Towards Designing a Library
Research Instruction Programfor English 10 (CollegeEnglish) at the University ofthe Philippines - Diliman
by Gianina Angela Celine O. Cabanilla
School of Library and Information Studies
University of the Philippines – Diliman

What I did• A thesis consisting of five chapters whose
primary audience is intended to be those English
10 students that may be researching or havebeen required by their teachers to library
research instruction scheduling and librarians
who may be teaching library research instructionin the English 10 classes at UP Diliman.
• Within the work is a module that demonstrates
examples of engaging and student centred
instruction and the direction for librarians todesign similar learning tasks.

Motivation…

Students' use of library
resources and theirinformation retrieval for
academic purposes have been
the subject of a number ofstudies and the issue isinfluential in the developmentof library services to improveaccess to information

Educating English 10
undergraduates to become
self-reliant users of informationis one of the most importantand challenging responsibilities
facing librarians today

This translates into someconditions cited by English 10
students who have attended
library instruction in the 2ndSemester, AY 2010-2011 andUP main library reference
librarians

Deficient hands-on time andinteractivity
There was too muchinformation to coverNot enough time
Librarians lack time andresources that help themplan and design such
desired instruction

The library research
instruction program for UP
Diliman English 10 students(LRIE) is meant to be acontribution to help withthese instructional issues

Objectives of the study•

To identify the learning goals
essential for the development ofa library research instruction
program for English 10 from theperspective of stakeholders

Objectives of the study•teachers
To elicit the viewpoint of English 10
and reference librarians

based on the typical academic
profile, content & objectives ofEnglish 10, teaching strategies
To elicit the viewpoint of English 10
students based on the typical profile,content & objectives of English 10,
library research instruction
experiences•

12/14/2012

Objectives of the study•

To develop and recommend an
appropriate library research
instruction program for English
10 based on the mentioned
objectives

Information
literacymodelYes.
“Informationliteracy.”Model featured in the module
Association of College and ResearchLibraries Information Literacy
Competency Standards for Higher
Education
ACRL
2000

Key Thing
This particular model was offeredbecause it was thought to be student
centred and engaging.
Five standards.
Twenty-two performance indicators.
A number of outcomes intended toidentify a student as information
literate.

Library research instruction
program for English 10 (LRIE)
Instructional strategies are basedon the grounded theory throughthe experiences and perceptionsof stakeholders“Librarians are challenged withcreating their own activity.”

Methodology
Participation by the targeted audiencegave feedback on the following semistructured interview queries
Academic Profile/LI Experiences/Teaching Strategies /ACRL Guide/UPML LI Program Documentation

Population
andSample

ENGLISH 10TEACHERSENGLISH 10
STUDENTSUPML REFERENCE
LIBRARIANSENGLISH 10 TEACHERS12/14/2012

ENGLISH 10 STUDENTS
21

UPML REFERENCE LIBRARIANS
12/14/201222

Data Analysis,HOW?

1. Coding the Data
(replies grouped into categories)

2. Constant Comparative Method(compare responses to determine recurring themes)

Results!
Some of thesemight surpriseyou.

Overall feedback.
Many concerns on the development ofLRI program that better serve students’
information needs:• learning goals• five tiered modules• library research skills(responsibility for learning is shared by thefaculty, the library, and the student)

The library can also
support the student
within a
process-oriented
approach to writing.

Group Participation Theories
derived from
Teaching strategies andLibrary research experiences

Use research writing extensively in theircourses
Considered their instructional methods,
assignments, exercises, and activities
appropriate
Some use little or no library instruction
requirement
Require students to use the University
library extensively in their classes andtheir reasons for doing so were varied
English 10 teachers.

Continues to teach library resources as
the predominate focus of class content
Consisted of lectures and somedemonstration as their primary mode ofoperation for completing classassignments given by teachers
Time made available for one instruction
was not sufficient to present enoughmaterial and not conducive to a fairassessment of instructional ability
UPML reference librarians.

Aware and understood the benefits
offered from the library instruction
Suggested recommendations for
improvement to help support theirlearning
There are a number of potential
barriers mentioned that they mustfirst overcome if such research skills
are to be successful
English 10 students.

English 10 teachers,students, UPML reference
librarians:“ACRL Standards”

Emerging themes. Start here ...

11 ACRL Emerging Themes
to Guide the Modules
1. Consulting withothers
2. Using AlternativeForms of Information
3. Focusing theInformation
4. Searching Strategies
5. Search Engines
6. Focusing theinformation

7. Using technology
8. Evaluating
Information
9. Evaluating Internet
Resources
10. OrganizingInformation
11. Legal and EthicalIssues

5 Major Learning Goals
in the LRIE
1. Research strategies and focusing a topic tosomething manageable
2. Increasing student awareness and use ofelectronic resources
3. Use of web resources
4. Using information ethically
5. MLA style guideCONCLUSIONTEACHERSSTUDENTSLIBRARIANSIn library research instruction

the responsibility for learning is shared by thefaculty, the library, and the student, the learning
goals for modules 1 to 5 reflect the library’s
focus on process oriented writing that stimulateslearning.

The module is meant to be a

Guide to librarians who wantto modify their instructional
approach and to design more
effective and challenging
library research instruction
by accentuating one IL model

The Process of Collaboration

Faculty and librarians each have unique skills tocontribute and hurdles to overcome, this process
is often best begun with an examination ofcurrent roles and attitudes

And in the famous words of Carol Kulthau

LI and IL must be learned by
students throughexperiences shaped bylibrarians and faculty
because there simply are notenough librarians and faculty
to fill the growing learningneeds of students

Presentation
adjourned.
Thank You.

Towards Designing a Library
Research Instruction Programfor English 10 (CollegeEnglish) at the University of
the Philippines - Diliman
by Gianina Angela Celine O. Cabanilla
School of Library and Information Studies
University of the Philippines – Diliman