libraryliteracy.pdf

INFORMATION LITERACY COMPETENCE OF ELEMENTARY

SCHOOL TEACHER-LIBRARIANS

Andri Yanto1, Agus Rusmana2, Tine Silvana Rachmawati3, Dian Sinaga4, Rully Khairul

Anwar5

One of the keys in building environment is the role of the school librarian in

making the literacy program which begins with library instruction and

making the library as the center of the literacy movement in schools.

Therefore, it needed a training to enhance the information literacy

competence. The objectives of this study is to explore the information literacy

competence which gained through a training. The hypothesis was “there is no

difference in the average number of information literacy comptence before

and after training”. The research method used was pre-experimental design

with one type of Pretest-Posttest group. The value of the influence of the

treatment can be known more accurately by comparing the pre-test with post-

test results. The sample in this study is selected using a purposive sampling

technique as much as 17 teacher librarians from various primary schools in

Jatinangor. The result showed that the there were differences in the average

scores for knowledge with before and after training with a mean score

increase of 5.59 to 6.29. It showed that the training increased knowledge and

information literacy competence. Confirming the results of the hypothesis H1,

there is a difference in the average number of information literacy ability

before and after training.

Keywords: Information Literacy, Teacher Librarian, Library Program

__________________________________________________________________________________________.

1.0 INTRODUCTION

Based on Act No. 2 of 1989 on the Indonesia National Education System that states:

“in each level of education, the unit school education organized by the government or the

community must provide the necessary learning resources for teaching and learning

activities”. This shows that every national school and private school should be able to have

and provide a school library. Sulistyo-Basuki (1993) stated that a school library is a library

belonging to a school, is managed entirely by the school, with the ultimate goal of helping the

school to achieve the goals and objectives of the school.

In terms of providing services to the entire school, the management should be

supported by the availability of infrastructure and a library. Apart from the infrastructure, a

management and a comprehensive program of the school library integrated with the activities

of the school also urgently required. For that, it needs the information literacy program in the

school library to support teaching and learning activities. Today schools are facing the lack of

human resources in optimizing the library collection and the school itself to make students

prepare themselves for lifelong learning.

One of the problems arise are the lack of teachers or librarians existence in the

optimization of the school library through the information literacy. Information literacy

program will be effective when there are supports from the library. Based on the statement of

Kasowit-Scheer and Pasquolani (2002) in Small, Zakaria, & El-figuigui (2004) “literacy

requires a shift in focus from teaching specific information resources to a set of critical

thinking skills involving the use of information,” whereas the presence of shifting library

orientation, activity or instruction will increase the students ability to use information as a

part of critical thinking.

In August 2015, Indonesia Ministry of Education and Culture launched a new

movement called the School Literacy Movement (GLS). This movement is based on the

Ministry Number 21 year 2015 good personality development. GLS aims to build read-write

culture by building the school literacy environment in for them to become lifelong

learners. GLS is a social movement with collaborative supports of various elements. The

effort is to make it happen in the form of conditioning read learners (Wiedarti et al., 2016).

One that can play a role in growing the environment is the role of the school librarian in

making the literacy program that begins with the activities of library instruction and makes

the library as the center of the literacy movement in schools. One of the stages that play an

important role in the stage of conditioning in which those activities should be supported by

the librarians/teacher librarian in the process of the introduction to the school library as a

place to obtain information or as a source of information. Nurhayati (2016) in their study

entitled “synergy program of information literacy with the school curriculum”.

Human Development Index (HDI) is a composite statistic of life expectancy,

education, and per capita income indicators, which are used to rank countries into four tiers

of human development. Cumulatively, the realization of HDI in Sumedang continues to

increase, but is relatively, so that the HDI target compared to that charged by the Province of

West Java, the realization of HDI Sumedang is still far behind. Education Index contributes

a high enough in the HDI Sumedang. One of the regencies which is quite developed in

Sumedang is Subdistrict Jatinangor and with very high development of education. There are

many schools begin the basic levels to higher education available in Jatinangor. The school

in providing services to all stakeholders of the school, one of which is the availability of

facilities and infrastructure. In addition, the school library also required management library

with a variety of school library programs which are integrated with the activities of the

school.

For that, it needs the literacy information program activities in the school library to

support teaching and learning activities. The existing school faces administrative

management capacity limitations (quality and quantity of human resources) as well as the

lack of capacity in the optimization of library collection managers and school library itself to

make students prepared for lifelong learning. One of the problems that arise is lack of

presence of teachers and librarian in the information literacy activity optimization. This

stateIslami schoolment is in line with the results of the research by George, Wiyanti &

Widaty (2011) about the lack of knowledge about the information literacy in schools.

Based on a study of George, Wiyanti & Widaty (2011), providing input to the

schools in to increase the ability of the teacher librarian/librarian continuously, is

expected to accelerate the implementation of information literacy. One of the competency of

the head of the school library based on the regulation of the Minister of National Education

Number 25 Years 2008 about Library Standard in schools/ Islamic schools is providing

guidance on information literacy. Therefore, there should be organized training activities to

enhance the ability of information literacy for librarians at the elementary school level in

Jatinangor.

The objectives of this study were to explore the information literacy competency

gained through training. The hypothesis of the study was the null hypothesis (Ho) “there is

no difference of the information literacy competency before and after training” and the

working hypothesis (H1) is “there is a difference of information literacy competency before

and after training”.

2.0 MATERIALS AND METHODS

The research method used was experimental. Krathwohl (1993) gives an overview of

experimental research that is the purest of quantitative research. All the principles and norms

applicable to quantitative research methods of experimentation. Experimental research a

research laboratory, yet can also be done outside the laboratory, but still applying the

principles of a research laboratory. Experiment method tests the effect of the independent

variable toward dependent variable (Prijana & Yanto, 2017).

Creswell (2010) pay attention to aspects of participants in research experiments, such

as the way the selection of participants and the size of the participants. Here is how to select

participants can be done through two ways, i.e., random and non-random, or also known as

convenient. Here convenient is the way that experimental research will be done in the field

of Library and Information Science.

Sugiyono (2010) devides experimental design research into three groups, one of

which was pre-experimental design with One Group Pretest-Posttest type. Base on these

design, we had given pre-test to groups that will be given a treatment. Then we gave them a

training as the treatment. After completion of the treatment, we gave the treated groups a

post test. The effect of the treatment can be known more accurately by comparing the pre-

test with post-test results. The sample purposively selected to gain 17 teacher librarians from

various primary schools in Jatinangor. The knowledge of the teacher librarian analyzed on

the basis of the results of tests before and after the training. This test is used to find out

whether there is a difference between the average values of the two paired groups. This

means that one sample got different treatment in time dimension. To analyze that the two

samples is correlated to interval data/ ration, it was used paired samples t Test at the 5%

level.

3.0 RESULTS

This study sample was 17 librarian/teacher librarian from various primary schools in
Jatinangor, Sumedang Regency, West Java, Indonesia. The participants were 71 % Female

and 29 % Male. The data used in this research is in the ratio with test results is normally

distributed.

Further details of the activities that have been carried out are through evaluation

activities by looking at the results of the pre-test and post-test instrument given to the

participants. Based on the evaluation towards the training conducted by teacher librarians,

showed the results of statistical analysis and interpretation of research data:

Tabel 1 Paired Samples Statistics

Mean N

Std.

Deviation

Std.

Error

Mean

Pair 1 Before LI

Training
5.59 17 2.002 .486

After LI

Training
6.29 17 1.404 .340

According to Table 1, related to the mean score before and after information literacy

training, there were differences in the average scores for knowledge that showed before and

after training with a mean score increase of 5.59 to 6.29. It shows that the training increased

knowledge and competencies in information literacy. Confirming the results of the hypothesis

H1, there is a difference in the average number of information literacy ability before and after

training.

Tabel 2 Paired Samples Correlations

N Correlation Sig.

Pair 1 Before & After

LI Training
17 .468 .058

Paired samples correlations showed the results of a test of the strength of the

relationship between the value of literacy before and after training. Also, according to the

data in Table 2, the value of the correlation of the results before and after the training is

0.460. Based on the value of probability (sig.) 0.058 (> 0.050), it means that the correlation

between an increase in the capacity of an information literacy before and after training

showed no independence correlation between before and after the training toward the

competency of information literacy.

Tabel 3 Paired Samples Test

Paired Differences t df

Sig.

(2-

tailed)

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 Before &

After LI

Training

-.706 1.829 .444 -1.646 .235 -1.591 16 .131

As displayed in Table 3, there are statistically no significant differences, at the 0.05

significance level. In this analysis, the Sig (2-Tailed) value is 0.131 (>0,05). We can conclude

that there is no statistically significant difference between before after information literacy

training.

4.0 DISCUSSION

Information literacy as a necessity in these days equips teacher and student to become

a lifelong learner. Information literacy is a part of information competencies. Lau (2006)

stated that information competencies are a key factor in lifelong learning. This study focused

on the increased competencies of information literacy. The results of the first hypothesis

confirmation showed that there are differences in the average scores for knowledge with

before and after training with a mean score increase of 5.59 to 6.29. It shows that there are

increased knowledge and competency in information literacy through training. The findings

in this section were aligned with the results of Karimi, Ashrafi-rizi, Papi, Shahrzadi, &

Hassanzadeh (2015) which showed that the training was effective in enhancing information

literacy skills.

However, the correlation between information literacy comptencies before and after

training showed that there is no correlation between before and after the training toward the

competency of information literacy. There is no statistically significant difference between

before and after information literacy training. Whereas other exams obtained hypothesis

exams stated that there is no statistically significant difference between before after

information literacy training. When the value of the correlation from Table 2, showed that the

information literacy training contribute towards the improvement of the knowledge and skills

of information literacy ability is r2 = 0.4682 = 0.22 (22%), 22% , increase in the knowledge

and skills of information literacy is caused by the presence of the training and the remaining

78% by other factors.

George, Wiyanti & Widaty (2011) stated that “librarian should have the ability to

teach, constantly renewing knowledge (willingness to learn) and have the practical ability and

always strives to follow the development of information literacy”. This needs collaboration

between librarian and the teacher. “Librarian need to give education about the importance of

literacy information to principals and educators as well as continuously to empower the

library in to make the implementation of this information literacy. These can be done in

collaboration and became an integral part of the school’s learning activities” Yanto & Prijana

(2017) argued that collaboration between librarians and teachers who are in learning

activities, either at school or to implement the program of information literacy. These can be

packaged with various formats of activities related to the goals to be achieved, respectively,

so that the program made by teachers can be integrated with the activities of the library.

Currently, none little research about pre-test and post-test design to assess the ability

of information literacy in Indonesia. Future research could use more complex design

methodology about increasing ability information literacy using pre-test and post-test using

comparative experiment toward treatment and control groups.

Librarian and Teacher Collaboration

One of the efforts that can be made are the librarians and teachers can make library

program in which the teacher assign students to search for the source of the information on

school topics and subjects, while they are assisted by a librarian to know how to search for

and find assigned information. The librarians are also to educate students how to write

various sources of information that they obtain to note as part of the reference education.

This is a challenge how to create a conducive situation so that collaboration is done

can be realized. Collaboration with teachers as a way for school librarians to contribute to the

overall educational mission of their institutions. Evidence suggests that achieving successful

collaborative relationships in the field is full of challenges (Hartzell 1997; Lance 2010; Miller

and Shontz 1993; Williams 1996) in (Latham, Gross, & Witte, 2013). Collaboration becomes

a keyword of the moves of existing literacy in schools where not only the support of

librarians and teachers, but also requires the support of the leadership of the school to these

existing literacy activities at the school library. The principal gave emphasis on in-service

opportunities for collaboration between teachers and librarians.

5.0 CONCLUSION

The result showed that trainings has increased knowledge and competency of

information literacy. It was confirmed by the results of the hypothesis H1, that showed a

difference in the average number of information literacy competency before and after training.

Based on the description and analysis of the activities performed, it can be concluded

that there is an increase in participants knowledge about information literacy, and information

literacy implementation method in schools through the creation of school library programs.

The constraint to the implementation in each school based on the results of monitoring and

evaluation is the limitations of the facilities owned by the school library as well as the

synchronization of library schools with the curriculum or classroom teacher.

6.0 REFERENCES

Andretta, S. (2005). Information literacy: a practitioner’s guide. Oxford: Chandos

Publishing.

Creswell, J. W. (2010). Research design: Qualitative, Quantitative, and Mixed Methods

Approaches. California: SAGE Publication.

George, H. C., Wiyanti, M. I. E & Widaty, D. R. (2011). Peran tenaga perpustakaan sekolah

dalam implementasi literasi informasi di Indonesia: kajian terhadap tenaga

perpustakaan sekolah yang telah mengikuti pelatihan literasi informasi. Jakarta:

Perpustakaan Nasional RI.

Hanson, C. D. (2012). Academic Library Friends: A Toolkit for Getting Started – You Can

Do This! Philadelphia: United for Libraries. Retrieved from

http://www.ala.org/united/sites/ala.org.united/files/content/friends/orgtools/academic-

library-friends.pdf

Karimi, Z., Ashrafi-rizi, H., Papi, A., Shahrzadi, L., & Hassanzadeh, A. (2015). Effect of

information literacy training course on information literacy skills of undergraduate

students of Isfahan University of Medical Sciences based on ACRL standards. Journal

of Education and Health Promotion, 4, 76. http://doi.org/10.4103/2277-9531.171789

Krathwohl, D. R. (1993). Methods of educational and social science research: An integrated

approach. New York: Longman.

Latham, D., Gross, M. & Witte, S. (2013). Preparing Teachers and Librarians to Collaborate

to Teach 21st Century Skills: Views of LIS and Education Faculty. School Library

Research. 16, 1-23. Retrieved from

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol16/SL

R_PreparingTeachersLibrarianstoCollaborate_V16.pdf

Lau, J. (2006). Guidelines on information literacy for lifelong learning: final draft. IFLA.

Retrieved from https://www.ifla.org/files/assets/information-literacy/publications/ifla-

guidelines-en.pdf

McAdoo, M. L. (2012). Fundamentals of Library Instruction. Chicago: ALA Editions.

Nurhayati, A. (2016). Strategi pustakawan dalam menyukseskan akreditasi perpustakaan

sekolah (studi kasus perpustakaan SD Muhammadiyah Sapen SDIT Lukman Al-

Hakim Yogyakarta). LIBRARIA: Jurnal Perpustakaan. 4 (2), 289-314. DOI:

http://dx.doi.org/10.21043/libraria.v4i2.1834

Prijana, Yanto A. (2017). Metode analisis hubungan asosiasi Chi-Square Ilmu Perpustakaan

& Informasi. Bandung: Unpad Press

Reitz, J. M. (2004). “Dictionary for Library and Information Science” . Library Books and

Monographs. United State: Libraries Unlimited. Site http://www.abc-

clio.com/ODLIS/odlis_A.aspx

Small, R. V., Zakaria, N., & El-figuigui, H. (2004). “Motivational Aspects of Information

Literacy Skills Instruction in Community College Libraries.” College & Research

Libraries 65 (2): 96–121. doi:10.5860/crl.65.2.96.

Sugiyono. (2010). Metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan

R&D. Bandung: Alfabeta.

Sulistyo-Basuki. (1993). Pengantar Ilmu Perpustakaan. Jakarta: Gramedia.

Wiedarti, P, Kisyani-Laksono, Pratiwi Retnaningdyah, Sofie Dewayani, Wien Muldian,

Sufyadi Susanti, Dwi Renya Roosaria, et al. (2016). Desain induk Gerakan Literasi

Sekolah. Edited by Pangesti Wiedarti and Kisyani-Laksono. Jakarta: Direktorat Jenderal

Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan.

http://dikdas.kemdikbud.go.id/wp-content/uploads/2016/04/Desain-Induk-Gerakan-

Literasi-Sekolah.pdf.

Yanto, A & Prijana (2017). Library instruction class in Gerakan Literasi Sekolah (GLS).

Paper presented at the International Seminar on Islamic Education. Ponorogo: Wade

Group

Copyright of Library Philosophy & Practice is the property of Library Philosophy & Practice
and its content may not be copied or emailed to multiple sites or posted to a listserv without
the copyright holder’s express written permission. However, users may print, download, or
email articles for individual use.