tag:blogger.com,1999:blog-75843005176838704482024-02-19T23:55:08.368-08:00Library and Information Science Research AbstractsThis blog contains abstracts of researches in Library and Information Science (LIS) in the Philippines to facilitate the searching of information on LIS literature. It is also aimed to provide free access to research materials for LIS students both undergraduate and graduate students.Unknownnoreply@blogger.comBlogger407125tag:blogger.com,1999:blog-7584300517683870448.post-20747590872885491872009-11-04T01:11:00.000-08:002012-02-19T01:39:18.175-08:00Library Services and Pupils' Library Utilization Competencies in Selected Public Schools in Rodriguez, Rizal<m:smallfrac m:val="off">
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Researcher: DIANA V. PADILLA</div>
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Course: Master of Arts in Library Science<o:p></o:p></div>
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School: University of Santo Tomas, Philippines<o:p></o:p></div>
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Subject Area: Library usage, Library services, Public
schools<o:p></o:p></div>
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Year of Graduation: 2009<o:p></o:p></div>
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Abstract:<o:p></o:p></div>
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The study assessed the profile of
seven (7) selected public elementary school libraries in Rodriguez, Rizal in
terms of their facilities, collections, and services and the corresponding
library utilization competencies of their pupils. Data were gathered through a
researcher-made questionnaire, referred to as the Library Knowledge Skills
Inventory (LKSI), which covered five domains, namely: library services, parts
of the book, use of reference materials, use of card catalog, and the use of
the Dewey decimal classification system. The researcher also made an ocular
inspection of the school libraries, conducted interviews with school
administrators, teachers and library personnel, and asked the pupils to rate
the effectiveness of their school libraries in terms of its Physical
Facilities, Holdings and Library Services. Three hundred twelve (312) grade six
pupils were involved in the study, although only 180 (57.68%) of them came from
schools (4 out of 7) with existing libraries. Data were treated in-depth with
the use of statistical tools such as percentages, ranking, mean, standard
deviation, chi square test of homogeneity, and one way analysis of variance. <o:p></o:p></div>
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Results revealed a seemingly low
level of competency of the pupils in library utilization as shown by their mean
percentage ratings in the LKSI (40.19 to 66.27). Ironically, the students gave
a "very good" rating to all the components of determining the effectiveness
of their school library despite the fact that these school libraries do not
seem to adhere to the Guidelines on the Implementation of School Library
Policies and Programs set by the Department of Education. Significant
agreements were noted in the pupils' assessment of their school libraries in
terms of the size of the reading area, seating capacity, ventilation system,
general and reference collection, library staff, orientation and circulation
services, and reader's guide. Significant differences were also noted in the
LKSI mean percentage ratings with regard to the physical condition of their
school libraries. Knowledge of library services was more evident when the
library is located at the second floor and non-profit materials are made
available. Presence of audio-visual materials enhanced their knowledge on the
parts of a book and skills in the use of reference materials and the Dewey
Decimal Classification System. Based on the results, a Library Instructional
Program must be developed to assist pupils so they can become more competent in
using their respective libraries and be effective users of information.</div>
</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-6293082661696127792009-11-03T00:51:00.000-08:002012-02-19T01:02:05.141-08:00An Assessment of the Attitudes and Competencies of Librarians of the Member Libraries of the Ortigas Center Library Consortium (OCLC)<m:smallfrac m:val="off">
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Researcher: NOEMI LLERENA RONCAL</span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Course: Master of Arts in Library Science</span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">School: University of Santo Tomas, Philippines</span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Subject Area: Library Consortium, Librarian
Competencies</span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Year
of Graduation: 2009</span></div>
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<b><span style="font-family: Arial, sans-serif; font-size: 12pt;">Abstract:</span></b></div>
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<span style="color: black; font-family: Arial, sans-serif; font-size: 12pt;">In the 21st century, there are many changes
towards the modernization of libraries and librarianship. This is evident in the type of reference queries
and various sources of information from print to digital formats. Considering this, libraries have to improve
the effectiveness and efficiency of their potential resources, and one of them
is the human resource which is their greatest asset.</span><span style="font-family: Arial, sans-serif; font-size: 12pt;"></span></div>
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<span style="color: black; font-family: Arial, sans-serif; font-size: 12pt;">Among all the resources, human resource
constitutes the most important and biggest contribution to the success of the
organization. Librarian's knowledge, behavior, competencies,
skills, and values respond to the organizational environment, and eventually
contribute to the attainment of its goals and objectives.</span></div>
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<span style="color: black; font-family: Arial, sans-serif; font-size: 12pt;">Using descriptive and qualitative research
methods, the study assessed the attitudes and competencies of librarians of the
OCLC member libraries and how are they affected by determining variables such
as salaries and benefits, management style, working conditions and performance
appraisal. This study focuses on the human aspect of the respondent librarians
rather than the institutions where they belong.</span></div>
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<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-30300990588741242782008-11-14T01:49:00.000-08:002012-02-19T01:58:15.523-08:00Library Marketing in Selected Academic Libraries in Metro Manila : A Basis for a Strategic Plan for St. Jude College Library, Manila<span style="font-family: Arial, sans-serif; font-size: 12pt;">Researcher: ROSALIE B. BALBIN</span><br />
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Course: Master of Arts in Library Science<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">School: University of Santo Tomas,
Philippines<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Subject Area: Academic libraries, Library
marketing, Strategic planning<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Year of Graduation: 2008<o:p></o:p></span></div>
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<b><span style="font-family: Arial, sans-serif; font-size: 12pt;">Abstract:<o:p></o:p></span></b></div>
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<span style="font-family: Verdana, sans-serif; font-size: 12pt;">In an age
of complex higher education environment and rapid technological advancements,
the need to market the </span><span style="font-family: Verdana, sans-serif; font-size: 12pt;">library</span><span style="font-family: Verdana, sans-serif; font-size: 12pt;"> effectively
has become essential. Academic libraries may have enjoyed the monopoly in
providing information resources and services to students and faculty in the
past, but today, users have a variety of options available to meet their needs
instantaneously. With changing user expectations, academic libraries must move
beyond the traditional service model to remain viable and be able to function
competitively in this environment in order to survive and grow (Adams and
Cassner, 2000). The use of marketing techniques to identify appropriate
products (services, programs and materials) and to evaluate the effectiveness
of these services assures that </span><span style="font-family: Verdana, sans-serif; font-size: 12pt;">library</span><span style="font-family: Verdana, sans-serif; font-size: 12pt;"> services
offered will be wanted and valued by the clients (Bushing, 1995).</span><b><span style="font-family: Arial, sans-serif; font-size: 12pt;"><o:p></o:p></span></b></div>
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<span style="font-family: Verdana, sans-serif; font-size: 12pt;">One of
the management tools that is now being used by academic libraries is strategic
planning. A strategic plan provides a structure in analyzing current and future
opportunities and challenges an organization faces. It anticipates problems, creates
a </span><span style="font-family: Verdana, sans-serif; font-size: 12pt;">library</span><span style="font-family: Verdana, sans-serif; font-size: 12pt;">-wide awareness and ensures
that everyone in the organization is working towards achieving a common goal.
Strategic planning focuses on the broad issues of an organization, allowing
libraries to be able to anticipate and respond to environmental changes in a
timely manner.</span><b><span style="font-family: Arial, sans-serif; font-size: 12pt;"><o:p></o:p></span></b></div>
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<span style="font-family: Verdana, sans-serif; font-size: 12pt;">Using
descriptive survey method, the study aims to assess the </span><span style="font-family: Verdana, sans-serif; font-size: 12pt;">library</span><span style="font-family: Verdana, sans-serif; font-size: 12pt;"> marketing strategies of selected academic libraries in Metro
Manila in terms of the 4Ps that make up the marketing mix, namely, product,
price, place and promotion. Perceived effectiveness of these strategies by
respondent students and faculty members was measured and tested using ANOVA and
independent T-test. Findings culled will then serve as the basis in the
formulation of an effective strategic </span><span style="font-family: Verdana, sans-serif; font-size: 12pt;">library</span><span style="font-family: Verdana, sans-serif; font-size: 12pt;"> marketing
plan for St. Jude College </span><span style="font-family: Verdana, sans-serif; font-size: 12pt;">Library</span><span style="font-family: Verdana, sans-serif; font-size: 12pt;">, Manila.</span><b><span style="font-family: Arial, sans-serif; font-size: 12pt;"><o:p></o:p></span></b></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-44252832200279121312008-11-12T01:30:00.000-08:002012-02-19T01:43:41.086-08:00An Assessment of San Beda College Alabang Grade School Library: Basis for Quality Library Services<span style="font-family: Arial, sans-serif; font-size: 12pt;">Researcher: MARIA SHARLEEN MAYBETH R. SANTOS</span><br />
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Course: Master of Arts in Library Science<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">School: University of Santo Tomas, Philippines<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Subject Area: School libraries, Library
services<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Year
of Graduation: 2008</span></div>
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<b><span style="font-family: Arial, sans-serif; font-size: 12pt;">Abstract:<o:p></o:p></span></b></div>
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<span style="font-family: Verdana, sans-serif; font-size: 12pt;">A school library is one of the most
important agencies in the school. It is equipped with resources organized to
assist in the learning needs. The implementation of the library learning programs helped
helps equip students with the skills necessary to succeed in a constantly
changing environment. On the other hand, it provides teachers with access to
relevant curriculum information and professional development within and outside
the school.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 12pt;">Since faculty and
students use the school library often
for reading, and do research, it is very important for the library to offer quality library service. An efficient and
prompt dissemination of information enable users to maximize the use of its
resources and services. Success in improving service quality depends heavily on
users' involvement. Melling and Little (2002) reiterate that users must be
consulted, involved and be satisfied with the services provided by the library because they are the factors
to a successful performance service.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 12pt;">Using descriptive,
quantitative, and qualitative method, this study assessed the students' and
faculty's perception on library services
as actually practiced at San Beda College Alabang Grade School Library using self-made
questionnaire. The focus of this study is on the effectiveness and quality
of library services
provided by the San Beda College Alabang Grade School Library.</span><span style="font-family: Arial, sans-serif; font-size: 12pt;"><o:p></o:p></span></div>
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<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-81522513435405679682008-11-02T06:30:00.000-08:002008-11-29T06:37:51.263-08:00An Analysis of the Usage of the Jose Rizal University Library Collection A Basis for Further Development<div style="text-align: justify;">Researcher:EDITHA P. AGENA
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<br />Course: Master of Arts in Library Science
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<br />School: University of Santo Tomas, Philippines
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<br />Subject Area: Collection Development
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<br />Year of Graduation: 2008
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<br /><meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 10"><meta name="Originator" content="Microsoft Word 10"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CAnabelle%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--> <p class="MsoNormal" style="text-align: justify;"><span style="font-weight: bold;">Abstract:</span>
<br /></p><p class="MsoNormal" style="text-align: justify;">An academic <strong><span style="font-weight: normal;">library</span></strong> is said to be the heart of an institution. It plays an important role in the teaching and learning process for both faculty and students. The success of one's <strong><span style="font-weight: normal;">library</span></strong> is determined by the strength of its <strong><span style="font-weight: normal;">library</span></strong> collection and the extent of use made by its clientele. In building the <strong><span style="font-weight: normal;">library</span></strong> collection, Acquisition librarians follow specific steps and procedures based on the collection development policy supporting the mission and vision of the institution. The study shows a comparative analysis of the collection development and the usage of JRU <strong><span style="font-weight: normal;">library</span></strong> in three years (SY 2004-2007). This study is designed to assess the usefulness of the JRU <strong><span style="font-weight: normal;">library</span></strong> collection to an extremely important user group like faculty and students. The purpose of this analysis is to determine the quantity and quality of the collection.<o:p></o:p></p>
<br /><strong></strong>Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-7584300517683870448.post-41180558628067251882008-07-02T17:27:00.000-07:002009-01-02T04:43:39.823-08:00Users' Evaluation of the Library of the F.L. Vargas College Tuguegarao City Based on the PACU-COA Standards: Towards A Proposed Lib. Development PlanResearcher: MRS. JANE PIGGINGON-FRANCISCO<br /><br />Course: Master of Arts in Education Major in Library Science<br /><br />School: Saint Mary's University, Philippines<br /><br />Subject Area: Library Development Plan<br /><br />Year of Graduation: 2008<br /><br /><span style="font-weight: bold;">Introduction</span><br /><div style="text-align: justify;">The continuing trend of knowledge explosion and the rapid advances in science and technology put emphasis on the use of the academic library by students to help them pursue their academic activities and gain knowledge beyond their textbooks and beyond their teachers' lectures. As the heart of a school institution, the library should be planned and organized to meet the needs and challenges of our rapidly advancing society especially if it speaks of quality education.<br /><br /><span style="font-weight: bold;">Statement of the Problem</span><br />This study aimed to describe the current status and conditions of the F.L. Vargas College Tuguegarao City Library as evaluated by the users in terms of collections, personnel, facilities, and services as a basis for coming up with a proposed development plan for the library.<br /><br />Specifically, the study aimed to do the following:<br />1) Describe the status of F.L. Vargas College Library in terms of the collections, personnel, facilities, and services;<br />2) Determine the extent to which the library meets the conditions or standards provided for in the PACU-COA Library Evaluation Criteria, as evaluated by the faculty and students, with respect to: 2.1. Collections; 2.2. Personnel; 2.3. Services; and 2.4. Facilities;<br />3) Determine if there is a significant difference in the evaluation between the faculty and student users; and<br />4) Propose a development for F.L. Vargas College Library based on the result of the evaluation.<br /><br /><span style="font-weight: bold;">Methodology</span><br />The study used the descriptive research method to describe the current situation prevailing in F.L. Vargas College Library. It also used descriptive-comparative sub-type of survey research to determine if there is a significant difference between the faculty and student users' evaluation of the F.L. Vargas College Library.<br /><br /><span style="font-weight: bold;">Findings</span><br /><span style="font-weight: bold;">1. Status of the Library. </span><br /><span style="font-weight: bold;">A) Collection. </span> The F.L. Vargas College Library has a total general collection of books and other print materials with a total of 1,878 titles and 3,338 volumes. There are no books in Religion and Public Administration. As regards to the professional books in the degree courses, the library has a total of 659 titles of professional books and 1,840 volumes. Engineering has the highest number of titles, however, Criminology has the highest number of volumes dated 2002 and above. It was also found out that the library still lacks necessary instructional media like films, pictures, posters, sound recordings and other audiovisual materials.<br /><br /><span style="font-weight: bold;">B) Personnel. </span> The F.L. Vargas College Library Tuguegarao Campus, it is composed of two (2) fulltime librarians and one (1) fulltime library aide and three (3) student assistants. In other words, it is managed by a Head Librarian, the assitant library, library aide and 3 student assistants.<br /><br /><span style="font-weight: bold;">C) Library Services and Usage.</span> The F.L. Vargas College Library Tuguegarao Campus is open fifty-nine (59) hours a week; adopts a closed-shelf system; provides bulletin board; offers librarientation for firts year and transferee students; and librarians render lecture on the organization of the library, the card catalog, and others.<br /><br /><span style="font-weight: bold;">D) Physical Facilities. </span> There is physical provision for reading comfort in the library. It is well-lighted, ventilated and acoustically suited for quiet reading, free from noise, attractive, properly maintained and with an atmosphere conducive to learning. It was found out that it lacks atlas stand, map stand and xerox machine. It also lacks necessary audiovisual equipment like cassette tape player, DVD player, sound system and other nonbook resources.<br /><br /><span style="font-weight: bold;">2. Evaluation of the Library Based on the PACU-COA Standards</span><br /><span style="font-weight: bold;">A) Collections.</span> The collection development of F.L. Vargas College Library was evaluated by the faculty members and students generally to be "Good" however, it is not the ideal situation because it is just at the middle of the scale and it needs improvement. The general collection of the library was rated by the two groups of raters to be "fair" and this implies that the acquisition of books, journals and other related reference materials is neglected. <br /><br />On the other hand, professional books for degree and non-degree courses was rated "good" and the evaluation for the audiovisual materials and equipments were rated "poor." The overall evaluation of the collection in general was rated "good" which implies that there is a need to put emphasis on the holdings of F.L. Vargas College Library.<br /><br />The organization of materials was rated to be "very good" since the collections are organized according to an accepted code of cataloging. However, the overall evaluation of the two raters was "good" that implies improvement with regards to the organization and care of materials.<br /><br /><span style="font-weight: bold;">B) Library Personnel.</span> On the five (5) items of evaluation under library personnel, there are 3 items that were rated as "very good." It shows that the library personnel of the library are well qualified and competent in their designated positions. However, the overall rating by the two groups of raters is "good" wherein, it means there is still need for improvements.<br /><br /><span style="font-weight: bold;">C) Library Services. </span> The overall evaluation of the F.L. Vargas College Library services and use by the two groups of raters is "good" that it also implies improvements. Out of the seven items of evaluation under library services, there are four items that were rated "very good" since the needs and demands of the students and faculty members are really met on the following items: that the library is open 54 hours a week; services of the librarians are available during library hours; library policies are fair and extended to all qualified clients; and they are informed of newly acquired books. However, the overall rating is "good" because the library practices the closed shelf system, no internet searching in the library, no xerox machine, viewing and listening facilities.<br /><br /><span style="font-weight: bold;">D) Physical Facilities. </span> The overall rating by the two groups of raters on the physical facilities of F.L. Vargas College Library is "fair" which shows that there is a great need for improvement.<br /><br />The overall summary of the respondents evaluation on the status of F.L. Vargas College Library was generally evaluated by the two raters as "good." It implies that it does not meet the conditions or standard provided in the PACU-COA library evaluation criteria. <br /><br />There are a lot more things to improve in F.L. Vargas College Library namely: the space requirements that it needs relocation of the library or addtional rooms to accommodate additional acquisition and to have a space for any increase in enrollment; the holdings; collection development; organization and care of materials; library services; additional library personnels for additional library services; and the security control in the library.<br /><br /><span style="font-weight: bold;">3. Comparison of the faculty and Student's Evaluations.</span><br />The two groups of respondents do not significantly vary in their evaluation. This is indicated by the significance value which are higher than .05. They diffey only by the significance value of .048. Therefore, the null hypothesis is accepted that there are no significant difference between the evaluation of the faculty and student users on the extent to which the F.L. Vargas College Library meets the standard provided for in the PACU-COA library accreditation criteria, as evaluated by the faculty and students with respect to the four areas evaluated.<br /><br /><span style="font-weight: bold;">Conclusions</span><br />1. The F.L. Vargas College has inadequate collection of books and periodicals. It lacks necessary audiovisual materials and equipment which are considered as important tools of instruction.<br />2. Librarians are qualified and licensed but the overall evaluation indicates a need for more improvement. Space requirement is "fair," the library has a very limited space.<br />3. In general, the F.L. Vargas College Library does not meet the PACU-COA standards. General books and professional books are very limited. Very few are copyrighted 2002 and above. Useful audiovisual materials and equipment are lacking.<br />4. The two groups of respondents have similar evaluation with regards the four areas evaluated. It implies more improvement on F.L. Vargas College Library.<br /><br /><span style="font-weight: bold;">Recommendations</span><br />1. The library staff and concerned authorities should strengthen the weaknesses identified and implement relevant measures to improve the library status.<br />2. Re-evaluation after five year implementation of the development plan is also recommended.<br /><br /><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-52710818608401328662008-07-01T05:41:00.000-07:002009-01-02T04:43:11.439-08:00An Assessment of the Library of Maritime Academy of Asia and the Pacific-Kamaya Point: Towards the Formulation of Library Development PlanResearcher: MRS. ETHEL REYES-CAPELLAN<br /><br />Course: Master of Library and Information Science<br /><br />School: Saint Mary's University, Philippines<br /><br />Subject Area: Library Development Plan<br /><br />Year of Graduation: 2008<br /><br /><span style="font-weight: bold;">Introduction</span><br /><div style="text-align: justify;">Libraries today must find ways to optimize operations, maximize resources, enhance services and serve customers. Having access to real-world data on trends and dynamics impacting a broad spectrum of libraries means that library community leaders can conduct benchmarking, manage collections, prepare budgets, choose facility sites, and make other decisions with greater insight than ever before possible. These are challenging times for libraries. Libraries are essential to the educational process because they support curricula, teach information literacy, and foster critical thinking skills. They are essential partners in creating educated communities because they rpovide opportunities for self-education, life-long learning and self-improvement. Most importantly, libraries are essential places of opportunity because they level the playing field making the world of information available to anyone seeking it (De Leon, 2006).<br /><br /><span style="font-weight: bold;">Statement of the Problem</span><br />The main thrust of the study was to assess the status of the library of the Maritime Academy of Asia and the Pacific-Kamaya Point, Mariveles, Bataan. Specifically, it: 1) evaluated the status of its collection, organization of the collection, facilities, staff, services and utilization, financial resources and linkages based on CHED-PSG requirements; 2) assessed in general the areas aforementioned based on the PACU-COA standard; 3) determined if there was significant differences between the assessment of the faculty and student respondents; 4) identified suggestions and recommendations of the respondent on various areas of concern for the improvement of the MAAP Library; and 5) designed a development plan to improve the services of the MAAP Library.<br /><br /><span style="font-weight: bold;">Methodology</span><br />The study used a descriptive survey and documentary analysis methods of resarch. In meeting the research needs, the researcher was tasked to find out the status of the MAAP Library in terms of the instruments used by the PACU-COA prior to accreditation period. The study used questionnaire as a data-gathering tool; and documentary analysis on the actual library services and its operation.<br /><br /><span style="font-weight: bold;">Findings</span><br /><span style="font-weight: bold;">1. On Collection Development. </span>The assessment of fcaulty and students was "very good" in general. However, the library needed to improve its collections especially on non-print, periodicals, and professional materials. The library failed CHED and PACU-COA standards on this aspect.<br /><span style="font-weight: bold;">2. On Organization and Care of Library Materials. </span> The students and faculty rated this area "very good" which means that the library complied with the minimum requirements set by CHED and the accrediting agency.<br /><span style="font-weight: bold;">3. On Library Facilities.</span> The assessment of both faculty and students was rated "fair." Per CHED standards, the library failed to comply with the minimum requirements on newspaper rack, study carrels, photocopier, electric fans, sound recordings, video recordings, TV and laser disc player.<br /><span style="font-weight: bold;">4. On Library Personnel. </span> The respondents assessed the library personnel as "good" despite the MAAP Library's non-compliance with CHED and PACU-COA standards.<br /><span style="font-weight: bold;">5. On Services and Utilization. </span> The ratings given by the faculty and students on library services was "very good" and the MAAP Library passed the requirements set by PACU-COA standards. CHED-PSG has no specifi criteria on this aspect.<br /><span style="font-weight: bold;">6. On Financial Resources. </span> The students and faculty rated this "good" based on PACU-COA standards. CHED-PSG has no criteria on financial resources.<br /><span style="font-weight: bold;">7. On Linkages. </span>The linkages of the MAAP Library was very limited thus, the respondents rated this "good." However, the library has been an institutional member of PAARL and the librarian is actively involved in both PAARL and PLAI.<br /><br /><span style="font-weight: bold;">Conclusions</span><br />1. Based on the library documents, most areas of concerns in the library of MAAP have complied with the minimum requirements of CHED and this is supported by the assessment of the respondents in terms of the PACU-COA standards.<br />2. The MAAP Library has not complied with the CHED standards on the following provisions: 1) Print and non-print materials published within the last five years; 2) Adequate paraprofessional staff; 3) Library services such as photocopying, bibliographic, research, readers' advisory, indexing, abstracting, current awareness and document delivery services; 4) Physical facilities such as newspaper rack, study carrels, photocopier, electric fans, sound recordings, video recordings, TV, and laser disc player; 5) Clearly defined and specified budget for MAAP Library; 6) Involvement to library linkages.<br />3. There is a need to improve, enhance and modernize the collection, physical facilities, services and linkages of the library to meet over and beyond the minimum requirements of accrediting bodies in order tp provide quality Matime Education in local, national and international community. The personnel need to undergo training to upgrade them.<br /><br /><span style="font-weight: bold;">Recommendations</span><br />1. A Library Development Plan for AY 2008-2013 shall be developed and should be implemented to improve the quality of existing collection and other areas of concerns as stated in the PACU-COA instruments.<br />2. MAAP administrators should strengthen their support to the Library Development Program and to the Textbook and Reference Selection Board in order to improve the human as well as financial resources as contributory factors to the realization of Maritime Education and training objectives.<br />3. The top management shall include in their future plan to establish a one-building library to accommodate all midshipmen, faculty, trainees and other researchers of the MAAP Library.<br />4. Facilities and equipment like newspaper rack, additional shelves for periodicals, carrels, additional maps, globes and television shall immediately be procured for quality improvement.<br />5. The library must be provided with additional library staff and clerks to better improve the library system and to serve the clients better. Thus, other library work will also be put into focus.<br /><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-38830840203025636042008-02-01T19:59:00.000-08:002009-01-02T06:52:03.220-08:00The Library Services, Resources and Facilities of a Higher Education Institution: The Case of the Centro Escolar University LibraryResearcher: MA. JESUSA M. LAURIO<br /><br />Course: Master of Arts in Library Science<br /><br />School: Centro Escolar University, Philippines<br /><br />Subject Area: Library Services<br /><br />Year of Graduation: 2008Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-63092623644616763132007-11-03T04:38:00.000-07:002009-01-02T08:07:19.810-08:00A Proposed Electronic Document Management System for the Quezon Power Plant Library<div style="text-align: justify;">Researcher: GERALDINE S. CALUBAYAN<br /></div><br />Course: Master of Arts in Library Science<br /><br />School: University of Santo Tomas, Philippines<br /><br />Subject Area: Electronic Document Management System<br /><br />Year of Graduation: 2007<br /><br /><div style="text-align: justify;"><span style="font-weight: bold;">Introduction</span><br />Today, special libraries are confronted with various work processes, which basically support the operation of their mother organization. Organizations like power plants that manage and control large infrastructure facilities deal with a large number of various documents. The need for the maintenance and operation of numerous technical drawings, records, reports, and other documents by various organizations and stakeholders representing different locations is a major issue that could affect the effectiveness of power plant operation.<br /><br /><span style="font-weight: bold;">Statement of the Problem</span><br />The study focuses on the devising of an electronic documents management system (EDMS) for the Quezon Power Plant Library. However, in determining the suitability of EDMS for the Quezon Power Plant Library, the study considers the profile of the library, the different types of documents mostly needed by the clients, enabling processes embedded in an EDMS, and the processes and linkages affected by their work.<br /><br /><span style="font-weight: bold;">Methodology</span><br />As a descriptive study, this research determines the respondents' demographic profile and the situational factors which compel the library in devising a suitable EDMS. The study involved respondents of Quezon Power Plant, majority of which, are the direct clients of the plant (86.61%), and the indirect clients (13.39%), composed of plant contractors and consultants.<br /><br /><span style="font-weight: bold;">Findings</span><br />Findings disclosed that in terms of serviceability, there is no significant difference between the profile of the respondents and the services provided by the Quezon Power Plant Library. In terms of accessibility, the respondent's satisfaction to the present library system and adequacy of the present library documents needed in the job does not depend on age , gender, civil status and educational attainment of the respondent group. Based on informal interview with the respondent group, it reveals that they have their common preference in accessing information from their strategic sites which lessen the time spent in going to the library and increase their productivity. The effective implementation of EDMS delivers the three components of value discipline resulting to developing a library services considering the limited number of library staff, limited library space and strategic locations of the direct and indirect clients of the library. On the whole, the library users are quite satisfied with the current library set-up but still there is a remarkable showing of their preferences to improve the services of the library which they expressed significantly. The proposed system will ease the burden of the librarian to accommodate more volumes of documents and cope up with the increasing demands of the library users at a time. Results of the study would help identify the current set-up of the library as perceived by the library users as to their preferences. The findings will also be used to support the justification of the need to implement the appropriate EDMS for Quezon Power Plant Library.<br /><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-62584792958718776552007-11-02T22:15:00.000-07:002009-01-02T08:07:42.241-08:00The Libqual+ Approach : a Measure of Library User's Perceptions and Expectations of UST Miguel de Benavides Library Digital Services<meta equiv="CONTENT-TYPE" content="text/html; charset=utf-8"><title></title><meta name="GENERATOR" content="OpenOffice.org 2.4 (Win32)"><style type="text/css"> <!-- @page { size: 21cm 29.7cm; margin: 2cm } P { margin-bottom: 0.21cm } --></style>Researcher: JULIET ESCALONA-PALISOC
<br /><p style="margin-bottom: 0cm;">Degree: Master of Arts in Library Science
<br /></p> <p style="margin-bottom: 0cm;">School: University of Santo Tomas, Philippines
<br /></p> <p style="margin-bottom: 0cm;">Subject Area: Library Services
<br /></p> <p style="margin-bottom: 0cm;"><meta equiv="CONTENT-TYPE" content="text/html; charset=utf-8"><title></title><meta name="GENERATOR" content="OpenOffice.org 2.4 (Win32)"><style type="text/css"> <!-- @page { size: 21cm 29.7cm; margin: 2cm } P { margin-bottom: 0.21cm } --> </style> </p> <p style="margin-bottom: 0cm;">Year of Graduation: 2007</p>
<br /><meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 10"><meta name="Originator" content="Microsoft Word 10"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CAnabelle%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--> <p style="margin: 0in 0in 0.0001pt; font-weight: bold;"><span style="font-size:100%;">Introduction</span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><strong><span style="font-weight: normal;color:black;" >Library</span></strong><span style="color:black;"> is a place in which literary and artistic materials, such as books, periodicals, newspapers, pamphlets, prints, records, and tapes, are kept for reading, reference or lending. <span style=""> </span>The <strong><span style="font-weight: normal;">library</span></strong> may differ in many aspects but they all have the same objective, and that is to support the educational and research objectives of its parent organization. <span style=""> </span>Nowadays, the <strong><span style="font-weight: normal;">library</span></strong> profession and the larger educational community are focusing their attention on service quality. With the increase in number of information resources and the student that it has to serve, the UST Miguel de Benavides <strong><span style="font-weight: normal;">Library</span></strong> was forced to make changes in providing services to clients. The <strong><span style="font-weight: normal;">library</span></strong> responds to the challenge of technology by introducing digital <strong><span style="font-weight: normal;">library</span></strong> services whose objective is to widen the range of information resources available and to add value to their content by making them accessible through telecommunication networks, so that users can access them anytime and anywhere.
<br /></span></span></p><p style="margin: 0in 0in 0.0001pt; text-align: justify;">
<br /><span style="font-size:100%;"><span style="color:black;"><o:p></o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><span style="color:black;"><o:p> </o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><span style="color:black;"><span style="font-weight: bold;">Statement of the Problem</span><o:p></o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><span style="color:black;">This study, entitled "The LibQual+ Approach to Measure the <strong><span style="font-weight: normal;">Library</span></strong> User's Perceptions and Expectations of Digital <strong><span style="font-weight: normal;">Library</span></strong> Services of the University of Santo Tomas <strong><span style="font-weight: normal;">Library</span></strong>", aims to find out if there are discrepancies as well as a significant difference between the expectations of <strong><span style="font-weight: normal;">library</span></strong> users and the actual quality of service present in digital <strong><span style="font-weight: normal;">library</span></strong> services offered.
<br /></span></span></p><p style="margin: 0in 0in 0.0001pt; text-align: justify;">
<br /><span style="font-size:100%;"><span style="color:black;"><o:p></o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><span style="color:black;"><o:p> </o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><span style="color:black;"><span style="font-weight: bold;">Methodology</span><o:p></o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><span style="color:black;">The respondents were composed of 285 undergraduate students, 35 graduate students, and 73 faculty members. <span style=""> </span>The instrument used contained the following: a demographic profile questionnaire, a questionnaire adapted from the LibQual+, a customer satisfaction questionnaire, and open-ended questions asking for comments about the different digital <strong><span style="font-weight: normal;">library</span></strong> services currently offered. A 9-point Likert scale was used to determine the extent of the respondents' feelings towards the questions in the LibQual+ - based questionnaire, indicating their minimum, desired and perceived service levels. The data gathered was analyzed by tallying the comments about the services offered, as well as by plotting the means of answers to all questionnaire items in graphs. A t-test was also used to compute for the significant difference between responses.
<br /></span></span></p><p style="margin: 0in 0in 0.0001pt; text-align: justify;">
<br /><span style="font-size:100%;"><span style="color:black;"><o:p></o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><span style="color:black;"><o:p> </o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="font-size:100%;"><span style="color:black;"><span style="font-weight: bold;">Findings</span><o:p></o:p></span></span></p> <p style="margin: 0in 0in 0.0001pt; text-align: justify;"><span style="color:black;"><span style="font-size:100%;">Findings disclosed that there was no significant difference between expectations and actual quality of service. It was also found that there was a negative service superiority gap and a positive service adequacy gap present in the quality of service in the UST library. This implies that while the <strong><span style="font-weight: normal;">library</span></strong> is not meeting the desired level of quality of the clients, the service that they are providing is adequate enough to meet the minimum level of service wanted. On the whole, the <strong><span style="font-weight: normal;">library</span></strong> are quite satisfied with the services offered by the UST <strong><span style="font-weight: normal;">library</span></strong>, but there are some <strong><span style="font-weight: normal;">library</span></strong> services that still needs improvement. </span><o:p></o:p></span></p>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-74277814453705621362007-11-01T18:28:00.000-07:002009-01-02T08:07:48.217-08:00A Proposed Library Information Literacy Skills Program for the Grade School Students of Miriam College, Quezon CityResearcher: MA. PRI-ANN M. TINIPUNAN
<br />
<br />Course: Master of Arts in Library Science
<br />
<br />School: University of Santo Tomas, Philippines
<br />
<br />Subject Area: Information Literacy Skills
<br />
<br />Year of Graduation: 2007
<br />
<br /><meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 10"><meta name="Originator" content="Microsoft Word 10"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CAnabelle%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--><p class="MsoNormal" style="text-align: justify; font-weight: bold;font-family:times new roman;"><span style="font-size:100%;"><span style="color:black;"></span><o:p></o:p></span></p> <meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 10"><meta name="Originator" content="Microsoft Word 10"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CAnabelle%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--> <p class="MsoNormal"><span style=""><span style="font-weight: bold;">Introduction</span><o:p></o:p></span></p> <u1:p></u1:p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;">One of the most important agencies in the school is the<b> </b></span><strong><span style="font-weight: normal;color:black;" >library</span></strong><span style="color:black;">. This is where the foundation of lifetime learning starts through reading. Fostering competence and students' reading interest by using information and by working with educators in designing learning strategies to meet their needs is one of its main objectives. In order to carry out the </span><strong><span style="font-weight: normal;color:black;" >library</span></strong><b><span style="color:black;">'s</span></b><span style="color:black;"> goal to provide learning experiences that would help students become discriminating consumers and skilled creators of information, an effective </span><strong><span style="font-weight: normal;color:black;" >Library</span></strong><span style="color:black;"> Instruction Program (LIP) also known as Bibliographic Instruction (BI) needs to be developed. <u1:p></u1:p></span><span style=""><o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; font-weight: bold;"><span style=""><u1:p><o:p> </o:p></u1:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;"><span style="font-weight: bold;">Statement of the Problem</span><u1:p></u1:p></span><span style=""><o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;">The study under investigation is premised on Booth and Fabian's student-centered development model which emphasizes the importance of interaction and collaboration among multiple stakeholders. Collaboration among faculty, administrators, and librarians is fundamental to Information Literacy (LI). A successful collaboration requires comprehensive planning and shared leadership. The teacher brings an understanding of the strengths, weaknesses, attitudes and interests of the students and of the content to be taught while the librarian, on the other hand, being the information collector and manager, is in the unique position to teach information literacy to students having a holistic knowledge of the school's curriculum.</span><span style=""><o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style=""><u1:p><o:p> </o:p></u1:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;"><span style="font-weight: bold;">Methodology</span><u1:p></u1:p></span><span style=""><o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;">The study generated both qualitative and quantitative data using multi-method approach that contains both formative and summative dimension which draws on a range of research strategies and techniques that will result in improved and enriched findings to yield greater understanding of what is happening, why is it happening and how is it happening. <u1:p></u1:p></span><span style=""><o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; font-weight: bold;"><span style=""><u1:p><o:p> </o:p></u1:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;"><span style="font-weight: bold;">Findings</span><u1:p></u1:p></span><span style=""><o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;">Findings reveal that the student respondents are more exposed to bibliographic skills (AWM=3.17) than research skills (AWM=2.86) and information literacy skills (AWM=2.63). This is evident with the Grade 7 students since there is a high and significant difference in the level of their exposure to the different </span><strong><span style="font-weight: normal;color:black;" >library</span></strong><span style="color:black;"> skills rather than the other grade levels for they have stayed longer in the school and have much more experience in applying the different </span><strong><span style="font-weight: normal;color:black;" >library</span></strong><span style=""> skills to their studies. Using Sandler's A-test for small samples showed that there is no significant difference in the </span><strong><span style="font-weight: normal;color:black;" >library</span></strong><b><span style="color:black;"> </span></b><span style="color:black;">instruction program rendered by the reading teachers vis a vis </span><strong><span style="font-weight: normal;color:black;" >library</span></strong><span style=""> instruction rendered by the school librarians, hence (A=0.327 > .293) at 0.05 level of significance. Findings also reveal that there is a substantial or marked coefficient or correlation (0.70) at 0.05 significance level. Such findings imply that both </span><strong><span style="font-weight: normal;color:black;" >library</span></strong><span style="color:black;"> instructions rendered by the reading teachers and the school librarians would entice their students to use the </span><strong><span style="font-weight: normal;color:black;" >library</span></strong><span style="color:black;"> to a great extent. The coefficient of determination (.49) explains how the respondent students perceived the motivational quality of </span><strong><span style="font-weight: normal;color:black;" >library</span></strong><span style="color:black;"> instructions as provided by the reading teachers and the school librarians.</span><span style=""><o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style=""><u1:p><o:p> </o:p></u1:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;"><span style="font-weight: bold;">Conclusions</span><u1:p></u1:p><o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="color:black;">On the whole, analysis of the results of the survey instruments indicate that there is still a need to improve the present instruction program of Miriam College Grade School as rendered by the school librarians to their students. Emphasis must be given on the development of information literacy skills as suggested by the reading teachers and the use of the internet for research as suggested by the student respondents. The librarian's method of teaching also needs to be improved and enhanced using different media in order to maintain students' interest to ensure effectiveness of instruction.</span><span style=""><o:p></o:p></span></p> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-30067051261019920172007-07-02T05:12:00.001-07:002009-02-19T05:15:43.936-08:00Evaluation of the Aldersgate College High School Science Library: Towards the Formulation of a Proposed Five-Year Development Plan<meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 10"><meta name="Originator" content="Microsoft Word 10"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CAnabelle%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="PlaceType"></o:smarttagtype><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="PlaceName"></o:smarttagtype><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="place" downloadurl="http://www.5iantlavalamp.com/"></o:smarttagtype><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--> <p class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><span style="font-family: Arial;">Agraan, Marycris B (2007).<span style=""> </span>Evaluation of the </span><st1:place><st1:placename><span style="font-family: Arial;">Aldersgate</span></st1:placename><span style="font-family: Arial;"> </span><st1:placetype><span style="font-family: Arial;">College</span></st1:placetype><span style="font-family: Arial;"> </span><st1:placetype><span style="font-family: Arial;">High School</span></st1:placetype></st1:place><span style="font-family: Arial;"> Science Library: Towards the Formulation of a Proposed Five-Year Development Plan.<span style=""> </span>Unpublished Master’s Thesis.<span style=""> </span>Saint Mary’s University, Bayombong, Nueva Vizcaya.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="font-family: Arial;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><b style=""><span style="font-family: Arial;">Introduction<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">Libraries have long championed the concept of unrestricted access to information.<span style=""> </span>However, such access will be impossible if the citizens are ignorant of the quantity and scope of the information available and how best to retrieve that information.<span style=""> </span>Librarians are mandated by their profession to provide researchers with the knowledge and skills necessary to advance their role in support of learning.<span style=""> </span>The library media specialist works with the students and other members of the learning community to analyze learning and information needs, to locate and use resources that will meet those needs, and to understand and communicate the information the resource provides.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="font-family: Arial;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><b style=""><span style="font-family: Arial;">The Problem<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">The primary aim of this study was to formulate a five-year development plan for the Aldersgate College (AC) High School Science Library.<span style=""> </span>As a basis, the study first described the current status of the AC High School Science Library in various aspects concerning secondary school and identified the problems and needs of the library users.<span style=""> </span><span style=""> </span>Specifically, the study (1) described the general profile and status of the High School Science Library of the </span><st1:place><st1:placename><span style="font-family: Arial;">Aldersgate</span></st1:placename><span style="font-family: Arial;"> </span><st1:placetype><span style="font-family: Arial;">College</span></st1:placetype></st1:place><span style="font-family: Arial;"> in Solano, Nueva Vizcaya and evaluated it based on the standards for secondary school libraries as prescribed by the DECS Bulletin No. 1, series of 1988, enclosure No. 2 (Recommended Minimum Library Standards for Secondary Schools), along the following aspects: 1.1. Physical Plant and Set-Up; 1.2. Furniture and Equipment; 1.3. Collection/Holdings; 1.4. Personnel/Staff; and 1.5. Library Services; (2) identified the library users’ problems and needs which the library should respond to; and (3) formulated a proposed medium-term or five-year library development plan based on the profile and evaluation of the AC High School Science Library against the DECS standards and on the library users’ problems and needs.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><b style=""><span style="font-family: Arial;">Methodology<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">The study employed the descriptive-evaluative method to draw a general picture of the Aldersgate College High School Science Library.<span style=""> </span>Data were gathered through the use of the researcher-developed questionnaire and documentary sources.<span style=""> </span>Personal observation, ocular inspection, and interview were conducted to enrich and strengthen the information gathered.<span style=""> </span>The study had two (2) groups of respondents namely faculty and students.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="font-family: Arial;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><b style=""><span style="font-family: Arial;">Findings<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><b style=""><span style="font-family: Arial;">1. Physical Plant and Set-Up.<span style=""> </span></span></b><span style="font-family: Arial;"><span style=""> </span>The Aldersgate College High School Science Library was evaluated by the students and faculty to have complied with the standards on “Physical Plant and Facilities” to a “moderate” or average extent. <span style=""> </span>Hence, there is still much to be improved.<span style=""> </span>However, there are specific standards that were complied with to an “extensive” extent (or above average), namely: a) The library can serve 10% of the enrolment (35-40 students) at a time; and b) The library provides atmosphere conducive to reading and study.<span style=""> </span>On the other hand, the library complied with the following only to a “little” extent: The library is equipped with comfortable functional and properly spaced furniture.<span style=""> </span>All the other specific standards were complied with one extensive seating capacity.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><b style=""><span style="font-family: Arial;">2. Furniture and Equipment.</span></b><span style="font-family: Arial;"><span style=""> </span>Ninety-seven (97) to one hundred (100) percent of the respondents indicated that the facilities listed were present except, a computer with printer.<span style=""> </span>This aspect of the library was complied with to an above average extent as shown by the mean 4.00 for both students and teachers their overall rating.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><b style=""><span style="font-family: Arial;">3. Collection.</span></b><span style="font-family: Arial;"><span style=""> </span>The overall rating on compliance by the students was described as “moderate” with a mean of 2.98 while the teachers’ overall rating was described as “extensive” with a mean of 3.56.<span style=""> </span>Since the overall rating was only to a “moderate” extent, the librarians should do something about it as it leaves much to be desired for the improvement of the collection.<span style=""> </span>The students rated all items about the collections as complied with to a moderate extent whereas the teachers assesses only 5 items as complied with to a moderate degree and described 8 items as extensive.<span style=""> </span>The teachers rated higher compared with the students.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><b style=""><span style="font-family: Arial;">4. Personnel and Staff.</span></b><span style="font-family: Arial;"><span style=""> </span>The AC High School Science Library’s organization and management of the library collection was rated as “moderate degree” with a mean of 3.16 while the overall rating by the teachers was also to a “moderate degree” with a mean of 3.46 which is a little higher than that of the students.<span style=""> </span>Since the ratings were equivalent to 3 on a 6 point scale, there is still room for improvement.<span style=""> </span>All items were rated to a “moderate degree” by both the students’ and teachers’ ratings.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><b style=""><span style="font-family: Arial;">5. Library Services.</span></b><span style="font-family: Arial;"><span style=""> </span>The AC High School Science Library’s staffing was evaluated by students and teachers alike as complying with the standards to a “moderate” extent as indicated by a mean score of 3.18.<span style=""> </span>The teachers and students gave a similar rating for all the items.<span style=""> </span>The only exception is that the students rated one item to be complied with only to a “little” extent, namely: The library has written policies, procedures, rules and regulations embodied in a handbook.<span style=""> </span>This is an aspect that needs to be addressed in the proposed AC High School Science Library’s Five Year Development Plan.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><b style=""><span style="font-family: Arial;">6. Library Utilization.</span></b><span style="font-family: Arial;"><span style=""> </span>In terms of the library’s utilization, the Aldersgate College High School Science Library was evaluated by both the students and teachers as complying with the standards to a “moderate” extent, as shown by an overall mean score of 2.92.<span style=""> </span>The evaluation indicates that there is still need for improvement.<span style=""> </span>Such should be addressed in the AC High School Science Library’s Development Plan.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="font-family: Arial;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><b style=""><span style="font-family: Arial;">Conclusions<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">On the basis of the findings of the study, the following conclusions were arrived at about the state of the Aldersgate College High School Science Library vis-à-vis the library standards promulgated by the Department of Education.<span style=""> </span>They were all summed up to one thing: There is much to be desired with respect to the present conditions of the high school library.<span style=""> </span>They are a far cry from the requirements as spelled out in the library standards formulated by the Department of Education.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><b style=""><span style="font-family: Arial;">Recommendations<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">1. The location of the high school library should be transferred to the ground floor of the high school building near the principal’s Office to become more accessible to the library users and should follow the space as required by the standards.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">2. The library should be furnished with functional, well-designed and standard furniture and equipment.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">3. There should be a well-balanced, good quality and enough quantity of collection, organized for effectiveness catalogued according to simple rules.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">4. A full-time professionally qualified librarian that had met the standard should be assigned in the high school library considering the number of students.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">5. The librarian should ensure that the library services should be delivered to the highest extent.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: Arial;">6. Above all, the study recommends the consideration by the Aldersgate College Administration should adapt or implement the Proposed Medium-Term Library Development Plan formulated by the researcher to improve the AC High School Science Library.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify;"><span style="font-family: Arial;"><o:p> </o:p></span></p> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-72088707678051561072007-05-05T02:49:00.000-07:002009-01-11T02:50:24.251-08:00Conducting a Community Analysis: Information Needs Assessment as a Basis for Developing a Village Reading Center in PampangaResearcher: ENCARNITA G. AQUINO<br /><br />Course: Master of Arts in Education Major in Library Science<br /><br />School: Philippine Normal University<br /><br />Subject Area: Reading Centers<br /><br />Year of Graduation: 2007Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-71836859106385090232007-05-04T07:27:00.000-07:002009-01-11T02:41:39.767-08:00An Evaluation of the National Library Public Libraries Division: Basis for a Proposed HandbookResearcher: BLESILDA P. VELASCO<br /><br />Course: Master of Arts in Education Major in Library Science<br /><br />School: Philippine Normal University<br /><br />Subject Area: Public Libraries, National Library Public Libraries Division<br /><br />Year of Graduation: 2007Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-86673257667056141402007-05-03T02:38:00.000-07:002009-01-11T02:40:54.479-08:00A Proposed Five-Year Professional Development Program for Regional LibrariansResearcher: MARILEN B. ANGELES<br /><br />Course: Master of Arts in Education Major in Library Science<br /><br />School: Philippine Normal University<br /><br />Subject Area: Continuing Education<br /><br />Year of Graduation: 2007Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-55024999105828013982007-05-02T02:34:00.000-07:002009-01-11T02:44:21.070-08:00Information Needs Assessment: Basis for Developing the Collection of a City LibraryResearcher: OLYMPIA C. ALCANTARA<br /><br />Course: Master of Arts in Education Major in Library Science<br /><br />School: Philippine Normal University<br /><br />Subject Area: Information Needs Assessment<br /><br />Year of Graduation: 2007Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-7584300517683870448.post-71516185163201750232007-05-01T07:17:00.000-07:002009-01-10T07:20:41.642-08:00Development of a Procedural Manual for Selecting and Acquiring Subscription Databases for Private Academic LibrariesResearcher: LOURDES DC ROMAN<br /><br />Course: Master of Arts in Education Major in Library Science<br /><br />School: Philippine Normal University<br /><br />Subject Area: Online Databases <br /><br />Year of Graduation: 2007Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-75074013516253581032007-02-02T02:14:00.000-08:002009-01-02T08:04:42.318-08:00The University of Asia and the Pacific Library's Online Public Access Catalog (OPAC): Status and ProspectsResearcher: ASELA U. SANTIANO<br /><br />Course: Master of Arts in Library Science<br /><br />School: Centro Escolar University, Philippines<br /><br />Subject Area: Online Public Access Catalog<br /><br />Year of Graduation: 2007Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-79327995105527149172006-11-01T18:39:00.000-08:002009-01-02T05:01:12.608-08:00An Annotated Bibliography of Books and Selected Articles (2004-2005) on Bioethics Available in the University of Santo Tomas LibraryResearcher: THELMA PAULO TRINIDAD<br /><br />Course: Master of Arts in Library Science<br /><br />School: University of Santo Tomas, Philippines<br /><br />Subject Area: Bioethics - Annotated Bibliography<br /><br />Year of Graduation: 2006Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-65025524037067425172006-07-02T01:36:00.000-07:002009-01-02T08:09:00.670-08:00Status of the Secondary School Libraries in the Division of Ifugao Based on Department of Education StandardsResearcher: NELLY B. AGPAWA<br /><br />Course: Master of Arts in Education major in Library Science<br /><br />School: Saint Mary's University, Philippines<br /><br />Subject Area: School Libraries-Ifugao<br /><br />Year of Graduation: 2006<br /><br /><div style="text-align: justify;"><span style="font-weight: bold;">Introduction</span><br />Institutional self-assessment of the status of the secondary school libraries allows school heads, principals, and school librarians to determine their library's strengths and weaknesses. In recent surveys, findings showed that many Philippine school libraries in general hardly meet the requirements imposed in the standards.<br /><br /><span style="font-weight: bold;">Statement of the Problem</span><br />This study assessed the status of the secondary school libraries in Ifugao based on the library standards of the Department of Education. Specifically, the study (1) identified the secondary schools in the Division of Ifugao which had a functional library, (2) described the general profile of the functional libraries in terms of the following areas: (a) physical set-up, (b) library resources/collections, (c) organization and maintenance of holdings, (d) staffing and administration, (e) services; (3) evaluated the libraries and the extent to which they complied with the maximum standards set by the Department of Education on areas specified above.<br /><br /><span style="font-weight: bold;">Methodology</span><br />It employed the descriptive-evaluation survey method and involved two phases. Phases 1 - The survey of all the secondary school in Ifugao to determine the existence of such elements as: (1) a library room /building; (2) Qualified librarian or teacher-librarian (with an item to perform the library functions and services; and(3)book, periodical, and non-book collections. Phases 2 - Personal ocular visit to the libraries, inspection of their records, observation of their procedures, and evaluation of their (a) physical set- up, (b)library resources/collections, (c) organization and maintenance of holdings, (d) staffing and administration, and (e)service<br /><br /><span style="font-weight: bold;">Research Environment and Procedure</span><br />The environment of the study (Province of Ifugao) consists of 11 municipalities: Banaue, Hungduan, Kiangan, Lagawe, Mayoyao, Alfonso Lista (Potia), Hingyon, Tinoc, Asipulo and Aguinaldo. In Phase 1, 37 schools were the target but 1 did not response to the survey. Of the 36 that responded to the first phase, only 16 met the required elements of a library - library room,collections, and a qualified librarian. In stage 2, only 9 were found to be functional and hence were finally evaluated - 5 public high schools, 2 vocationals school attached to a college, and 2 private high schools namely: (1)Banaue National High School, (2)Mayoyao National High School, (3)Hapid National High School-Main, (4) Namillangan National High School,(5) Santa Maria National High School, (6)Ifugao State College of Agriculture and Forestry-Nayon, (7) Ifugao State College of Agriculture and Forestry-Lagawe, (8)Immaculate Conception School, and (9) Don Bosco High School. The 9 school libraries were evaluated using an evaluation instrument based on the DepEd Library Standards- with criteria along such areas as: physical set-up, facilities, resources, organization and maintenance of holdings, staffing and services. Factual information were also recorded. The evaluation was done on a 6- point rating scale: Very Great Extent, Moderate Extent, Little Extent, Very Little Extent, and Missing but Needed. The specific physical facilities and equipment were assessed and identified if they were within or below standards.<br /><br /><span style="font-weight: bold;">Findings</span><br />Only 9 secondary schools of Ifugao (out of 37 ) had functional libraries. Only 4 librarians had the necessary basic educational qualifications (Bachelors degree and major/minor or specialization in Library Science). They also passed the Librarian Licensure Examination which is the basic licensure requirement prescribed in Philippines Librarianship Act of 1994. Five (5) have seminars and trainings in library science and one of them had availed a magna carta illigibility.<br /><br />In general, the 9 libraries had extensive collection of general encyclopedias unabridged English dictionaries, subscription of local magazines, collections of novels (home reading books), books on Social Sciences, Filipino and English grammar, Filipino and English literature, and History. But they had moderate collections of science and health encyclopedias, other language dictionaries, subscription to national newspapers, books on philosophy, religion, arts, technology, geography and English and Filipino Supplementary Readers. They had a very little collection of encyclopedias, world atlases, Philippine atlases, books on mathematics, history, world almanac, national magazines, professional materials for teachers, yearbooks, almanacs and the Guinness Book of World records, school manuals and guides, and school library manuals/guides, biography books. Missing but needed were multi-lingual dictionaries, gazetteer or geographical dictionary, subscriptions to local newspapers.<br /><br />Globes, world maps, Asian maps, charts, posters and pictures were generally available in the libraries but the private and vocational schools had more of these than the public schools. Only 1 (a private school) had a overhead projector. Not one of the 9 schools has slide projector. Only 1 private school had a carousel. CDs and VCDs are not provided at all in the public and vocational schools. Both the 2 private schools have CDs in their library collection, but only 1 has VCDs. Filmstrips and slides are not also available in the 9 schools. Radio cassette recorder, cartridges, and records are available in the 2 private and 2 vocational schools, but not in all of the 5 public school libraries.<br /><br />Except for having a functional card catalog,all the 9 libraries performed to a little extent proper accessioning, cataloging and classification (with the use of the Dewey Decimal Classification, Sears List of Subject Headings, and Cutter's Table), shelflisting and proper labeling of books as limited. The libraries did not do binding and indexing bound periodicals, organizing school archives, and cataloging, classifying and properly storing audiovisual materials.<br /><br />The 9 libraries were generally weak in their staffing. Most of the librarians had no major in library science and had limited experience as librarian. Except for attending library seminars as moderate in extent, the librarians had little involvement in extra-curricular activities and very little or no involvement at all in Library Committees. Written policies, procedures, rules and regulations were provided only to a very limited. Most of the libraries had no comprehensive library handbook of policies, procedures, and rules and regulations.<br /><br />To a moderate extent, the librarians oriented their new faculty, staff, and students about the library policies, collections and programs, proper use of library facilities and resources. Use of the open-shelf system was very limited -with the collections mostly behind closed shelves or cabinets. The libraries provided to a moderate extent bibliographic reader assistance. Provision of photocopying service was limited for some and missing for most of the libraries.<br /><br />The strongest characteristics of libraries (described as extensive )are about their(a)accessibility to the teachers and students, (b)being well lighted, and (c)being well ventilated. To a moderate extent, their libraries are rectangular, with 2/3 of the area devoted as reading room. But functional and properly spaced furniture and equipment are limited.<br /><br />More than 50% of the functional libraries had single-faced and doubled spaced book shelves, bulletin boards, magazines display racks, newspapers racks and dictionary stand with shelves but most of these are below standards. However, less than 50% of the libraries had standard reading room, tables, card catalog cabinets, shelf list cabinets, charging desks, vertical file cabinets for clippings, information file cabinets, library supplies storage cabinets, and librarian's working table.<br /><br />All of the 9 libraries had office supplies such as accession books, library cards, fasteners, stapler, staple wires, staple wire remover, and glue. But fewer than 50% of them had puncher, tape, dispenser, and supply of bond paper, dater stamp pad ink, logbooks, paper cutter, and tray for index cards. Radio cassette tape recorder was available only in 1 private school, both vocational schools, and some of the public high schools and some public high school libraries<br /><br /><span style="font-weight: bold;">Conclusions</span><br />On the basis of the findings, the study concluded that much is still to be desired with respect to the present conditions of the libraries in the areas of physical set-up, library resources/collections, organizations and maintenance of holdings, staffing and administrations, and services. They are a far cry from the requirements as spelled out in the Library standards formulated by the Department of Education, Culture and Sports.<br /><br /><span style="font-weight: bold;">Recommendations</span><br />Primary attention should be addressed to the 28 schools that do not have a functional library. The 9 functional schools should be further strengthened.</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-76710151140106229212006-07-01T22:59:00.000-07:002009-01-02T04:40:48.670-08:00Undergraduate Students' Use and Non-Use of the Nueva Vizcaya State University Library as Related to Certain VariablesResearcher: JUVY B. PALIS<br /><br />Course: Master of Arts in Education major in Library Science<br /><br />School: Saint Mary's University, Philippines<br /><br />Subject Area: Academic Libraries - Nueva Vizcaya<br /><br />Year of Graduation: March 2006<br /><br /><span style="font-weight: bold;">Rationale</span><br /><div style="text-align: justify;"> In this present continuously changing environment, modern libraries are no longer mere depositories of all past, present and future knowledge. They have become information-oriented. As a result, they have become more of information service centers reaching out to readers who are actively involved in the development of the society - in contrast to the traditional libraries that simply waited for their readers.<br /></div><br /><span style="font-weight: bold;">Statement of the Problem</span><br /><div style="text-align: justify;"> This study explored the phenomenon of undergraduate college students' use and non-use of Nueva Vizcaya State University (NVSU) and the factors that influence such phenomenon. Specifically, the study determined the following: (1) distribution of the (a) users and (b) non-users of NVSU Library (based on enrollment) across the following variables: 1.1 college; 1.2 curriculum year; 1.3 sex; 1.4 residence while studying; and 1.5 academic classification; (2) significant differences in the distribution of users and non-users of NVSU Library when grouped according to the aforementioned profile variables; (3) On the part of the users: extent of their self-reported use of NVSU Library based on: 3.1. attendance, 3.2. use of the a. Circulation, b. Filipiniana, c. Reference, d. Periodicals, and e. Graduate School Sections; (4) the extent of the students' use of the library (based on actual book loans) with respect to the subject classifications; (5) significant differences in the extent of (a) attendance, (b) book loans when grouped according to the following variables: 5.1 college; 5.2 curriculum year; 5.3 sex; 5.4 residence while studying; and 5.5 academic classification; (6) primary (a) purpose/reasons and (b) motivators of the student library-users in using the library resources; (7) significant differences among the users' (a) purpose/reasons and (b) motivators in using the library resources when grouped according to their profile variables; (8) On the part of the non-users: their a dominant reasons (de-motivators) and (b) classroom instruction-related alternatives for their non-use of the NVSU Library, and (9) significant differences among the non-users' (a) dominant reasons (de-motivators) and (b) classroom instruction-related alternatives for their non-use of the NVSU Library when grouped according to their profile variables.<br /></div><br /><span style="font-weight: bold;">Methodology</span><br /><div style="text-align: justify;"> The study used the descriptive survey method, particularly the following sub-types: normative, comparative, and correlational analysis. The primary data were obtained through a survey questionnaire. Secondary data came from documentary sources, particularly library records on student's use of NVSU-Main Campus-Library. The study covered the schoolyear 2004-2005, particularly June 2004-March 2005.<br /></div><br /><span style="font-weight: bold;">Research Instruments</span><br /><div style="text-align: justify;"> There were two sets of questionnaires – Set A for the identified library users, and Set B for the non-library users. Both questionnaires had the same first part which ask common information such as personal profile variables, namely: college, curriculum year, gender, residence while attending school, and academic classification. Part 2 of Set A (for the users) asked data on the following attendance, reported use of the different sections purposes/reasons for the use of the library, and the motivators in using the library resources. Part 2 of Set B (for the non-users), asked data on the following: (a) dominant reasons (de-motivators) and (b) classroom instruction-related alternatives for their non-use of the NVSU Library. Library records, monthly statistical summary reports on loans, book cards, and circulation files, were used as sources of data on the following variables: (a) individual student's book loans (or number of materials borrowed), in the different sections, such as the following: Circulation Section, Filipiniana Section, Reference Section, Periodical Section, and Graduate School Section; (b) kinds/forms of materials (namely, books, periodicals, reference books, non-book materials) borrowed, (c) subject classification of book loans. Based on the records of the use of the library, the users and non-users were identified. The identified library users were given Survey Questionnaire, Set A. The identified library non-users were given Set B.<br /></div><br /><span style="font-weight: bold;">Treatment of Data</span><br /><div style="text-align: justify;"> The data were analyzed using the following descriptive statistics: 1. frequency counts and percents were used to describe the profile and distribution of the respondents; 2. means and standard deviations were used to describe the users in terms of attendance; and 3. reported use of the different sections, purposes/reasons for use of the library, and motivators in using the library resources and the non-users in terms of (a) dominant reasons (de-motivators) and (b) classroom instruction-related alternatives for their non-use of the NVSU-Library. Pearson Product Moment Correlation Coefficient (r) were used to test significant correlation between the students' profile variables and their respective variables indicative of use and non-use of the Library. Analysis of Variance, t-test, and chi-square were used to test the significant differences between/among the users and non-users (with respect to certain indicators or descriptors of use and non-use of the library) when grouped according to certain profile variables. The null hypotheses were tested at 5% level of significance. Statistical analyses were done through the Statistical Package.<br /></div><br /><span style="font-weight: bold;">Findings</span><br /><div style="text-align: justify;"> 1. Users and Non-Users of the Library. Only 36.7% of the total average enrollees per semester during the School Year 2004-2005, used their library, that is borrowed a library material at least once during the semester. The proportion of the non-users of the library is bigger (63.3%), indicating minimal use of th library. The highest proportion of users (based on average enrollment) came from the students in the colleges of Engineering and Agriculture, first year, and females.<br /></div><br /><div style="text-align: justify;"> 2. Significant Differences in Proportion of Users and Non-users Across Variables. There were no significant differences on the proportions of users and non-users across colleges, academic classification, residence while studying, house staying in while studying, and sex, except across curriculum year level where there were significantly more users in the first and third years than in the other year levels.<br /></div><br /><div style="text-align: justify;"> 3. Reported Use of the Library. In general, the reported attendance in the library regardless of the variables, was 3 to 4 days a week. The most frequently used section of the library was the Circulation Section.<br /></div><br /><div style="text-align: justify;"> 4. Actual Book Loans and Library Attendance Among the Users. On the average, the users borrowed 4 to 5 books in NVSU Library. But the highest number of book loans were made by the students in the colleges of Engineering and Agriculture (7, and 6, respectively), and fifth year students (8). The males and females borrowed almost the same number of books (5 and 4, respectively). Most of the book loans were in the pure sciences, applied sciences(or technology), and social sciences – in that order.<br /></div><br /><div style="text-align: justify;"> 5. Significant differences in Actual Attendance and Book Loans Across Variables. The library users from the Colleges of Engineering and Education had significantly more actual library attendance (library visits) than those in the other colleges. But extent of user's library attendance (frequency of library visit) did not significantly vary across sex, year level academic classification, residence while studying at NVSU, and house staying in while studying.<br /></div><br /><div style="text-align: justify;"> 6. Purposes/Reasons and Motivations for Using the Library. The leading purposes of the users in going to the library were: (1) to borrow library materials for research work, term papers, and assignments; (2) study their lessons, read their own books, and notes, and (3) Read books and periodicals in advance for future lessons. The leading motivations for the library use are: (1) to learn and to understand one's subject well; (2) to be regularly prepared interact actively with one's teachers and fellow students in classroom discussion and dialogs; (3) to get good grades in quizzes, examinations, recitation, assignments, (4) to make quality well-prepared research papers, term papers, reaction papers and project by using library resources; and (5) to good academic image among one's teachers, friends, and classmates.<br /></div><br /><div style="text-align: justify;"> 7. Significant Differences in Reasons and Motivations When the Users are Grouped Accordingly to Variables. There was no significant difference in the extent of almost all of the reasons identified by respondents when they are grouped by sex, and college, except for “reading magazines and newspapers” as a reason or purpose. There was no significant difference in all of the reasons when the users were grouped by year level, residence while studying, house staying in, and academic classification. There were also no significant differences in the extent of all the motivators when the respondents were grouped by college and year level.<br /></div><br /><div style="text-align: justify;"> 8. Reasons for Non-Use. Among the non-users, their leading reasons for non-use of the library are: (a) difficulty of looking for library materials; (b) inadequacy of existing library materials especially for one's course and field of specialization; (c) unavailability in the library of reading materials assigned by teachers; (d) unapproachable library personnel; (e) assignments,projects, term papers, reaction papers assigned by the teachers can be done without using the library; (f) lack of adequate knowledge and skills in using the library; inadequate reading space, poor lighting and ventilation in the library; and (g) pressure from one's peers/classmates not to go to the library.<br /></div><br /><div style="text-align: justify;"> 9. Alternatives for Non-Use. The non-users leading alternatives are: (a) buying one's own textbooks and references; (b) book loans one's classmate books references, and notes; (c) relying principally on one's teacher's handouts and lectures; and (d) using the Internet sources outside the NVSU Library. The non-uses do not differ significantly in their demotivators when they are grouped according to year level, house staying in, and academic classification. They also do not significantly differ in their alternatives when grouped according to sex and house staying in.<br /></div><br /><span style="font-weight: bold;">Conclusions</span><br /> <div style="text-align: justify;">1. Minimal use of the NVSU Library by the students, vis-a-vis the total enrollment. Very few students use the NVSU Library. In general they do not find using the library resources as necessary in their studies. They can go on with their schooling without Book Loans library materials. Using the library has not yet become a culture in college students' academic life. This is equally true for students regardless of college enrolled in, academic year, sex, and residence while studying, house staying in while studying, and academic classification.<br /></div><br /><div style="text-align: justify;"> 2. Library attendance and Book Loans are minimal. On the part of the users, there is not much use of the library with respect to attendance and book loans. However, Education and Agriculture students go to the library more and borrow books more than the students in other colleges. Other variables such as academic year, sex, residence while studying, and house staying in while studying are not significant sources of variation among the users in terms of attendance, book loans, reasons for use, and motivations for use. However, regular or ordinary students tend to use more the library than the academic scholars, dean's listers and Working Students.<br /></div><br /><div style="text-align: justify;"> 3. Inadequacy and availability of library resources and difficulty of looking for library materials are the leading causes of non-use of the library. Consequently, the non-users leading alternatives are (a) buying one's own textbooks and references; (b) book loans one's classmate books, references, and notes; (c) relying principally on one's teacher's handout and lectures; and (d) using the Internet sources outside the NVSU Library.<br /></div><br /><span style="font-weight: bold;">Recommendations</span><br /><div style="text-align: justify;"> On the strength of the foregoing findings and conclusions, the researcher offers the following recommendations:<br /></div><br /><div style="text-align: justify;"> 1. Students should be given activities, which will trigger their interest and develop positive attitude towards the use of the library, e.g. conduct of a Library Week.<br /></div><br /><div style="text-align: justify;"> 2. Instructors should integrate library work in their syllabus by giving them assignments and enrichment activities to be accomplished in the library work<br /></div><br /><div style="text-align: justify;"> 3. Administrators support and encourage the librarians to engage/attend to seminar – workshop and/or trainings to update their knowledge in the new trend of approaches techniques and skills in managing the library and must develop program and strategies for the promotion of the library use.<br /></div><br /> 4. The librarian should revisit and revise the policies on library use.<br /><br /><div style="text-align: justify;"> 5. There is a need to improve the utilization of library resources through library marketing and cooperation with the faculty.<br /></div><br /><div style="text-align: justify;"> 6. Information storage and retrieval system must be enhanced to improves access to library materials.<br /></div><br /><div style="text-align: justify;"> 7. The NVSU library collection should be developed based on the needs of faculty and students.<br /></div><br /><div style="text-align: justify;"> 8. Further research similar to the one is recommended to follow up to the librarian profile to access their needs in their work.</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-11639469104971260602006-05-03T03:02:00.000-07:002009-01-11T03:05:33.700-08:00Community Analysis as a Basis for Developing a Rural Multipurpose LibraryResearcher: JORGIA P. CREDO<br /><br />Course: Master of Arts in Education Major in Library Science<br /><br />School: Philippine Normal University<br /><br />Subject Area: Public Libraries<br /><br />Year of Graduation: 2006Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-36291349585039936932006-05-02T02:54:00.000-07:002009-01-11T02:55:10.392-08:00Indeksing ng mga Tesis at Disertasyon sa Pagtuturo ng Filipino Taong 1970-2005Researcher: HERMINIA R. ATIENZA<br /><br />Course: Master of Arts in Education Major in Library Science<br /><br />School: Philippine Normal University<br /><br />Subject Area: Indexing<br /><br />Year of Graduation: 2006Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-51923650157440436412006-02-01T07:12:00.000-08:002009-01-02T04:45:41.621-08:00The Centro Escolar University Library Internet-Based Services: Status and ProspectsResearcher: HAYDEE MAPALAD CLEMENTE<br /><br />Course: Master of Arts in Library Science<br /><br />School: Centro Escolar University, Philippines<br /><br />Subject Area: Library Information Networks<br /><br />Year of Graduation: 2006Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7584300517683870448.post-13952672170632881542005-12-14T03:10:00.000-08:002009-01-02T04:32:18.580-08:00Use of Media Technology as an Instructional Tool in Inter-Institutional Consortium (I-IC) Schools<meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 10"><meta name="Originator" content="Microsoft Word 10"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CAnabelle%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="country-region"></o:smarttagtype><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="place" downloadurl="http://www.5iantlavalamp.com/"></o:smarttagtype><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><style> <!-- /* Font Definitions */ @font-face {font-family:"Lucida Sans Unicode"; panose-1:2 11 6 2 3 5 4 2 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-2147476737 14699 0 0 63 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:10.0pt; margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Lucida Sans Unicode"; mso-fareast-font-family:"Lucida Sans Unicode"; mso-bidi-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--><span style="line-height: 115%;font-family:Arial;font-size:12;" >Researcher: VIVIAN C. SORIENTE
<br /></span>
<br /><p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" >Course: Master in Library and Information Science</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" >School: University of the </span><st1:country-region><st1:place><span style="line-height: 115%;font-family:Arial;font-size:12;" >Philippines</span></st1:place></st1:country-region><span style="line-height: 115%;font-family:Arial;font-size:12;" >, Diliman</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" >Subject Area: Media Technology-Usage, Consortia</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" >Year of Graduation: 2005</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><b style=""><span style="line-height: 115%;font-family:Arial;font-size:12;" >Statement of the Problem<o:p></o:p></span></b></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" >This study aimed to: 1) determine the extent of use of the media technology among the I-IC school; 2) determine the perceptions of the students and teachers regarding the effectiveness of the media technology; 3) identify the problems encountered in using the media technology; and 4) find out possible solutions in resolving the problems.</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><b style=""><span style="line-height: 115%;font-family:Arial;font-size:12;" >Methodology<o:p></o:p></span></b></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" >The study used the descriptive survey method, particularly the formal interview (Sanchez, 1986) where the respondents were asked questions from carefully prepared interview schedules and their answers were recorded in a standardized from.<span style=""> </span>This enabled the researcher to acquire valuable insights and first hand information from the students and faculty members of the I-IC schools on their perception of media technology.</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><b style=""><span style="line-height: 115%;font-family:Arial;font-size:12;" >Findings<o:p></o:p></span></b></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" >Results of the study revealed that the overhead projectors are still the most commonly used equipment and VHS tapes are very useful media materials.<span style=""> </span>Borrowing of materials and equipment was most frequently done by DLSU and PCU whereas SPCM and SSC often reserved the viewing room.<span style=""> </span>Few students used the modern type of technology due to lack of knowledge and expertise.</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /><span style="line-height: 115%;font-family:Arial;font-size:12;" ><span style=""> </span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><b style=""><span style="line-height: 115%;font-family:Arial;font-size:12;" >Recommendations<o:p></o:p></span></b></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="line-height: 115%;font-family:Arial;font-size:12;" >Some of the recommendations were to purchase more modern technology equipment; conduct a regular in-service media training to media staff; promote annual acquisitions of media materials and equipment; and create a standard policy of circulation and sharing of equipment to each member school.<o:p></o:p></span></p> Unknownnoreply@blogger.com0