Information Literacy Competencies among School Librarians in Malaysia

Tan, Shyh-Mee; Gorman, G.E.; Singh, Diljit

doi:10.1515/libri-2012-0007

Cited by 11 publications

(5 citation statements)

References 8 publications

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“…These factors are described in sections 6. The finding is consistent with the literature (Tan, Gorman & Singh, 2012;Tan & Singh, 2008;ETD, 2006). For example, Tan, Gorman & Singh My data showed that the School Heads are the driving force in the initiation and implementation of pedagogical practices in the schools (see 6.…”

Section: What Are the Factors Affecting The Implementation Of Ile Insupporting

confidence: 93%

Factors affecting the implementation of information literacy education in Malaysian primary schools

Ismail¹

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<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process. The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration. Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings. Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

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Section: What Are the Factors Affecting The Implementation Of Ile Insupporting

confidence: 93%

Factors affecting the implementation of information literacy education in Malaysian primary schools

Ismail¹

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“…The factors influencing IL at school have been the subject of numerous studies (Moore, 2000;Dorner & Gorman, 2006;Ismail, 2014;Tan, 2014;Tan et al, 2012;Singh et al, 2005). The primary factor, teacher factor, teacher librarian factor, learner factor, and social and cultural factor are the five categories of factors that have been found in the research literature for this study.…”

Section: Literature Reviewmentioning

confidence: 95%

“…Ironically, the Ministry of Education's (MoE) official documents appeared yet to acknowledge nor encourage IL education (Harun, 2006). For the aforementioned reasons, the majority of Malaysian primary schools did not appear to be implementing IL instruction, according to many research (Moore, 2000;Dorner & Gorman, 2006;Ismail, 2014;Tan, 2014;Tan, Gorman, & Singh, 2012;Singh et al, 2005). Most of these research used surveys and questionnaires and were quantitative in nature.…”

Section: Problem Statementmentioning

confidence: 99%

The National Educators' View on Information Literacy (IL) Implementation

Ismail¹,

Setiawati²,

Mustafa³

2023

IJARAFMS

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For the past 25 years, IL instruction has been formally incorporated into the Malaysian curriculum. However, it appears that the implementation of Information Literacy Education (ILE) is developing and progressing more slowly than may be anticipated. Determining the elements influencing the adoption of IL education in Malaysian primary schools, and examining how these aspects are supporting or impeding the process, are the objectives of this qualitative study. The national primary schools representing one of Malaysia's two public school types were the subjects of case studies. For a deeper understanding of the implementation challenges that surfaced during the implementation, school teachers and other significant stakeholders took part in in-depth, semi-structured interviews that were followed by documentary analysis. The examination of the interview transcripts with the teaching staff has revealed a number of elements that both help and impede the implementation of IL instruction. According to interview data, the majority of participants had favourable opinions of IL education. They believed that IL education was significant and had the ability to increase the fun and engagement of teaching and learning activities. The participants did, however, also mention that there were issues with IL implementation; these issues appear to be related to the ecology of the school.

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“…School librarians are tasked to provide information literacy instruction to students, teachers, administrators, parents, caretakers, and community stakeholders (Osadcbe et al 2018;Ostman 2020;Tan et al 2012). Information literacy, defined as the ability to access, sort, select, and identify credible and reliable information is critically important, especially today, to promote social justice and prevent disenfranchisement and systematic oppression (Gibson and Hughes-Hassell 2017).…”

Section: Information Literacy Instruction and Assessmentmentioning

confidence: 99%

Significant and non-significant results matter: School librarians and assessment

2021

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Teachers' use of formative and summative assessment to document and enhance students' learning and teachers' instructional practice is firmly established throughout educational research as integral to the teaching profession. However, knowledge about how school librarians, also referred to as teacher librarians, or school library media specialists, use assessment information to shape and inform their instructional practice is far less understood. This study, conducted in a large populous state in the northeastern region of the United States, describes how significant and insignificant results, based on a state-wide web survey of public-school librarians aligned with student achievement data at respondents' school building level, reveal school librarians' assessment practices. Findings reveal that although school librarians use formative assessment to gauge student performance, they rarely share assessment results with teachers or administrators within their buildings. School librarians' demographic factors including prior experience and educational background appear to be associated with assessment practice. The article discusses the need for school librarians to become better versed in how to use assessment information to document evidence of their practice and reveal the contributions they make to various stakeholders within their school communities. Statistical analyses include descriptive statistics as well as regression modeling using school-district-level outcomes and covariates. The results of this study are limited to school librarians in this state and may not be generalizable to all school librarians.

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Information Literacy Competencies among School Librarians in Malaysia

Cited by 11 publications

References 8 publications

Factors affecting the implementation of information literacy education in Malaysian primary schools

Factors affecting the implementation of information literacy education in Malaysian primary schools

The National Educators' View on Information Literacy (IL) Implementation

Significant and non-significant results matter: School librarians and assessment

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