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1. Background to Study2. Statement of Problem3. Objectives4. Research Questions5. Scope6. Definitions7. Key Literature8. Conceptual Framework9. Methodology10. Findings11. Conclusions12. Significance of Study13. Publications from Study
Information literacy (IL) is knowing when and why you need information, where to find it, and how to evaluate, use and
communicate it in an ethical manner (CILIP, 2012) an important skills in today’s information rich world best developed when taught in schools
Information Literacy Education (ILE) implementation in Malaysian schools introduced in schools through school libraries by the Education Technology Division (ETD) Ministry of
Education after the 31st IASL conference in 2002 IL teaching modules were distributed to schools and school libraries Expectation that school librarians will help teach ILE
School Librarians (SLs) in Malaysia are; qualified teachers entrusted to plan and manage the school libraries.
But are they ready to teach IL?
Pg 5-8
ILE in Malaysia
• IL is embedded & integrated;
• the secondary school Curriculum.
• school project. Eg:• -History coursework for Form
3 (BPK,2002)
• -History coursework for STPM/ A level (MajlisPeperiksaan Malaysia, 2014)
• SLs are expected to teach IL.
Research on SLs/ IL
• Focus;
• on pedagogy approach
• Perception of school librarians’ role in ILE
• Findings;
• SLs do not understand the IL concept
• SLs have inadequate IL skills & competencies
• SLs are not trained in ILE
• Lack of official ILE policy
UnKnown ?
• How do SLs perceive the implementation of IL (in Malaysian secondary schools)?
• What issues/factors could be contributing to (un)successful IL implementation (in Malaysian secondary schools)?
Therefore, there is a need to investigate IL implementation from the perspective of the implementers themselves – the school librarians.
Pg 8
The main objectives of the study was to examine ILE implementation in Malaysian schools from the perspective of
the school librarians. to investigate both individual and the organizational factors that influence IL
implementation in Malaysian schools.
Specifically:i. to explore school librarians’ perception about IL implementation in
Malaysian secondary schoolsii. to explore school librarians’ readiness for IL implementation in
Malaysian secondary schoolsiii. to identify the organizational factors influencing the implementation of
ILE in Malaysian secondary schools
Pg 12
This study aimed to answer the following questions in relation to the stated objectives:
1. What is the general perception of school librarians’ about IL implementation in Malaysian secondary schools?
2. What is the level of school librarians’ readiness for IL implementation in Malaysian secondary schools?
3. How does experience and professional qualifications influence school librarians’ readiness?
4. What are the organizational factors influencing the implementation of ILE in Malaysian secondary schools?
Pg 13
The research presented based solely on; Malaysian School librarians’ perception.
Information Literacy is conceptualised as in the Big Six Model (Eisenberg, Lowe, &
Spitzer, 2004).
“IL is the ability to locate, evaluate, and use information effectively from varioussources”.
The self-assessed IL skills measured are based on this.
Big Six Model is commonly use in Malaysian schools library research.
Nation wide study : to generalize the outcome of school librarians’ readiness.
Pg 17
School librarian is defined : IFLA : professionally qualified staff member responsible for planning and
managing the school library.
the policy statements of IFLA; School Libraries Manifesto,
the policy statements of IASL and AASL,
some recent studies used the term school librarians (Ewbank , 2011, Tan, Singh & Gorman, 2012; Subramaniam et al., 2013).
The term school librarians in this research refers to ‘Guru Perpustakaan & Media’ or Library Media Teachers.
They are qualified teachers selected to be library media teachers.
They may have a minimum professional qualification (35H Basic SRCM Course).
They plan and manage the school libraries (Ketua Pengarah Pelajaran Malaysia, 2005).
Pg 18
School Librarians
May have LIS
or
School Librarians
Teachers School Librarians
-Bachelor in Education-B.A , B.SC, B.Com, etc-Diploma in Education-Any Master degree
-Diploma in LIS,-Bachelor in LIS, -Master degree in LIS
Academic Qualifications
LIS Professional Qualifications
SRCM 35H/45H CourseIn-service SRCM 14 Weeks/ One Year
Course
Pg 38
Issues Research Main findings
Readiness (McCain and Tobey, 2004).,Fogarty, Fogarty, & Pete, 2004) etc.
•Readiness is •the eagerness to learn skills, concepts, and attitude for the betterment of the themselves.•when they are able to face the circumstances that required them to use the new knowledge, skills or abilities
o Knowledge about IL
Diao & Chandrawati (2005) Education Technology Division (2005), Norhayati, Nor Azilah, & Mona (2006), Probert (2009), etc.
•IL concept•Information literate attributes
o Role as IL educator
Hockersmith (2010), Church (2008), Gbaje(2008), Novo & Calixto (2009), Reed 2009), Lee, Reed & Laverty (2012), etc.
•Expertise has knowledge of resources.•Train the Trainers in IL. •Leadership role in Il.. •As Information specialists.•Reference services •Supporting teachers and students and providing information.
o IL skills Combes (2008), McCoy (2001), Tan & Singh (2008), Hockersmith (2010), etc.
•IL skills needed as school librarians•IL skills in Big Six Models
Experience (Ketua Pengarah Pelajaran Malaysia, 2005), (Lee, Brown, Mekis, & Singh, 2003; Nor Hasimah, 2007), (Abrizah, 1999), etc.
•Their prior learning, teaching and school librarian experiences are the main principles for the new information literacy knowledge.• Experience will influence their own professional IL learning.
Professional Qualifications
(McKenzie, Santiago, & Organisation for Economic Co-operation and Development, 2005), (Jamil, Abd. Razak, Raju, & Mohamed, 2008), etc.
•continuing education and in service training that contribute to knowledge, skills and behaviour of individual once they completed the training.
Issues Research Main findings
Policies Edzan (2008), Edzan & Mohd Sharif (2005), Horton & Keiser (2008) Horton (2008), Abid (2004), Horton & Keiser (2008), Lonsdale & Armstrong (2006), Bruce (2002), Morizio & Henri (2003), Henri, et al., (2006), Önal (2006), Russell (2005), Singh, et al., (2006), Williams (2008), Boekhorst (2003), Oldford (2002)
o ILE guideline
o ILE policy
o National IL agenda.
Standards Eisenberg, et al., (2004). Bailey (2005), Aiani, (2008), Fatimah (2002), Edzan& Mohd Sharif (2005), Bailey (2005), Cornelius (2009), American Association of School Librarians and Association for Educational Communications and Technology (1998). American Association of School Librarians [AASL] (2007), etc.
o National IL standard.
o IL standards for students.
Curriculum Dearden (1984), Buckley and Caple (1990), Ford & Kozlowski (1997), Rae (2001), Rothwell (2008), Carliner ( 2003), Tannenbaum, Mathieu, & Cannon-Bowers (1991), Lee, et. al., (2003), Norhayati (2009), Raja Abdullah & Saidina Omar (2003), Williams & Coles (2007), Church (2007), Coatney(2006), Yitzhaki and Anzenberg (2005), Oberg (2001), Probert (2006), Doyle (1992) Duke & Ward (2009), Probert (2006), Probert 2008), Eisenberg (2006)
o IL training.
o Standardized IL training modules.
o Standardized IL training curriculum.
o Continuing education opportunities in LIS.
o LIS certification.
• School Librarians’ Requirements
(Merchant & Hepworth, 2002),ETD (2005),(Tan & Singh, 2008a) Norhayati’s(2009) (Fatimah, 2002)(Doyle, 1992). Then, Horton (2008) and Bushong andBuff, (2008)Asselin (2004), Etc.
oIL courses
oIL professional development
oCollaboration
oIL curriculum
• Infrastructure Abrizah (2008), Singh, et al., (2006), Henri, Boyd and Eyre (2002), Williams& Wavell (2002), Bruce (2002), Combes (2005), Todd (2008), Harada (2003),Mokhtar, et al., (2008), Campello (2009), Williams and Coles (2007), Lasic-Lazic, Spiranec and Banek-Zorica (2006).
oIT facilities
oLibraries as information centres
12
Kolb’s experiential
learning theory
Information Literacy Implementation Framework
Information Literacy Implementation
SCHOOL LIBRARIANS’ READINESS
Perceived Knowledge about ILPerceived Role as IL educatorSelf-assessed IL skills
ORGANIZATION FACTORS•Curriculum•Policies•Standards•School Librarians’ Requirements•Infrastructure
Experience
Professional Qualifications
Pg 83
• Quantitative Research Methodology
– Descriptive research design
• Survey research
– Interview
– Questionnaire(Creswell, 2008)
Phase 2RQ2RQ3RQ4
Data analysis
Findings
Identification of Problem
Literature review
Interview
Questionnaire
Phase 1RQ1
Research Design9. Methodology
Pg 87
1. Data Collection
1. Phase 1 (Interview)
i. The Interview Instrument - semi
structured interview
ii. Interview samplings :
• Convenient sampling (8
samples)
• 6 school librarians (Hulu Langat
secondary schools)
• 2 officers (ETD & TED)
2. Data Analysis
1. Interview data
• Transcribed , coded and derived
into themes
• Data Preparation-Coded
Pg 120
RQ1 . What is the general perception of school librarians’ about information literacy implementation in Malaysian secondary schools?
1. School librarians’ readiness to teach IL based on their perception of IL implementation in schools. i. Self assessment about;
• knowledge about IL• IL competencies • understanding and knowing their role in IL education
ii. External issues• Policies• Standards • School librarians’ requirements• Training• Infrastructure
2. Outcome:
• Proposed framework for IL implementation.• A survey instrument to empirically measure school
librarians’ perception of their readiness for IL implementation.
Pg 143
1. School librarians’ readiness is defined as;
• their enthusiasm to learn skills, concepts and attitude for the betterment of their
work and themselves.
• they are considered to be ready when they can face the circumstances that
required them to use the new knowledge, skills or abilities.
2. The school librarians’ readiness was measured on 3 sub-scales of readiness.
Cognitive Readiness
• focuses on their perception about IL concept and their perception about the information
literate attributes
Functional Readiness
• focuses on how school librarians perceive their roles as IL educators.
Technical Readiness
• focuses on the level of self-assessed IL skills among school librarians.
Pg 166-172
State Frequency Percent
1 Perak 100 14.1
2 Selangor 76 10.7
3 Pahang 72 10.1
4 Johor 68 9.6
5 Sarawak 67 9.4
6 Sabah 51 7.2
7 Kedah 50 7
8 WP KL 50 7
9 Pulau Pinang 39 5.5
10 Terengganu 37 5.2
11 Kelantan 35 4.9
12 Negeri Sembilan 29 4.1
13 Melaka 22 3.1
14 Perlis 7 1
15 WP Labuan 4 0.6
16 WP Putrajaya 3 0.4
Total 710 100
a. Distribution of respondents by states (n = 710) b. Experience as School Librarians
Experience Frequency Percent
a. 0 - 5 years 513 72.30
b. 6 - 10 years 139 19.60
c. 11- 30 years 58 8.20
Total 710 100
Courses in LIS Frequency Percent
a. None 259 36.50
b. In-service SRCM courses less than one semester 351 49.40
c. In-service SRCM courses one semester or more 59 8.30
d. Tertiary levels in LIS 41 5.80
Total 710 100
c. School Librarians’ Professional Qualifications
Pg 149-154
Likert Scale Readiness
1. Strongly
agree
5.00 Ready The SL consistently demonstrates an
understanding of IL concept and the attributes of
an information literate person2. Agree 4.00-4.99
3. Neutral 3.00-3.99 Approaching Readiness
The SL inconsistently demonstrates an
understanding of IL concept and the attributes of
an information literate person
4. Disagree 2.00-2.99 Developing Readiness
The SL does not demonstrate an understanding of
IL concept and the attributes of an information
literate person
5. Strongly
Disagree
1.00-1.99
Likert Scale Readiness
1. Strongly
agree
5.00 Ready The SL consistently demonstrates an
understanding their tasks and abilities based on
their role as IL educators2. Agree 4.00-4.99
3. Neutral 3.00-3.99 Approaching Readiness
The SL inconsistently demonstrates an
understanding their tasks and abilities based on
their role as IL educators
4. Disagree 2.00-2.99 Developing Readiness
The SL does not demonstrate an understanding of
their tasks and abilities based on their role as IL
educators
5. Strongly
Disagree
1.00-1.99
Likert Scale Readiness
1. Excellent 5.00 Ready The SL consistently demonstrates a high level of
self-assessed IL skills required for IL education2. Good 4.00-4.99
3. Average 3.00-3.99 Approaching Readiness
The SL demonstrates an average of self-assessed
IL skills required for IL education
4. Poor 2.00-2.99 Developing Readiness
The SL demonstrate a low level of self-assessed IL
skills required for IL education5. Do not
know at
all
1.00-1.99
School Librarians
Readiness
Mean SD Readiness
1. Cognitive Readiness 4.30 0.48 Ready
2. Functional Readiness 4.05 0.57 Ready
3. Technical Readiness 3.61 0.60 Approaching Readiness
RQ2 What is the level of school librarians’ readiness for information literacy implementation in Malaysian secondary schools?
Anova Results Results
i. Is there a statistically significant mean difference in the school librarians’ cognitive readiness across the three levels of school librarians’ experience?
F=1.46, p > 0.05 Not significant
ii. Is there a statistically significant mean difference in the school librarians’ cognitive readiness across the four levels of school librarians’ professional qualifications?
F=2.84, p < 0.05 Significant
iii. Is there a statistically significant mean difference in school librarians’ functional readiness across the three levels of school librarians’ experience?
F=2.79, p > 0.05 Not significant
iv. Is there a statistically significant mean difference in the school librarians’ functional readiness across the four levels of school librarians’ professional qualifications?
F=7.11, p < 0.05 Significant
v. Is there a statistically significant mean difference in school librarians’ technical readiness across the three levels of school librarians’ experience?
F=8.14, p < 0.05 Significant
vi. Is there a statistically significant mean difference in the school librarians’ technical readiness across the four levels of school librarians’ professional qualifications?
F=15.18, p = 0.00 Significant
Pg 174-191
RQ 3: How does experience and qualifications influence school librarians’ readiness?
• FA can be a tool for developing a practical classification analysis to group interdependent variables into descriptive categories such as size, liberal voting, and authoritarianism. • It can used to group cases into types
based on similar profile values (Rummel, 1970).
• FA is widely used in research of different disciplines in educational research for various purposes (Ali, 1997;
Bush, 2010; Cate, 2010; Haley, Kurt, & Hom, 1997; Kirkpatrick, 2010; Lai, Crane, & Cella, 2006; Person, 1993; Roach, 1989; Sharpe, 2010; Yu, Lam, & Lo, 2005).
RQ4 What are the organizational factors influencing the implementation of information literacy in Malaysian secondary schools?
Pg 192
•The organizational factors are
o Information Literacy Policies and
standards
o Teaching and Learning Strategies
o Professional Development
o Infrastructure
Conceptualization of Readiness The researcher proposes an IL Implementation Readiness Framework
Two main contributors for the successful implementation of ILE in Malaysian schools.
1. The school librarians’ readiness comprised of
o cognitive readiness
o functional readiness
o technical readiness
o Professional qualifications impact on their cognitive, functional and technical readiness.
o Experience impact on their technical readiness.
2. Organizational factors:
o Information Literacy Policies and standards
o Teaching and Learning Strategies
o Professional Development
o Infrastructure
Professional Qualifications
Experience
Information Literacy Implementation Readiness Framework
Information Literacy Implementation
SCHOOL LIBRARIANS’ READINESS
o Cognitive Readiness o Functional Readiness o Technical Readiness
ORGANIZATION FACTORS
o Policy & Standardso Teaching & L earning Strategyo Professional Developmento Infrastructure
Pg 237
• Conference Papers• Tan, S. M., & Singh, D. 2008. An Assessment of the information literacy levels of library and media
teachers in the Hulu Langat district, Malaysia. Paper presented at the Towards an information literatesociety: International Conference on Libraries, Information and Society, ICoLIS 2008, 18-19 November2008.
• Tan, S. M., & Singh, D. 2009. Competencies for teacher-librarians: The Malaysians perspective;Kompetensi Guru Perpustakaan dan Media: Perspektif Malaysia. Paper presented at the IndonesianConvention and Seminar on School Librarian 27-29 May, 2009.
• Tan, S. M., & Singh, D. 2010. Information literacy competencies among school library media teachers --Malaysia Paper presented at the Diversity Challenge Resilience: School libraries in action. SchoolLibriaries Association of Queensland and International Association of School Libraries 2010 Conference,27 September-1 October 2010.
• ISI-Cited Publication• Tan, S. M., Gorman, G. & Singh, D. 2012. Information literacy competencies among school librarians in
Malaysia. Libri, 62(1): 98-107.
• Tan, S.M.,& Kaur, K. 201?. School Librarians’ Readiness for Information Literacy Implementation inSecondary Schools. In preparation to be submitted to Journal of Library and Information Science.
• Book Section• Tan, S.M. (2013). The Taman Rakan Primary School Library. In Asselin, R., & Doiron, R. (2013). Linking
literacy and libraries in global communities: London, UK: Ashgate Publishers.
Pg 276