Towards Designing a Library Research Instruction Program for English 10(College English) at UP Diliman
Gianina Angela Celine O. Cabanilla
School of Library and Information Studies, University of the Philippines Diliman, Quezon City, Philippines

Abstract. Qualitative analysis was used to prepare a full picture of the teaching strategies and library
research experiences of English 10 students, teachers, and reference librarians over a four-month period
for the 2nd Semester, AY 2010-2011 in the University of the Philippines [UP], Diliman. This study
provides information that can be used to assist academic librarians when preparing to teach library
research instruction and to assist academic libraries in redesigning and developing library research
instruction activities for preparing librarians to teach undergraduates. The Library Research Instruction
Program for English 10 (LRIE) that serves as the core of the work provide an instructional module thatcan be used by librarians for diversifying their instructional delivery with engaging learning tasks.

Introduction
The University of the Philippines Diliman has an undergraduate student population under several academic
departments grouped under the four major clusters of (1) arts and letters, (2) social sciences and law, (3)management and economics and (4) science and technology. There are thirty-three unit libraries distributed
across the campus situated in close proximity to the colleges and departments they serve. Despite the fact thatthese libraries all belong to the University Main Library division, they provide training and services tailored to
fit the needs of the colleges and departments they serve. One of the functions of the University Main Librarydivision is to facilitate the development of a cohesive multi-faceted yet flexible approach to supporting thediffering needs of members and the University community. However, in the 1980s, according to a retired
reference librarian at the UP main library, some unit libraries began implementing group instruction as a way tomeet the needs of students altogether, often arranged through individual courses, which simultaneously saved
valuable staff hours for librarians and increased the number of students receiving instruction on how to conduct
research in the library. At the University of the Philippines, Diliman, such formalized group library instruction iscommonly integrated into some of the existing Revitalized General Education Program or RGEP subjects andsome research-related major subjects in the graduate and undergraduate courses. In the RGEP, incoming
students are enrolled in English 10, 11, or 12, or, on the basis of their writing proficiency, they can enlist in only
one of the classes entirely. The courses are not sequential, so students who begin in English 10 or 11 can decideto move on or not to the next course after successfully completing the course into which they enlisted. For
example, at the School of Library and Information Studies (SLIS), School of Economics (SE), and the College
of Engineering (CoE) require their students to take an English proficiency course in the arts and humanities(AH) domain of the RGEP which includes either English 1, 10, 11, 12, and 30. In order to accommodate
undergraduate students every semester, the Department of English and Comparative Literature (DECL) offers
multiple sections of each level of these English courses. Since most students enlist in English 10, the DECL
offers as many sections as they can, with 25 students per section. The classes are taught by instructors andprofessors from the DECL. Each class is strictly structured to meet certain requirements. As part of theserequirements, some teachers bring their students to the library for instruction at least once per semester.
According to one retired UP main library reference librarian, generally these sessions are scheduled to coincidewith an upcoming assignment. This general bibliographic / course-integrated instruction program forms thebasis for most library instruction held at the University. There have been efforts to further the cause of
information literacy on campus, including the proposed RGEP course, Info Literacy or Info Sense 1, by the
School of Library and Information Studies (SLIS). This course was proposed in response to and in recognitionof the rapidly increasing volume of information that makes it necessary to teach students about the responsible
and effective use of information to enable them to cope with the University’s academic requirements. The goalsof the proposed course were: 1) to reach a large number of non-LIS students, to utilize authoritative resources inlibraries and information centers including electronic/digital searching skills, 2) to be well-integrated within andresponsive to the University community, and 3) to continue to emphasize the personal interactions of the librarywith its patrons.
A reference librarian at the Main Library’s General Reference Section leads the majority of the instruction
classes for RGEP and research-oriented major subjects. According to one retired UP main library reference
librarian, classes are scheduled by RGEP and research-oriented faculty both for a general introduction and for aspecific project that requires library research. One class that is particularly active in scheduling library
instruction is English 10, or “College English.” These classes often reflect an active research interest of theprofessor leading the class. Students often complete a major paper about something within the constraints of theclass (for example, Philippine Festivals.) Likewise, a demographic mix of departments also asked reference
librarians at the General Reference Section – Main Library to lead sessions for 199 subjects, which is an
introductory research methodology class for undergraduate students. Generally, some colleges no longer ask themain library to lead these sessions; instead seek the assistance of the reference librarians assigned in their unit
libraries. Attendance however, in the graduate level was abysmal and it was seen as a frustrated attempt atincreasing instruction and interaction between the unit library and graduate students in the respective colleges.
Still, some instruction sessions are held in the unit libraries and the main library. The Head Librarian in the
General Reference Section – Main Library, said that she and two professional librarians make more than 30
presentations a semester. These are often made to classes in English, Psychology, Art Studies, Comparative
Literature, Communication Skills, Library and Information Science, Fine Arts, Educational Research andHistory, among others. Most frequently, professors schedule these sessions to get their students into thearchives, special collections, and other main library sections so that they can get their hands on somethingoriginal. English and Communication courses, more so than social science, applied science or more critiqueoriented liberal arts classes, tend to require research projects that can be completed with the use of materials
from the library or from special collections (which here include manuscripts, rare books, and archives.) Because
many of UP Diliman’s RGEP – Arts and Humanities (AH) domain requirements can be filled by taking English
and Communication classes, most undergraduate students take these classes at some point during their studies at
UP Diliman.
Currently, there is some interaction between the library and the RGEP faculty as documented by the library.
According to the General Reference section’s library orientation log sheet, which is updated by the end of eachsemester, there were approximately 45 library instruction sessions taught in the 1st and 2nd Semester, AY 20082009. In the log sheet, library instruction is defined as instruction that is given for one specific class, not alibrary tour or workshop, not a lecture or presentation to visitors or organizations, and not a general tour ororientation for new faculty, etc. Of these classes, 17 were outside the RGEP program and six were instruction
sessions for graduate classes. The 1st semester is usually heavier than the 2nd semester. Naturally, the content ofthese instruction sessions differ for those held at the General Reference Section – Main Library and those in
special collections, archives and unit libraries. At the General Reference Section, the instructor or librarian
introduces the students to a wide range or print and electronic sources, from background materials to secondary
sources and published primary sources. An example of a guide that was made for an English class showssources listed by type (i.e., encyclopedias, chronologies, government documents) with annotations and locations
for important sources. In the archives department, where holdings are less transparent, the librarian-archivist
provides an overview of the collections holdings and the process for locating and requesting archival materials.
The University Library at UP Diliman is charged with ensuring that the university library supports learning,teaching, research, and outreach by providing access to information resources and services regardless of locationor format of materials. A component of that charge is its mission statement: “to provide the best possible accessto the information that they need in support of instruction, research and extension; and, to provide the best
information services through the use of the new Information & Communication Technologies (ICTs) as appliedin libraries” (Research made easy @ your library, slide 5).
A fundamental component of addressing this charge is creating library instruction that will meet student needs
for information management skills that will support both their academic and lifelong learning needs. This study
looks at how English 10 students get the information they need for their coursework and for meeting theirgeneral information needs, and how they use the information they find. It also identifies similarities anddifferences among English 10 teachers’, students’, and reference librarians’ perceptions of an ideal library
research teaching/learning program in terms of content, strategies, approaches and outcomes during their 2ndsemester, AY 2010-2011 at UP Diliman. Where appropriate, they make suggestions that can be used in the
future for designing library research instruction that better meets the needs of English 10 students.
One constraint traditionally identified by reference librarians who provide instruction is the paucity of
information about how incoming freshmen understand information – how they get information or how
effectively they use it. This makes it difficult to design instruction that meets student needs. Few processes arein place that attempt to redress this lack of understanding. One reference librarian has suggested that librarians
need to develop assessment methods that focus on performance indicators and measure outcomes of student
learning. Historically, library instruction has focused on the development of those bibliographic skills needed touse library resources for completing class assignments. For the most part, library instruction consisted oflectures that focused on the bibliographic tools needed for research. Reference librarians in the University

Library continue to recommend that students be trained in library use, arguing that increasing amounts ofmaterials required a student to know libraries in order to do research with ease and become an “iskolar ng
bayan”. English 10 students, some argue, should start receiving library instruction early in the semester, andlibrary instruction should be integrated into other classes. In the Communication II period leading up to English
10, there was a growing emphasis on the need for instruction. In the 2nd semester, AY 2010-2011, an English 10
teacher mentioned that some students did not know how to use the web online public access catalogue (OPAC)
and other bibliographic aids. That same semester, some English 10 students revealed that they were notreceiving library instruction and that they mentioned a need for it. This was also a period of increased emphasison cooperation between other faculty and librarians, to create a connection between the prospectus and thelibrary. Reference librarians also experimented with different methods of delivering instruction: lectures, tours,
orientation, and some course integrated instruction. During the 1st semesters, significant amounts of library
instruction were delivered as a result of the increases in enrolment at colleges in the university, but with limited
development in the field. Classes were larger but not necessarily better and interactivity for programs waslacking. At the same time, some teachers simply saw no need for or were unaware of library instructions
offered.
Some limitations contributed to issues in library instruction during this period: instruction provided with partial
context of what students needed to know, faculty-librarian cooperation, and an instructional content based onlibrarians’ reference training. However, many of the problems from the past still concern reference librarians.
Methods of delivery are still being evaluated, library-faculty cooperation are problematic, the lack of evaluationin library instruction, and the question of one-shot, stand-alone, and tiered instruction remain uncertain.
The existing library instruction in the University Library has been characterized by an increasing emphasis ontechnologies, both as part of the problem and as part of the solution. According to a reference librarian,technology has touched almost all facets of librarianship. This redefinition of the library as an information
service inevitably has had an impact on library instruction. The role of information literacy in library instruction
has also increased, largely in response to technology. Looking ahead, library instruction needs to focus on
helping the user become more independent in locating and retrieving information, providing a segue to theconcepts of information literacy, a recent development in library instruction. Similarly to the point made above,
the reference librarians has identified that library instruction is most successful when representatives fromacross the educational community are involved. Thus it is important to employ the expertise of different statusgroups in order to best design library research instruction, which the methods of investigation used in this study
aimed to achieve.

Purpose of the Study
Students' use of library resources and their information retrieval for academic purposes has been the subject of anumber of studies and the issue is crucial to the development of library services to improve access to and use of
information. Educating English 10 undergraduates to become self-reliant searchers and users of information is
one of the most important and challenging responsibilities facing UP main library reference librarians today.
The aims of this study are:1) To identify the learning goals essential for the development of a library research instruction programfor English 10 from the perspectives of English 10 students, English 10 teachers and reference
librarians giving library instruction to English 10 students.
2) To elicit the viewpoint of English 10 teachers based on the following:a. The typical academic profile of English 10 teachersb. The content and objectives of English 10
c. The teaching strategies of English 10 teachers3) To elicit the viewpoint of English 10 students based on the following:a. The typical profile of English 10 students
b. The content and objectives of English 10
c. The library research instruction experiences of English 10 students
4) To elicit the viewpoint of Reference librarians teaching library research to English 10 students based on
the following:a. The typical profile of Reference librariansb. The content and objectives of English 10

c. The teaching strategies employed by Reference librarians
5)

To develop and recommend an appropriate module for a library research instruction program for
English 10 based on objectives 1, 2, 3, and 4.

It is anticipated that the findings will lead to the establishment of a set of library research skills learning
outcomes for English 10. The findings could then be used to better tailor library research skills training toundergraduates’ demographic characteristics and actual learning needs.

Methodology
The research design, Grounded theory, an established qualitative research method that was introduced by Glaser
and Strauss in 1967, was employed in this study. This allowed the best opportunity to gain the necessary
information for answering the research questions of this study that deals with identifying the learning goals
essential for the development of a library research instruction program for English 10. The research also
employed the Information Literacy Competency Standards for Higher Education model obtained from ACRL
(2000). This model consists of five standards. Attached to these five standards are twenty-two performanceindicators, and attached to these are a number of outcomes, all intended to identify a student as information
literate. Purposive sampling, drawing on interviews on teaching strategies and library research experiences, plus
other questions formulated from the model provided by the Information Literacy Competency Standards forHigher Education (ACRL, 2000), were used to collect data during 2nd Semester, AY 2010-2011 from English 10
students, English 10 teachers, and UP main library reference librarians at UP Diliman. Fifty-two (52) of the 118
English 10 students (those required by their teachers to undergo a library instruction session) were asked toevaluate the instruction (that had been developed by UP main library reference librarians) and to comment on
the instruction. Ten (10) English 10 teachers representing teaching experiences with 118 English 10 students in
UP Diliman, and three (3) UP main library reference librarians were the participants in this study. Data analysis
began with the initial collection of data and continued through the study until completion of the final report.
Each interview transcript was analyzed prior to the next interview. This allowed the researcher to build and add
to the previously collected data and the analysis. The qualitative data collection methods that were used in thisstudy were coding the data of interviews with English 10 students, professors and reference librarians.

Findings
Presented in Tables 1-5 are findings about the perceptions from English 10 teachers’, students’, and reference
librarians as described separately in this section.
In Table 1 the theories/rationale for their teaching strategies and library research experiences formulated by theoverall perceptions of the groups are displayed. From each of the group theories in Table 1 one can conclude
three general theories that expand to English 10 teachers, English 10 students, and UP main library reference
librarians within the 2nd Semester, AY 2010-2011.

Table 1. Group Participation Theories Derived by Teaching Strategies and Library Research Experiences
Teaching Strategies
Group and
TheoryEnglish 10
Teachers Group

TheoryTopics Discussed
Introduce research
writing anda few do not
require library
instruction

Assignments
Provided
Prepare students
for real-liferesearch writing
and learning

Instructional
Methods

Exercises
Provided

Activities toPromoteInteraction
Challenges indeveloping
interactional
activities

Mixing various
Generally planned
types ofand adaptable totechnology
most English 10
in the traditionalsituations forteaching
students
environment
The English 10 Teachers Group use research writing extensively in their courses, and that they
considered their instructional methods, assignments, exercises, and activities appropriate, while someuse little or no library instruction requirement but require students to use the University libraryextensively in their classes, and their reasons for doing so were varied.

UP main libraryreferencelibrarians group

TheoryEnglish 10
Students Group

TheorySimpleassessment to
Delivering that
Almost nonexamine thecontent usually inexistent; databaseeffectiveness ofa lecture format
demonstration
instruction; postsession
consultation
The UP Main Library Reference Librarian Group continue to teach library resources as the
predominate focus of class content that consisted of lectures and some demonstration as their primarymode of operation for completing class assignments given by teachers, however, the time madeavailable for one instruction was not sufficient to present enough material and not conducive to a fairassessment of instructional ability.
Library Research Experiences
Things Gained
Understanding
Improvingfrom Library
Barriers in Developing Library
Library Research
Library Research
ResearchResearch Skills
Instruction
Instruction
Instruction
Tierred sessions
Prior library skills
at a variety of
Library research
information andTime requirements, course context,
times, send handskills to findchanges in how
student attitude, and library staff
outs, more handsinformation forstudents use
training
on andtheir classes
informationinteractivity
The English 10 Students Group are aware and understood the benefits offered from the library
instruction and suggested recommendations for improvement to help support their learning, however,there are a number of potential barriers mentioned that they must first overcome if such research skills
are to be successful.

Familiarity with anumber of library
resources that may
have a direct use
in the course
syllabiSomeassignments otherthan papers given
by professor after
instruction;
faculty “buy-in”

Presented in Table 2 is an overall summary of how each group fares within the ACRL model in the preparationof library research instruction modules.
Table 2. English 10 Library Research Instruction Module Mapped to ACRL Standards
ACRL Standard
and Emerging
Themes
1. Defining
Information Needs
1.1 Consulting withothers
1.2 Usingalternative forms of
information
1.3 Focusing theinformation
2. Accessing
Information
Effectively andEfficiently
2.1 Searchingstrategies
2.3 Search engines
2.4 Usingtechnology
3. Evaluating andIncorporating
Resources
3.1 Evaluating
information
3.2 Evaluatinginternet resources
4. Using
Information
Effectively for a

Module 1

Module 2

Module 3

Learning goal:
Research strategies
and focusing a topic
to something
manageable

Learning goal:
Increasing student
awareness and useof electronic
resources

Learning
goal: Use ofweb
resources

Module 1

Module 2

Learning goal:
Research strategies
and focusing a topic
to something
manageable

Module 1

Module 4

Module 5

Module 3

Module 4

Module 5

Module 3

Module 4

Module 5

Module 4

Module 5

Learning goal:
Increasing student
awareness and useof electronic
resources

Module 2

Learning
goal: Use ofweb
resources
Module 1

Module 2

Module 3

Specific Purpose
4.1 Organizing
information

Learning goal:
Increasing student
awareness and use ofelectronic resources

5. Understanding
Issues Related toInformation Use

Module 1

Module 2

Module 3

Learning goal:
MLA style
guide

Learning goal:
Increasing student
awareness and useof electronic
resources

Module 4

Module 5

Learning goal:
Using
information
ethically

5.1 Legal andethical issues

In Table 3, the characterization by researchers as to how the English 10 teachers’ group perceives the links
within the teaching strategies for the 2nd Semester, AY 2010-2011 are presented.
Table 3. English 10 Teacher Groups’ Perceptions in Terms of Teaching Strategies
Group

TopicsDiscussed

Assignments
Provided

Instructional
Methods

Exercises
Provided

Activities toPromoteInteraction

Emerging
ThemesStudent
research
writing in
generalStrongstudent
research
Writing
writingacademic
Collaborative
Weak student
papersreports
research
MLA citatione
Concept paper
writingd
Plagiarism
outlines
Writing
1st Semester
Outlining
Laddered
exercises
Traditional
English 10
Paraphrasinge
writing
Short essays
teaching
Face-to-facestudents
Summarizing
approach
Practice forenvironmentabcde
consultationsabcde
compared toeQuoting
Writtensummarizing
Assign readings
One-on-One
2nd semester
Articleevaluations
Group seatabcde
EnglishAudiovisualconsultations
studentssummaries
Synthesis
works
10
presentations
Conferencing &Faculty
CoursepapersPeer
Teachers
Peer reviews
writing
criteria forjournals
Literatureevaluations
Consultation
workshops
evaluating
Research
reviews
Paraphrasinge
Chalk talks
Paper peer
studentbe
process
Sources
Quotation
Lectures onreviews
research
Introduce
searchabc
Sourcesvarious topics
writingcde
libraryBook
documentation
Limitedresourcesb
documentatione
techniquese
research
Current events
Journalswriting andSome libraryExperiential
library
instruction
writing
researchrequired
instruction
Mixedmessages(research
writing &library
instruction)aAddressed by module 1: research strategies and focusing a topic to something manageable. The module divides the sublearning goals into two parts, roughly corresponding to (1) identify keywords/synonyms in topic, and (2) apply Boolean
operators/truncation to modify searches for purposes of diversifying instructional delivery with engaging learning tasks.
b
Addressed by module 2: increasing student awareness and use of electronic resources. The module divides the sub-learning
goals into three parts, roughly corresponding to (1) accessing research databases by topic, (2) search scholarly articles by
topic, and (3) organize search results/manage emails for purposes of diversifying instructional delivery with engaging
learning tasks.
cAddressed by module 3: use of web resources. The module divides the sub-learning goals into two parts, roughly
corresponding to (1) types of web resources, and (2) evaluating information on web resources for purposes of diversifying

instructional delivery with engaging learning tasks.
dAddressed by module 4: using information ethically. The module divides the sub-learning goals into three parts, roughly
corresponding to (1) what constitutes plagiarism/UP Diliman intellectual dishonesty policy, (2) consequences of plagiarism,and (3) plagiarism scenarios for purposes of diversifying instructional delivery with engaging learning tasks.
eAddressed by module 5: MLA style guide. The module divides the sub-learning goals into three parts, roughly
corresponding to (1) using quotes effectively/importance of citations, (2) basic rules on formatting/fonts/margins/spacing,and (3) writing in-text citations/various citation formats/reference lists for purposes of diversifying instructional delivery
with engaging learning tasks.

In Table 4, the researcher presents how she characterized how the English 10 students’ group perceives the links
within the library research experiences for the 2nd Semester, AY 2010-2011.
Table 4. English 10 Student Groups’ Perceptions in Terms of Library Research Experiences
Understanding Library
Research Instruction

Group

Improving
Library
Research Instruction

Things Gained from
Library
Research
Instruction

Barriers in Developing
Library Research Skills

SchedulingContent
Teaching methods
Resources
Finding information for
Prior library skills
More tiered sessions atclassesabTime requirementsabcde
abc
abcde
informationa variety of times
Search techniquesab
English 10
Course contextsabcde
Changes in how
Email hand-outs
iLibabStudents
Student attitudestudents use
More hands-on timeabcde Journal articles from
Library staff training
informationc
More interactive
online subscriptionsab
abcde
absessions
Subject searching
Walk-in sessions
In-person
instructionabcdeaAddressed by module 1: research strategies and focusing a topic to something manageable. The module divides the sublearning goals into two parts, roughly corresponding to (1) identify keywords/synonyms in topic, and (2) apply Boolean
operators/truncation to modify searches for purposes of diversifying instructional delivery with engaging learning tasks.
b
Addressed by module 2: increasing student awareness and use of electronic resources. The module divides the sub-learning
goals into three parts, roughly corresponding to (1) accessing research databases by topic, (2) search scholarly articles by
topic, and (3) organize search results/manage emails for purposes of diversifying instructional delivery with engaging
learning tasks.
cAddressed by module 3: use of web resources. The module divides the sub-learning goals into two parts, roughly
corresponding to (1) types of web resources, and (2) evaluating information on web resources for purposes of diversifying
instructional delivery with engaging learning tasks.
dAddressed by module 4: using information ethically. The module divides the sub-learning goals into three parts, roughly
corresponding to (1) what constitutes plagiarism/UP Diliman intellectual dishonesty policy, (2) consequences of plagiarism,and (3) plagiarism scenarios for purposes of diversifying instructional delivery with engaging learning tasks.
eAddressed by module 5: MLA style guide. The module divides the sub-learning goals into three parts, roughly
corresponding to (1) using quotes effectively/importance of citations, (2) basic rules on formatting/fonts/margins/spacing,and (3) writing in-text citations/various citation formats/reference lists for purposes of diversifying instructional delivery
with engaging learning tasks.

In Table 5, the researcher presents how she characterized how the UP main library reference librarians’ group
perceives the links within the teaching strategies for the 2nd Semester, AY 2010-2011.
Table 5. UP Main Library Reference Librarian Groups’ Perceptions in Terms of Teaching Strategies
Group

TopicsDiscussed

Assignments
Provided

Instructional
Methods

UP MainLibrary
Reference
Librarians

Library
resources &services
English 10
sampletopicsabc
Databasesabc
iLibabc
Internet
resourcesabc
Keywordsabc

Faculty “buyin” is essential
Facultylibrarian
collaboration
Given byteacher after
sessionSuggests how it
could becompleted using

Deliveringcontent in a oneshot lectureformatSame methods& materials
yearlyFace-to-face
instructionabcde
ACRL standards
1 & 2 are theExercises
Provided

Almost nonexistent
Demonstration &discussion of
databases andiLibab

Activities toPromoteInteraction
Open forums
after
sessionabcde
Post session
consultation(online)Student
feedbacks
aftersessionabcde
Hands-on of

Emerging
ThemesCovering
contentabcde
Limited timeto provide &receive help
More workneeded in thelibrary
instruction
programA need for a

Booleanlibrary’s
most common
databasesabcde
library
operatorsabc
resources
coverageab
Short quiz
instruction
Call numbers(recap)abcde
laboratory
Searchingtechniquesabc
BasiccitationsePlagiarismdaAddressed by module 1: research strategies and focusing a topic to something manageable. The module divides the sublearning goals into two parts, roughly corresponding to (1) identify keywords/synonyms in topic, and (2) apply Boolean
operators/truncation to modify searches for purposes of diversifying instructional delivery with engaging learning tasks.
b
Addressed by module 2: increasing student awareness and use of electronic resources. The module divides the sub-learning
goals into three parts, roughly corresponding to (1) accessing research databases by topic, (2) search scholarly articles by
topic, and (3) organize search results/manage emails for purposes of diversifying instructional delivery with engaging
learning tasks.
cAddressed by module 3: use of web resources. The module divides the sub-learning goals into two parts, roughly
corresponding to (1) types of web resources, and (2) evaluating information on web resources for purposes of diversifying
instructional delivery with engaging learning tasks.
dAddressed by module 4: using information ethically. The module divides the sub-learning goals into three parts, roughly
corresponding to (1) what constitutes plagiarism/UP Diliman intellectual dishonesty policy, (2) consequences of plagiarism,and (3) plagiarism scenarios for purposes of diversifying instructional delivery with engaging learning tasks.
eAddressed by module 5: MLA style guide. The module divides the sub-learning goals into three parts, roughly
corresponding to (1) using quotes effectively/importance of citations, (2) basic rules on formatting/fonts/margins/spacing,and (3) writing in-text citations/various citation formats/reference lists for purposes of diversifying instructional delivery
with engaging learning tasks.

Discussion
This study provides insight into how students acquire and use information, and provides information on theimplications for the UP Diliman University Library, including what might be changed in order to improvelibrary research instruction for English 10 students. The findings of perceptions from English 10 teachers,
students, and reference librarians were brought to life through a qualitative analysis of interviews. The findings
suggest that the validation of the grounded theory that emerged shows that the perceptions of English 10
students, English 10 teachers and UP main library reference librarians exemplified by the overarching themes
based on the Information Literacy Competency Standards for Higher Education model (ACRL, 2000)
components determined the learning goals essential to the design of a library research instruction program for
English 10. Additionally, reference librarians do not fulfill this responsibility on their own. In fact, in somesituations, having a support structure in place with identified individuals assigned to certain stated roles,
facilitate to address the teaching of life-long learning skills, and that one place those skills may be taught isthrough the library. In the context of an information society, it is imperative that with increased input fromstakeholders, librarians can guide students to appropriate sources and ensure that students are provided with
opportunities to acquire the information management skills needed to support their learning needs at UP
Diliman. The findings suggest that the emphasis of this study is on what might be done to better assist English
10 students who are in their first or second semester at UP Diliman. Though future research is needed, this study
provides the foundation for an instructional plan that will help meet the information needs of students – a plan
will begin to ensure that students are provided with opportunities to acquire the information management skills
needed to support their learning needs at UP Diliman and those they will encounter afterwards as they
participate in their professional, social, and cultural environments.

Conclusions
There seems to be agreement in the literature that librarians and faculty need to work more closely together inorder to make the library research instruction into the English 10 a success. It can, however, be said, as Thomas(1999) points out, that library instruction and information literacy cannot be taught by librarians or faculty, it
must be learned by students through experiences shaped by librarians and faculty. Thomas (1999), thus, argues
that information literacy and library instruction training is not solely the role of librarians and the difficulty withthis vision is achieving collaboration between teachers and librarians. In order to teach, model, and encourage
students to become information literate, faculty and librarians must work together to design integrated library
research instruction programs. Because faculty and librarians each have unique skills to contribute and hurdles
to overcome, the process of collaboration is often best begun with an examination of current roles and attitudes.

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