the library. By joining the
information literacy programme, student can built their information literacy skills where it

can empower them with the critical skills that can allow them to become independent life

-long learners.

For staff or management in the library, information literacy program can enhance

student to visit library often and to encourage them to understand more regarding the role
played by the library. It is obligate to the library to create more information literacy

programs for instance computer skills classes, exhibition about the need to verify

information, seminars and etc. Program such “Library is My Second Home” seems reliable
in order to attract users attention so that they utilize all the resources in the library

effectively.







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According to ACRL (2006), society require a special skills in order to handle fast

increasing of information so that they can ensure they use educational and economical
purposes more effectively. Being information literate enable society to know when they

need information, where to locate it, and how to use it effectively and efficiently. Thus,

information literacy programme like user education programme, workshop on information
skills and etc. can help them in practicing what they have learn to best searching and

retrieve information.



















































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1.5 DEFINITION OF TERMS


A) Information Literacy

Information literacy is a crucial skill in the pursuit of knowledge. It involves

recognizing when information is needed and being able to efficiently locate, accurately
evaluate, effectively use, and clearly communicate information in various formats. It

refers to the ability to navigate the rapidly growing information environment, which

encompasses an increasing number of information suppliers as well as the amount
supplied, and includes bodies of professional literature, popular media, libraries, the

Internet, and much more. Increasingly, information is available in unfiltered formats,
raising questions about its authenticity, validity, and reliability. This abundance of

information is of little help to those who have not learned how to use it effectively.
According to Rackman (2004, p. 66) sees information literacy as “truly a new

instructional pedagogy and a change agent for learning”. In the education sector,

information literacy has been generally defined as an understanding and set of abilities
enabling individuals to recognize when information is needed, and to have the capacity

to locate, evaluate, and use effectively the needed information (Rader, 1999; Bundy,
2004; Koch et al., 2008; Tantiongco and Evison, 2008).



B) Library

According to Online Dictionary for Library and Information Science, library is a

collection or group of collections of books and/or other print or non-print materials

organized and maintained for use (reading, consultation, study, research, etc.).
Institutional libraries, organized to facilitate access by a specific clientele, are staffed

by librarians and other personnel trained to provide services to meet user needs. By
extension, the room, building, or facility that houses such a collection, usually but not

necessarily built for that purpose.













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C) Library Education


According to English Collins Dictionary, Library Education refers to library as a room

or set of room where book and other materials are kept. A collection of literary material,
film, CDs, and kept for borrowing and reference. The materials of the collection in the

library can be a guideline in education to user as the reference. The materials in the
library are important to educate user to become information person and knowledgeable

in getting the information and appreciate the materials.


D) Library Services


Library information services are a key element in libraries since the ancient times. The
literature on library and information science/services indicates that Libraries started off

as store houses, where books were more preserved than utilized and librarians acted
like some form of custodians and their interaction with users were minimal, for example

only in locating books and serving users, then there was a shift as a result of information
communication technology (Mayega, 2008).



E) User Education
Fleming (1990) defined user education as various programs of instruction, education

and exploration provided by libraries to users to enable them to make more effective,
efficient and independent use of information sources and services to which these

libraries provide access. Mellon (1998) mentioned that, students enter college with little
or zero knowledge of basic library tools, procedures or terminology. Clarke (1999)

emphasize the justification for mounting programs for user education in university

libraries. He also wrote “Third World countries, in the majority of cases, lack adequate
public libraries that could meaningfully serve as a necessary addition to the teaching

and learning process in secondary schools. Even where they live such public libraries

do not appear to have user instruction for new users, at least not a large scale”













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CHAPTER 2:


LITERATURE REVIEW

2.1 INTRODUCTION


This chapter consists of four sections. First section will discusses about the

concepts and model use for information literacy programme and its development. Second
point outline implementation of information literacy programme in libraries. Third discuss

briefly on challenges in implementing of information literacy programme in libraries. The
fourth section which is the last section in this chapter will be discussed regarding the

benefits of information literacy programme to various users.


2.2 DEFINITION AND CONCEPTS
The Library defines information literacy as being able to find, organise, evaluate

and use information. It is an essential skill for all staff and students to support their
academic studies and professional life. Information literacy skills are vital whether using

traditional print resources or digital technologies and online resources. According Bawden

(2011) he said that the term of information literacy was coined or created by Paul
Zurkowski in a 1974 report on future needs for various competences in work places, in

business and industry in the USA.
Therefore, in this literature review it is important to see the implementation of

information literacy programme in libraries from a various perspective. Information
literacy programmes typically designed in order to educate people where it help in decision

making and productivity which is beneficial to the society. As for student, they had

acquired information literacy skills by joining any information literacy programs such as
library orientation. For example, in public libraries, orientation is offered mainly to new

users and many of them are unable to use the information effectively, as they inadequate
of information skills (George et al. 2016).

According to Prasanna Ranaweera (n.d.), he stated that information literacy
programs that are implemented by the libraries need to include such criteria or aspects in

their curriculum, outcomes, tasks, procedure and evaluation. American library association

in its position paper (2000) on information literacy has created a curriculum under the
seven components for the academic institutions.


i. “Defining the need for information”



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ii. Initiating search strategy

iii. Locating the resources
iv. Accessing and comprehending the information

v. Interpreting the information

vi. Communicating the information
vii. Evaluating the product and process


According to Rudsill (1998), there was numerous of information literacy
programme that are held in the United States and these programme use the American

Library Association’s (ALA) definition of information. Saidatul (2014) said that teaching

and learning in information literacy can be applied to any programme to teach skills that
prepare individual students to be information literate persons.


For example of forum, The Asia Regional Literacy Forum and various conferences
on libraries, librarianship and the information professionals have always included papers

and discussions on information literacy. However, in October 2004, the University of

Brunei Darussalam cooperated with the Brunei Darussalam Library Association organized
the Conference on Information Literacy where it was the first kind in South East Asia

when provided a venue for libraries and librarians from this region to showcase their
information literacy initiatives. It established information literacy as “the ability to

recognise when information is needed, to identify the needed information, to identify the
sources, to locate and access information efficiently and effectively, to evaluate

information critically, to organise and integrate information into existing knowledge, to

use information ethically and legally, to communicate information, and carry out all of the
above activities effectively” (Diljit Singh, 2005).


2.2.1 Empowering Eight Model


The Empowering Eight Model was creating by Endry Boeriswati, State

University of Jakarta, Indonesia in year 2005. The Empowering Eight or E8 consist
of 8 components namely, identify, explore, select, organise, create, present, assess,

and apply (Wijetunge, 2005). A second workshop was held in India to explore the
Empowering Eight further (Kim, 1998) Malaysia’s involvement in this endeavour is

a clear indication of the direction in which the Malaysian authorities is taking in
order to inculcate information literacy within the school system.



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The model of information literacy through “Empowering Eight” is a model of

soft skills that can improve awareness and information literacy skills that are
integrated into the “research methods” course. The results have be divided ino here

cycle. In the first cycle, students’ problem-solving skills can be enhanced through

“Empowering Eight” model of information literacy while in the second cycle, it is
found that the model of information literacy through “Empowering Eight” is

effective, if students have a positive attitude towards innovation and have a good
sense of confidence. Lastly, in the third cycle, the “Empowering Eight” model is

effective in enhancing students’ critical thinking skills, and it can improve the ability
to solve problems better than ever. That can be concluded the students’ attitudes

towards innovation and self-confidence are influential in information literacy, and

the model of information literacy through “Empowering Eight” gives the
contribution to students’ problem-solving skills. (Wijetunge, 2005).
























Figure 1: The Empowering Eight Model (E8)


Based on the 8 element are consist in E8 Model is identify and explore the

information literacy programs (ILP) can be use in library. Students and library staff
needs to identify the IL program are conducted in the library such as Basic Library

Skills to make sure that the information literacy delivery can be happen. In relooking

at the information literacy initiatives in Malaysia, Edzan and Zainab (2005) noted
that nine public universities in Malaysia conduct some form of information literacy

course for their undergraduates using the teacher-centred approach. All these
programmes are prepared, managed and delivered by the librarians. With the recent

changes in higher education and the current focus on e-learning, librarians should

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now be looking at the web not only as a resource tool but also as a learning tool.

Students and staff librarians can explore more details about Information Literacy
course and are provided in the universities. From this, students will interest to apply

this course. In addition, information literacy course are provided in universities, so

user needs to assess the learning tools in library for searching the information. In the
library, there needs to create the learning tools of information literacy. Next, present

it for user uses it for searching information for learning. Overall the information
literacy delivery can happen in this library.


Today literacy can be ability to use, understand, and create the discourse which

is read and communicated flexibly in different situations. Literacy also cannot be

grown in a short time. It is because literacy is an inherent skill and becoming a habit.
Vygotsky (2004) stated that the habit of doing things does not always guarantee that

the man has behaved consciously (cognition). This applies to all disciplines, all

learning environments, and all levels of education. Information literacy allows
learners to master content and extend the capability of searching for information,

become self-reliant and assume greater control over their own learning.


As the conclusions, the “Empowering Eight Model’ are relevant to use in
information literacy delivery among human. Information literacy is the awareness

and skills to identify, locate, evaluate, organize, create, use and communicate

information to solve or resolve problems (Morris, 1979).






















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2.3 TYPES OF INFORMATION LITERACY PROGRAMMES IN LIBRARY


Secker and Macrae-Gibson (2011) in their study on the impact of IL programmes
pointed out that student confident on finding published works was 2.9 percent before

attending the IL programme and after the IL programme became 4.5 percent, on searching

the information through internet was 2.85 percent and after the IL programme became 4.3
percent. In addition, information literacy programmes no doubt equip students with the

skills to find, evaluate and manage information they need for their academic work. The
Quality Assurance Agency for Higher Education (2000) in UK reported that by attending

the IL programme student will have the ability or capable to gather and analyse relevant

information from a wide variety of sources using appropriate manual and electronic
system.


For further understanding, types of information literacy programme including
library orientation session, information literacy skills class and user education programme

was developed in order to train and educate library users to become an information literate.

Once they joined information literacy class for example, the users capable to retrieve
information from the right sources and used it for the right purpose. Information literacy

usually been implementing mostly in public and academic libraries where their target
audience are commonly known such as school children, university and college students,

villagers, civil servants, professionals, people with special needs and others. From
information literacy programme, users can build up their information literacy skills where

it seems crucial in today’s information explosion.


Information literacy programmes in library comes into variant ways. As for
academic libraries, Szarina et al. (2006) concluded in their study said that students who

have attended a one semester compulsory information skills course and library orientation
for new students have higher mean score at the advanced and intermediate levels than those

who have not. In Malaysia, Edzan and Zainab (2005) noted that about nine public

universities in Malaysia conduct form of information literacy course for their
undergraduates using teacher-centred approach. All these programmes are prepared,

managed and delivered by the librarians with collaboration with library staff. Edzan (2008)
reported that academic libraries were actively conducting their various library orientation

programmes, library skills programmes, library research programmes, information skills
programmes and other similar programmes where it main aim is to educate the user on



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information use. Che Norma, 2004 and Juhana, 2000 had categorized courses for

information literacy programme as mention below:


 Orientation for all new undergraduates/post graduates
 Optional information skills programs for final year undergraduates

 Specialized information skills programs such as use of database and

internet searching skills.
 Compulsory information literacy/skill courses which are accorded

academic credits

 Information literacy course accorded credits at the same level as other
electives under cocurriculum


According to Stephen et al. (2014) as it was stated that public libraries have
historically offered instructional courses in a variety ways, embedding or implement them

in a range of strategic courses such as reference, instructional media and user needs.
Various public libraries are doing their part in trying to inculcate information literacy skills

to the public (Edzan, 2008).


Perpustakaan Negara Malaysia (PNM) or the National Library of Malaysia (NLM)
for example. It has been playing an active role in literacy programmes by focusing mainly

on reading since the national objective is to attain 100% literacy by 2010 (Siti Aishah,
2003). NLM so far has conducted variety of information literacy programmes throughout

Malaysia such as National Reading Promotion Programme, workshops/ training/ refresher
courses on media and information literacy, user education programme, seminar on Media

and Information Literacy and others. Take user education programme as an example. This

information literacy programme has been conducted for library users in order to expose
them to reference sources and technique to access information available in NLM. NLM

get participation from secondary schools students and several other institutions in Klang

Valley. This programme implement technique consist of briefing, information literacy
skills hands-on, quiz and visit to various division in NLM such as The Centre for Malay

Manuscript, Malaysiana Information Centre and Preservation Division.

As for state public libraries, implementation of every information literacy

programs are quite similar and usually been conducted during school holidays. Among the
type of activities or programmes that had been conducted were user education, information

literacy workshop and reading campaign (Chin Loy Joon and Yazid, s.l).

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2.4 CHALLENGES OF INFORMATION LITERACY PROGRAMMES


2.4.1 Student’s attitude

Szarina Abdullah et.al (2005) stated that information literacy competency level

among students in public and private university in Malaysia showed that 50.1% of the

students are at the intermediate level while 38.4% are beginners and 11.5% can be
categorized as at the advanced competency level. The development of information

skills and competencies of students especially at higher level of education are still
lacking. Without information literacy and have wide range of understanding on

information literacy skills, it may result in the lack of awareness among students on
importance developing good information skills.


2.4.2 Integrated IL programme in curriculum


Baro (2011) conducted a study on information literacy education in library
schools in Africa to determine whether librarianship is taking leading role in the

development of information literacy in the universities. Then, the study revealed

only few library successfully integrated an information literacy courses as a stand-
alone course in their curriculum.


Saidatul, Dorner, and Oliver (2011) came up with the issue regarding the exam-
oriented education particularly in Malaysia’s school that did not include information

literacy as part of examinations question. It due to a reason that the students
especially are not require information literacy skills in order to achieve good results

in examinations. Lack of training among teachers also one of the challenges on

implementing information literacy programme.

2.4.3 Staff training


The Education Technology Division of the Ministry of Education reported on
issue of staff training where there were only 30% of teachers in schools were exposed

to seminars or courses or other staff development programs in information literacy.

Whilst the other 70% of teachers were untrained in information literacy (Education
Technology Division, 2006).







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2.4.4 Inadequate library’s facilities


Sitima-Ndau (2010) reported on the information literacy programme at the
Chancellor College, University of Malawi where she mentioned that the library’s

information literacy programme equipped students with sufficient skills but facilities

to surf the internet are too limited. It had been observed that many students are not
adequately computer literate when they started their studies at Chancellor College

due to limited internet access.

Baro and Asaba (2010) proposed in their study on “Internet connectivity in

universities library in Nigeria”, that for university libraries especially in order to
deliver an effective and efficient services to its client or users including information

literacy programmes, they must have stable and strong internet connectivity in their

libraries.

2.4.5 Society awareness


Further reading shows that level of information literacy among Malaysian

society also not really encouraging at all. As stated by Yazid (2012) in his study, he
indicated that information literacy skills among National Library of Malaysia’s users

showed that their information skills for instance evaluate rightful information were
low, especially in terms of basic elements of information searching, evaluation and

awareness of legal and ethical use of information. This problem become barrier for
better implementation of information literacy programme.

























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2.5 BENEFITS OF INFORMATION LITERACY PROGRAM

Many benefit of Information Literacy Programs for students, staffs, and library.
Students can gain benefit from Information literacy programs where it allow them to

become more skills and knowledgeable to searching for information. According to Lin and

Tsai (2012) found that students who were able to use the information discovered in
preliminary online searches were more successful at accessing a deeper level of

information than those who did not. It was recommended that instruction on the skills
needed to search online content be included in courses so as develop effective Web-based

learning. It shown from orientation program from ILP make student know how to access
the internet for searching the information from online sources and make students experts

and improve the library skills.

Benefit to the staffs from ILP are they will be send to the trainings such as
workshop, conference and etc. to learn skills in delivering information to users where it

allow them to build their confident level when dealing with users. This is because today

libraries are no longer the primary sources of information (Campbell and Campos, 2010).
Librarians will not be providing face-to-face service to users because “users will define

for themselves the information literacy skills they require; and rigorous assessment of
information literacy programs required” (Campbell 2010:74). When old literature is

available in the new formats, the library continues to spend resources based on information
about users' habits and preferences (Ashmore and Szurek, 2008). This is because users

will come to see librarians for asking the new format of old literature.

Perpustakaan Negara Malaysia (PNM) have outline the nine from 33 activities
about information literacy. It is show that IL is important to library because library can get

benefits from the IL Programs. This is because develop a networking of partners in
promoting information create and develop online information literacy programmes with a

view to encourage and develop a society and a culture that is rich in knowledge. Library

also can implement online information literacy programmes to create a Malaysian
information literacy database of reading programmes, research, experts and reading

activities carried out at the national level and implement online search and information
skills courses and workshops. The benefits of this planning will make user to like to attend

library and appreciate the library as ‘Knowledge Centre”.






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2.6 FRAMEWORK

In this section, the theoretical framework will be display as below in order to explain better
regarding the implementation of information literacy programme in libraries.


Types of information literacy programme
in libraries


Challenges

 Student’s attitude
 Integrated IL program in curriculum
 Staff training The

 Inadequate library’s facilities.
 Society awareness implementation of
information
literacy

programme in
Benefits
libraries
 Students more skills &
dd knowledgeable
 Staff training skills
 Benefits for libraries activities/

workshop





IV DV


Table above shows the theoretical framework used to complete this research

Based on the literature review that has been done in this chapter, there are 3

Independence Variables consists of type of information literacy programme in library,
challenges of information literacy programme and benefits of IL programme in libraries.


As for type of information literacy programme in libraries such as library orientation

programme, user education programme, national reading promotion programme, and
others will be become the cause to the implementation of information literacy programme

in libraries.









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Challenges such as student’s attitude, integrated IL programme in curriculum, staff

training, inadequate libraries facility and society awareness also become factor to the
implementation of information literacy programme in libraries.


Last but not least, benefits such as enhance student skills and become knowledgeable,

staff training skills and encourage libraries activities or workshop will become an indicator
in order to see how best the information literacy programme in libraries is.














































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THE IMPLEMENTATION OF INFORMATION LITERACY PROGRAMME IN LIBRARIES


2.7 CONCLUSION


As a conclusion, librarians should make efforts to ensure that they design an
effective of information literacy programmes in order to attract user to come to the library.

The chief librarian also needs to monitor on the existing of information literacy
programmes to increase the number of users who can attend them on voluntary basis. IL

programme should be strengthened such as place it in strategic planning of library
development so that every staff and also top management aware on its mission.


Information literacy should be allocated with adequate time and resources, in order
to create adequate opportunity to balance cognitive sessions and practical skills during

hand-on practice. Evaluation and assessment of information literacy should be improved
in order to ensure proper mechanism for evaluating and assessing each instructional

method being used in measure the effectiveness of the service in the library.








































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CHAPTER 3:


METHODS AND PROCEDURE

3.1 INTRODUCTION


The method and procedure used are elaborated in this chapter. Each component will be

explained in details. Here are some procedure that will be used in this chapter consists of
nine component which is research design followed by study population and sampling. Next

is data collection methods and instruments, data analysis methods and mechanism to assure
the quality of study. Then, the study period, participants in this study and ethical

considerations should also be taken into account. Finally, resources required for the study

will also be discussed in this chapter.

3.2 RESEARCH DESIGN


According to Michael R Harwell (2011) he stated that in many educational studies,
research design reflects a “cookie cutter” approach in which the same designs are

repetitively and narrowly applied in many ways that may limit what is studied and how it
is studied. Research design can be classified into three categories which are quantitative,

qualitative and mixed methods. As stated by Michael R Harwell (2011), he characterize a

research study’s methodology as qualitative, quantitative or involving both qualitative and
quantitative methods that is typically referred as mixed methods.


Qualitative method is focusing on discovering and understanding the experiences,
perspectives and thought of participant where it actually explores meaning, purpose or

reality (Hiatt, 1986). Michael R Harwell (2011) in his article mentioned that by using

qualitative method, information is collected by a researcher through case studies,
ethnographic work, interviews and so on.


Trochim and Land (1982) defined quantitative method as a glue that holds the
research project together. A method or design that is used to structure the research, to show

how all of the major parts of the research project. Michael R Harwell (2011) stated

quantitative method use instruments such as tests or surveys to collect data and support
probability theory to test statistical hypotheses that correspond to research questions of

interest.






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Johnson and Onwuegbuzie (2004) defined mixed methods research as the class of

research where the researcher mixes or combine both quantitative and qualitative research
method into single study. However, in this study researchers are using quantitative method

as their research design in order to collect data from respondents. One of the advantage of

using quantitative method is the result easy to obtain and measure by the researchers.

3.3 STUDY POPULATION AND SAMPLING


According to Mugo Fridah W. (2002) she defined population as a group of individual
or persons, objects or items from which the samples are taken for measurements purpose

for instance a population of presidents or professor, books or students. She also defined
sampling as the act, process or technique of selecting a suitable sample or a representative

part of population purposely in determining parameters or characteristic of the whole

population.

This study is concerning on the implementation of information literacy program in

library and it involve population among the UiTM Puncak Perdana student as main
respondent. Staff, on the other hand also participate in this research and their contribution

is valuable.


Researchers decide to use simple random sampling (SRS) as their type of sampling
design. According to Kenneth N. Ross (2005) random sampling design is carried out

according to a set of mechanical instructions which guarantees the random nature of the
selection procedure. Researchers intend to choose degree holder students from both faculty

that is Faculty of Information Management (IM) and Faculty of Film, Theatre and

Animation (FITA) and they do not characterize them based on their semester level.
Therefore, researchers are classifying the student according to their course of study as

listed below:

 Information in Library Science Management (IM 244)

 Information System Management (IM 245)

 Information Record Management (IM 246)
 Information Resource Centre Management (IM 247)

 Creative Technology Screen (FF223)
 Creative Technology Artistic Writing (FF224)

 Creative Technology Theatre (FF225)



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 Creative Technology Industry Management (FF226)

 Creative Technology Animation & Screen Technology (FF227)

As for library staff, researchers decide to choose cluster sampling design as type of

sampling design. According to Kenneth N. Ross (2005) cluster sampling is a population

of elements can usually be thought of as a hierarchy of different sized group or “cluster”
of sampling elements. These group may vary in size and nature. For example, a population

of school students may be grouped into a number of classrooms or it may be grouped into
a number of schools. Thus, researchers select library staff based on their position in library

such as Chief Librarian, librarian and support staff.















































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3.4 DATA COLLECTION METHODS AND INSTRUMENTS


This research used quantitative methods for data collections. According to Denzin and
Lincoln (2005), establishing validity and reliability in qualitative research can be less

precise though participants and member checks, and peer evaluation inferences based on

the instruments. The instruments are involved the survey questionnaire to measurements
device (questionnaire) of respondents for data collections. Research tools used in this study

is a set of questionnaire consisting of 20 questions. According to Sekaran (1992) said that
questionnaire study to obtain data was the best way in information gathering. There are

many instruments produced to measure attitude. Respondent required to answer all

questions that presented in written form bases on direction attached.

The questionnaire is design in simple form of question to easy understand by the

respondent. The questionnaire is divided into two sections which is section A and section
B. Every section of questionnaire consists of 10 questions. As for section A its criteria is

on how the students know about information literacy in library. While section B is the

analysis of how far the staff aware regarding the implementation of information literacy
programme in library. This study uses Likert Scale questionnaire in order to ensure

respondent will understand on how to answer the question given. Below is an example of
questionnaire that will be used in this research.


Example of Likert Scale Questionnaire:




Strongly Disagree Neutral Agree Strongly

Disagree Agree
1 2 3 4 5


















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Section A:


Students

Do you know what information literacy 1 2 3 4 5

is?

Do you know types the information 1 2 3 4 5
literacy in library?

Do you know how information literacy 1 2 3 4 5

happens in library?
Do you know who involved in 1 2 3 4 5

information literacy in library?

It is important information literacy in 1 2 3 4 5
library?

It is challenge for information literacy 1 2 3 4 5
happen in library?




Section B:

Staff


1. Is training or workshop regarding information 1 2 3 4 5
literacy program necessary to staff?

2. Is inadequate of facilities can effect on 1 2 3 4 5
information literacy program in library?

3. Do you aware the important of information 1 2 3 4 5

literacy program to library and also to users?
4. Is information literacy program can built staff 1 2 3 4 5

skills?

5. Information literacy program can increase the 1 2 3 4 5
numbers of user to visit the library.










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3.5 DATA ANALYSED METHODS


From the quantitative methods this study use questionnaire survey for respondents. This
study use Statistical Package for the Social Science (SPSS) in order to analysis the result

of the questionnaire survey from respondents. According to Sabine Landau and Brian

Everitt (2003), Statistical Package for the Social Science (SPSS) is the most popular
statistical packages which can perform highly complex data manipulated and analysis with

simple instruction. SPSS is a comprehensive system for analysis data because SPSS can
take data from any type of file and use them to generate charts, plot of distribution and

trends, descriptive statistical analysis. This study intend to use SPSS application choice in

order to carry out result data investigation from the distribute questionnaire.

This study on the other hand used programs ‘Statistical Packages for Social Science for

Window’ (SPSS) where the data and information from questionnaire will be analysed by
descriptive statistics and inferential statistic. Researchers intend to use descriptive analysis

to test mean, frequency, percentage and data compilation. By using SPSS, result from the

questionnaire is measure by using percentage. Many respondents are involve in this
questionnaire especially students, user library and also staff.

































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3.6 MECHANISMS TO ASSURE THE QUALITY OF THE STUDY


To ensure the quality of study, this research use method control of ‘biases’. According
to Radiology (2006), bias is characterized as any propensity which anticipates impartial

thought of an inquiry. In research, bias happens when systematic error is brought into

sampling or testing by selecting or empowering one result or reply over others. Bias can
happen any phase of research such as data collection or research design. Interpretation of

bias cannot be limited to a simple inquisition. Bias also not a dichotomous variable.

First method, avoiding from ask the wrong question. It is impossible to get the good

answer if you ask the wrong question to respondent. Unfortunately, survey result easily
compromised by questioning had achieved catch whole issue scope of a study. This study

is related to the implementation of information literacy program in library. However if

question that will be ask related to information literacy program to school or organization,
thus it can be consider as wrong question because out of the topic of this research.


Second method, avoiding in choosing the wrong respondent. This research only pick
respondent particularly at the certain area such as in library. It is to ensure that this survey

is purposely use and answered in the library for getting the quality results. Only the opinion

from the selected respondents is use in order to know further about the information literacy
program in library. By avoiding in choosing wrong respondent can guarantee how far the

quality of survey is.

Furthermore, certain respondents is hand-picked to get involved in this research of pilot

test or pre-testing that will be done by the researcher as it is an essential part of designing

the questionnaire. By doing pilot test, it act as guidance in order to see whether the
questionnaire will be understand in line as the way the researcher intend to be. The

selection of respondents is based on certain criteria such as student in UiTM Puncak
Perdana itself, and selected staff in library. Questionnaire of the pilot test will be given to

5 person both student and staff in order to clearly explain the purpose of the study. The
respondents will give their feedback or comment or suggestion based on the pilot test

questionnaire and it will give the opportunity to improve or corrected error happen in the

questionnaire before it is spread to 100 respondents.







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3.7 STUDY PERIOD


The study period of this research take time about 6 months. The researchers need to consult
with their lecturer whether this research is right and does not stray from it aims. Guiding

from the lecturer is necessary in order to get an excellence result for this research and also

to ensure this study to be completed on time. The table show the detail about study period:

CRITERIA 1 2 3 4 5 6

Initial



Literature
Review

Data

Collection
Data

Analysis

Report



































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3.8 PARTICIPANTS IN THE STUDY


To complete this study, there are several participants who involves in this study. At
first, researchers decided to select students from both faculty which is Faculty of

Information Management and Faculty of Film, Theatre and Animation as their participants

in this study. Students is randomly pick in order to answer questionnaire for this study.

Peer on the other hand also will be picked by the researchers in order to get involve as

their participants in this study. Peer review such as review from classmates can be used for
reviewing the distributed questionnaire and also literature review done by the researchers.

Their participation is quite valuable and crucial as it give opportunity to researcher to fix
correction regarding their research topic in order to improve the content of this paper based

on the comment or critic given during peer review. The role that plays by the peer are they

help in retrieving and gathering different information regarding this research topic.

Furthermore, lecturer also being part as participants in the study. Lecturer typically act

as a person who guide and give advice so that this research has meaning and can be use by
other researcher later. Regularly consult with lecturer is advisable so that researcher know

kind of important information to be include in this research.
































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3.9 ETHICAL CONSIDERATION


Ethical considerations in research are critical. Ethics is standards for conduct that
distinguish between right and wrong. It also helps to determine the difference between

acceptable and unacceptable behaviours. The important of ethical consideration is ethical

standards prevent against the fabrication of falsifying of data and therefore, promote the
pursuit of knowledge and truth which is the primary goals of research. According to Centre

for Innovation in Research and Teaching (CIRT 2006), researchers must also adhere to
ethical standards in order for the public to support and believe in the research.


The Belmont Report (1974), has summarizes three basic ethical principles relevant to
research involving human subjects. The three basic ethical principles relevant to research

are respect for person, beneficence and justice. The objective of ethical consideration is to

ensure that process of king this research is completed in ethical and systematic manner.
These are a few ethical considerations that are come in the process of making this research.


First, the ethical considerations in this study are respect for person. For example,
researchers need to ask the permission from library before distributed the questionnaire.

Researchers also need to ensure and explain the purpose of distributing the questionnaire

to student and library staff. This will helps respondent enable to answer the question
without facing difficulties.


Second, the ethical considerations in this study are beneficial. For example, researchers
make sure that respondent who involve in this study will obtain maximum benefits and

encounter less harm or any risks that could possible occur will be minimize. So that, the

respondent will get benefits from this questionnaire without worrying their personal
information will be exposed.


Lastly the ethical consideration in this study is justice. The justice means fairness in
distribution in completes the study. Researchers will ensure that the equitable of selection

of participants of respondents. It means the selected of respondents are suitable for topic

of this research.










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4.0 CHAPTER SUMMARY


Overall, chapter 3 is all about the methodology of the research. In this chapter, it have
been discussed about the research design which researcher chose quantitative research

design which it is well-structured. Besides that, this chapter also discussed about the target

population to make as sample for this research including the method or instruments the
researcher used to collect data from the sample and instruments which has been decided

to use is questionnaire.

After the data had been collected, the next step is to analysis the data using SPSS. In

addition, the mechanism to ensure the quality of the research is also been discussed
including the ethical consideration regarding this research. This chapter also discussed

regarding the ethical consideration where it involve people and required resources

including the budget.





































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4.0 CONCLUSION

This research aim regarding the implementation of information literacy programme
st
in libraries. Information literacy programme is quite necessary in this 21 century age as
it help to build information literacy skills among people in searching and retrieving

information. Participating towards information literacy program can increase the number
of information literate people where it allow them to recognize their need for good

information and they able to apply all the needed information in a rightful way.
Information literacy programmes such as library orientation, user education

programme, reading programme and etc. seems reliable as it aims to educate users such as

student and society in using library services, encourage reading habit and indirectly attract
user coming to library often.

However, in implementing information literacy programmes in libraries there must
be some challenges happened as distraction for best implemented. Such challenges

including student’s attitude, integrated of IL programme in curriculum, staff training,

inadequate library facilities and society’s awareness. All of these challenges act as the
factors that contribute to the implementation of information literacy programme in

libraries.
Even though challenges could distract the implementation of IL programmes in

libraries but it seems give benefits to users. As for students, they can gain benefit from

Information literacy programs where it allow them to become more skills and
knowledgeable to searching for information. Benefit to the staffs from ILP are they will

be send to the trainings such as workshop, conference and etc. to learn skills in delivering
information to users where it allow them to build their confident level when dealing with

users. In addition, it is show that IL is important to library because library can get benefits
from the IL Programs. This is because develop a networking of partners in promoting

information create and develop online information literacy programmes with a view to

encourage and develop a society and a culture that is rich in knowledge.
Thus, IL programmes should be put prioritize in library strategic planning in

advance and also library development so that it increase staff awareness regarding the
necessity of this programme towards users and also library staff.







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IMC 651: EVALUATION OF INFORMATION SERVICES 37