Chapter I THE PROBLEM AND ITS SETTING

1.1 Introduction

New initiatives have to be introduced after improvements have become evident (Garcia, 2006). From a social procedure to practices, ‘innovation and technology transfer differentiates the role of the librarian and extends it beyond the limits of the information intermediary.’ This is interpreted in terms such as creativity, desires, fantasy and the ability to take risks and to change.

The librarian, in particular, in order to involve, anticipate and especially produce innovation has to learn how to learn as libraries have to learn how to change (Garcia, 2006). This is very evident when the librarian himself develops routines and best practices for every task derived by the technology he uses for the cost decrease, the time save, and the increase of the effectiveness and efficiency.

Marketing positions your library in the minds of the patron community as a “go – to” source for information and helps users understand what you have to offer them (Arlante, 2006). It is true that libraries can benefit by letting patron community know just what part of everything the library provides.

These and the technologies brought by the digital age have challenged library professionals to change their image and effect service innovations for the public to recognize their roles and achievements. Librarians, remarkably, do their share and are ready to face whatever the world’s next milieu becomes. They are informed of the range and corresponding benefits one can get from information inquiries while aided by digital technologies.

According to Fairview Public Library, “the library staff never had any training
before Internet was introduced to them.” The teaching of Internet, in particular, is one readers’ service that will need an extensive preparation coupled with some standards.

In this age where robots are winsome among kids, library users and other learners, the librarians are now popularly called with different names such as cybrarians, information specialists, and virtual librarians and these are evidently seen in e-zines, blogs and journals. The added functions, duties and obligations and new names of librarians can pave the way to discovering more roles propelled by technology. Whether modifications have been made or not in their job descriptions and job titles, many have demonstrated these already in their workplaces. Specifically, the reference librarian utilizes the Internet, on-line library catalog and e-databases to help anyone in his search for reading materials. Brown (2002) said that librarians continuously perform their tasks but the only difference is that they have additional tools for these.

The four pillars of learning reported by Jacques Delors - learning to know, learning to do, learning to live and learning to be – push libraries and influence librarians to face change. They are informed about information explosion and the need to have some appropriate readers’ services conveyed by the four pillars of learning from UNESCO. This had been structured many years ago to prepare humankind for a
revolution that is inevitable.

Specifically, learning to do readers’ services in a digital environment brings about a new paradigm shift compelling the information specialists and their readers’ services to effect technological changes on the teaching and learning environment of both mentors and students. Computer technology is at the very heart of reference activities and goals. Library professionals, surely, know that the most significant tool in improving readers’ reference service is something they already know intuitively: computers. Information professionals’ multitasking in reference work is inevitable. Between online public access catalog (OPAC) and its decades ago version, librarians excite themselves by browsing a bibliographic database for its best feature – e-catalogs – while being consulted for other more research options from packed screen and open windows. This environment permits the librarian to demonstrate a key skill to multitask and achieve a blend of traditional and e-reference bibliographical services (e-BI). With a single information inquiry by a reader, for example, both multiple applications and/or results come at hand.

Though centers for electronic formats with Internet facility may have opened their doors to everyone in the academic community, it is a must for every section in any library to have a computer as office machine. Many do not have them that include a depository of reference materials and serials. Maceda (2000) pointed out that computers in libraries would facilitate easy retrieval and access to information by the library users. Reference questions can be answered thru e-mails and frequently asked questions 24/7. Recent issues that books have yet to publish which are fairly explained and expanded through articles periodically clipped out, abstracted, and indexed from subscriptions may be accessed speedily through bibliographic formats of a customized database searching services. The facilitation of a reference service with the help of a computer is serving purposes very well. The challenges of change by the implications of the “No Librarian Left Behind: Better Library Services through Computer Technology” requires a one computer per reference librarian policy. This is more likely sounding: “Does the institution provide my tools or equipment? Moreover, it is expected that the librarian’s readers’ service would show an improved scenario, demonstrating one best practice where a Linguistics graduate student is assured that her next visit, appropriate lists and well-searched periodical articles have been readied for her thesis, receives annotations and abstracts of related literature gathered and indexed by the office man of the serials section – periodically maintained and e-consults and e-discusses with her professional librarian regularly.

However, it is not just about computers, hardware with wires and binary codes, but also the effective use of digital information to extend human capabilities (Cayaban, 2004). Plagiarism, e-games, cybersex, etc. are technology users’ propensities and information specialists as well. Nora, for instance, checks what she surfs in the Internet. She should be made aware of what sites – decent sites – she can explore about. If questionable search engines appear and will only confuse and give Nora anxiety, she refers the disturbance immediately to the media librarian for filtering and treatment. Nora is trained to assess what is permissible and not through HOTS – High Order Thinking Skills. The computer hardware, the networks, that, tie computer technology, and a host of devices that convert information (text, images, sounds, motion) into common digital formats require TQ or technological quotient. TQ as a core behavior along with next generation’s multitask demonstrates competencies of ACRL Information Literacy Competency Standards for Higher Education applicable to all levels of Philippine education illustrated as follows:

Standard: The information-literate student

I Determines the nature and extent of the information needed.
II Accesses needed information effectively and efficiently.
III Evaluates information and its sources critically and incorporated selected
information into his or her knowledge base and value system.
IV Individually or as a member of a grouping, uses information effectively and efficiently to accomplish a specific purpose.
V Understands many economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Information literacy is readers’ services librarian’s goal. Today’s generation of
readers may have been born with the chips and accustomed to Google-like search engines, but they are expected to acquire also the art and discipline of trained and skilled ICT individuals. Information literacy through user education is every librarian’s strategy to cope with the ICT revolution as well as change in educational thinking such as concept of lifelong learning, independent learning and problem-based learning.

Information literacy improves informational skills like locating, using, evaluating information from a variety of sources. The set of standards also can predict and lead to developing competencies among library customers. Now, an information literacy plan is required and poses to be a challenged to do excellent work out of contents we know about librarianship. The lack of critical thinking skills, most importantly, will be solved by the librarians’ commitment to educate, train and orient through a strategic plan – deliberately aimed at readers’ possession of information power where students’ information literacy is the bottom line that gives off lifelong learning.

BIBLIOGRAPHY:

Book Resources on Education still vast – OPAC Study. PNU LISAA Newsletter 2006 January-June

Brophy, Peter (2002). The Library in the Twenty-first Century: New Services for the Information Age. London : LA.

Lapuz, Elvira (2007. Is Yout Library Still Relevant? PAARL Newsletter 2007 July-September No. 3

Library & Information Services: New Paradigms for the Digital Age: A Seminar (2006).

Benguet : Philippine Association of Academic and Research Libraries (PAARL)
Limpin, Placida Socorro A. L. (2004). Information Literacy Initiative of Assumption College (ILIAC). Manila : Philippine Normal University.

Orendain, Ma. Arcilla (2007). Cogent Facts on PNU Library Utilization and Orientation of College Freshmen SY 2007-2008. Manila : PNU Research Department.

Perspectives on the New Average PNU Librarian: First of a Series (2003)

Quality Service for ALL: Management Training Programme for ASEAN Senior Librarians : A Seminar (1997). Singapore : National Library Board.

Information Literacy: Developing Library Customers’ Information Competencies
by Roderick B. Ramos, PNU College Librarian {Seminar Theme: The New Face of the 21st Century Libraries and Information Specialists, December 5-7, 2007, La Salette Retreat House, Biga Silang, Cavite, Cavite Librarians’ Association, Inc. (CLASS)

Rowe, Alan J. (2004). Creative Intelligence: Discovering the Innovative Potential in Ourselves and
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Verzosa, Fe Angela M. (2007) User Education and Information Literacy: Current Practices and Innovative Strategies.

http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

http://lib.iium.edu.my/resources/Information_Literacy_Courses_A_Handbook.pdf