Information literacy programs of school libraries in the Philippines: Proficiencies of school librarians

• Main Authors: Capil, Shane B., Samson, Kelvin B., Viray, Mennie Ruth A.
• Format: text
• Published: Animo Repository 2018
• Subjects: Information literacy—Philippines; Information services—User education—Philippines; School libraries—Philippines; Information Literacy
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/9356
• Institution: De La Salle University

In this study, the authors were able to gauge the readiness and bring to light the challenges faced by the School Librarian in providing the needed instructional scaffolding to inculcate information literacy skills to students. This is in line with the newly-adopted K+12 Program in the Philippines. Thirty-nine school librarians voluntarily participated in a focus group discussion which resulted in eight focus groups running for an average of 30-45 minutes per session. Thirty-three were from private schools, four were from public schools, one from a private international school and one from a science high school. The questions were formulated based on the Standards of Professional Excellence for Teacher Librarians developed by the Australian Library and Information Association (ALIA) and the Australian School Library Association (ASLA). The use of an inductive research process was based on the idea of collecting and analysing data to come up with a hypothesis (Gibson & Hartman, 2014); while with grounded theory, open coding and systematic comparison were used to analyse the data. It was concluded that the ability to provide and implement an information literacy program, in essence, is a matter of having a strong library collection and the School Librarian being fully immersed in the formation of the school’s academic priorities. This must also include being relentless and enthusiastic in professional learning and establishing ties or doing collaborative works to succeed over the challenges and limitations.