Conference on Information Literacy & Other Good News

I will forever be thankful to Von Totanes for putting up Filipino Librarian, the egroup over at Google. I get very good news and updates there on the profession. Aside from contacts, new friends for networking, linkages and sourcing out, the egroup is a support group for librarians as well.

When I learned that PLAI-STRLC conducted a conference on Information Literacy (IL)last September 25, 2006, I was piqued with curiosity and excitement. Though I wished I had known it earlier. I would have asked for an invite. I want to see and learn from colleaguse the practice of IL in their respective institutions. One should never rest on earned laurels, nor stay high in the ivory tower.

Imagine my delight to learn from Rene Manlangit this bit of good news -

We will be uploading Ma'am Cora Nera's and Ma'am Vilma Anday's papers in the STRL blog shortly (plaistrlc.blogspot.com) and other papers of collegues that presented their own experiences of IL in their institution.

PLAI STRLC is taking leadership steps towards IL and blogging!

Ms. Nera also mentioned that the STRLC conference was the 1st formal conference on IL in the Philippines.

And then, he made mention of Lilian Rabino, a colleague from Lipa -

I am happy to inform you that Ms Lilian Rabino of DLS Lipa was one of the speaker and she presented a good IL practice in DLS Lipa which according to her was inspired by your comments/suggestions during your accreditation visit sometime in 2004 of her library.

Such good and comforting news after a hard struggle with typhoon Milenyo.
.

Dianne de Las Casas on Kids & Creativity

Dianne de Las Casas traces her roots in the Philippines. Her mother is a Filipino. In 2004, she visited Manila and did a couple of storytelling gigs for Scholastic. I met her in one of her workshops and I gained a friend at the same time. In 2005, Katrina raveged New Orleans. She and her family had to flee her beloved state. A year after, she's back and rolling!

Last May 2006, we met again. She is my inspiration to do a variety of storytelling techniques and methods. Thanks, Dianne! Mabuhay!

*ENCOURAGING CREATIVITY
By Dianne de Las Casas

When my daughter, Soleil, was seven years old, she fashioned a guitar out of a Kleenex box (the guitar hull), rubber bands (the strings), and cardboard (the neck). When I asked her where she got the pattern, she said, “From my head.” When Soleil was eight, she taught herself how to hand-sew and made a teddy bear “from her head.” Throughout the years, Soleil has created many things that came from her head. Now, it’s my six-year-old’s turn. Eliana surprises me with poetry, drawings, and her own inventions. I showcase her art in a portfolio we keep in the family room for everyone to view.

Raising creative kids makes a difference in school. How so? Creative kids are more likely to show initiative, accept challenges, and apply inventive solutions to problems. Our world’s greatest inspirations in literature, art, music, science, and math have been creative souls. Albert Einstein once said, “Imagination is more important than knowledge.” So how do we encourage creativity in our children?

Limit Screen Time
Limit time watching television, playing video games, and vegging out in
front of the computer. Too much screen time not only shortens kids’ attention
spans but also limits their time to process information creatively.

Encourage Reading
Reading is the key to knowledge. Without the ability to decipher the alphabet
code, it is difficult for children to succeed academically, socially, and emotionally. Allow your kids to read material they really like. Though it sounds cliché, reading really does open up new worlds.

Play Games Together
Not only does playing games encourage togetherness, it also allows family members to think outside the box and work as a team. We love lots of family games including one I invented called Fairytale Frenzy. One of our favorite family favorite games are the Cranium series of games. There is something for everyone. All ages can play, even younger ones (with reading assistance). Cranium games are now available in activity book form, which makes them ideal for road trips, family visits, and slumber parties.

Get Your Hands Dirty
Encourage activities such as painting, drawing, sculpting with clay,
cooking, gardening, and simple construction projects. As a child, my father, a mechanic and inventor, always had a project for my brother and I. We built structures with an Erector set and Tinker Toys. We even made “walkie
talkies” out of small blocks of wood with large nails for the antennae. We built oapbox cars and entered them in derbies. I was often in the kitchen with my mom,
helping her cook a meal or decorate a cake. Though I didn’t know it at the time, I was enveloped in “hands-on” creativity.

Promote the Performing Arts
Singing, acting, dancing, and playing an instrument are great ways to allow your children to express themselves creatively. Take a look at in-school and after-school activities offered. Many schools offer choir, band, dance team, and theater.

Look into the Literary Arts
Many children discover themselves when they write. So keep paper, pens,
and computers handy for this purpose. Word games are also a great idea to
stretch the brain. We love Mad Libs, Brain Quest, Trivial Pursuit, Scrabble,
Balderdash, and Catch Phrase. We also play a host of word games in the
car.

For more ideas, visit the
Parent Connection of my website

Keep our kids creative; creativity leads to innovation. Our children may inspire the greatest inventions yet!

Posted with permission from the author.

Creative Storytelling Workshop

Library Events & Invites

My email inbox is full of invites from friends and colleagues in the industry. I can't decide which party to attend since my September calendar is full already with book projects for KUTING, grad school requirements, my daughter's PTC and my son's first communion.

In any case, I'm posting them here FYI. Contact names and numbers are included in some events so if you have questions, feel free to call.

Tahanan launches Fran Ng’s 500-Word Filipino/English visual dictionary for children
and Brothers Grimm fairy tales

Three titles….two books…one author…and a book party!

Tahanan Books for Young Readers invites the public to celebrate the birthday of two children’s books penned by award-winning author Fran Ng on Monday 2 October 2006 from 5 to 7 pm at the Adidas Sports Kamp in Fort Bonifacio.

Children of all ages are welcome to an afternoon of entertainment marking the debut of 500 Words & Pictures: A Bilingual English/Filipino Visual Dictionary illustrated by Fran Ng; as well as her retelling of ten classic fairy tales by the Brothers Grimm, entitled Long Ago and Far Away.

Ms. Ng is a three-time winner of the National Book Award for Children’s Literature. In 500 Words & Pictures, she showcases her emerging talent as a children’s book illustrator. Replete with distinctly native elements familiar to every Filipino child, the book offers parents a delightful smorgasbord of objects ranging from parts of the body to games Filipino kids play. The 48-page volume contains dual translations verified by three language consultants. The book comes with a free poster, My First Big Map of the Philippines, drawn by Paris-based Filipina artist Tracy David. The handsome poster is a simple but excellent introduction to geography for ages 2 to 7.

Tahanan’s double-launch also includes Long Ago and Far Away and its separate Filipino edition, Sa Dako Pa Roon. Exquisitely illustrated by Arnel Mirasol and translated into lyrically beautiful Filipino language by multi-award- winning writer Rene O. Villanueva, the book is the long-awaited companion volume to Once Upon a Time: The Tales of Hans Christian Andersen, the 2002 National Book Award for Children’s Literature, created by the same team.

Distributed by Tahanan Books, all three titles are available at National Bookstore, Powerbooks, and Fully Booked outlets. 500 Words & Pictures: A Bilingual Visual Dictionary fetches a cover price of P350; and Long Ago and Far Away and its Filipino edition, Sa Dako Pa Roon, retails for P425. For more information, please contact Frances Ong at 818-2482 or send an email to marketing@tahananbooks.com.

NATIONAL CAPITAL REGION -PHILIPPINE LIBRARIANS ASSOCIATION (NCR-PLAI)
Call for a Meeting

You are all invited to the General Assembly Meeting

When: October 11, 2006, Wednesday
9:30-12:00
Where: The National Library
Auditorium

Subject: PLAI Constitution, Election,

Please find time to come and kindly relay the message to the others.

Thank you very much

Jocelyn L. Ladlad
Secretary
NCR-PLAI

Jocelyn L. Ladlad
European Documentation & Reserach Centre/
American Studies Resource Center
De La Salle University Library
2401 Taft Ave., Malate, Manila 1004
Philippines
Tel: (632) 524-4611 to 21 loc 602/265
Fax: (632) 524-4611 to21 loc 265

Study Tour in Singapore & Malasia
A training workshop/ study visit on the theme “Expanding Library Horizons: Cybrarian Adventure to Singapore and Malaysia,” to be held on November 4 - 11, 2006.

For inquiries, please contact Mr. Benie Dayao at 09209501752 and Ms. Lily Echiverri c/o 9292180; 9205514 loc. 301 or 09195399498. For travel concerns, please contact Ms. Eena Narciza / Richelle Mesina at 9268928; 9269027 or mobile no 09179989788

New Born Blog

Hermie Salazar, one of my good friends in the profession, is now blogging. Check out her first post in Librarian at the Helm.

Welcome to the Blogosphere, Hermie!

International Literacy Day 2006

September 8, 2006 was International Literacy Day. Two international organizations, UNESCO and the International Reading Association (IRA), promote the event worldwide. Both agencies encourage literacy advocates all over the world to hold activities, projects and events in their respective countries or regions to highlight the importance of literacy. This year’s theme is “Literacy, the Path Out of Poverty”.

Since a library is a venue for the acquisition of skills and literacy development, the GS LRC, drummed up Literacy Day with a simple book donation project and a proactive campaign for the care of books and library resources.

In the morning of Friday, September 8, 2006, GS AV Librarian, Mr. Oyet Concepcion and CMSO Coordinator, Mr. Alen Silvano donated books to the San Juan Municipal Library. Prompted by a letter of request from the officer in charge of the public library, the GS LRC quickly looked into its current inventory for books worthy of donating. This is not the first time that the GS LRC extended its generosity to other libraries who need more books. Being a place where literacy is developed and honed, it
reaches out to other libraries in need with the hope that these libraries may become literacy habitats too.

Sustaining Literacy

Because books are very much a necessity even in this digital age, they must be taken cared for. At the start of the 2nd quarter, the GS librarians integrated the value of responsible use of library resources in their regular Information Literacy Skills Program. The result was a cornucopia of creative methods and approaches employed by the GS librarians.

Primary grade librarians, Baby Alfonso, Jane Diaz and Oyet Concepcion produced bookmarks imparting eight ways to care for books that students read and borrow. They prepared attractive brochures that discuss the different parts of a book, with activities, puzzles and games that highlight the importance of reading. They even recommended websites for this topic. URLs and web addresses were included.

On the other hand, Intermediate librarians, Chit Olivares and yours truly, raised the concept a little higher by focusing on the big ideas; that books are products of human intellect and ingenuity; and that, a long and tedious process is involved in the production of books. Natural resources, technological gadgets and human effort are factors that contribute to its availability and sheer existence.

This quarter’s ILSP is the most engaging so far. Primary grades students realized how important books are because these provide valuable information and fantastic stories. Intermediate grades understood that vandalizing books in the library is a violation against intellectual property and an act of disrespect to those who made them.

For this year’s celebration of Literacy Day, let us all remember the basic values that books and reading can give the learning child. At home and in the classroom, they learn the fundamentals. The school library helps sustain it.

Plus and Minus

I rarely have the time to jazz up my blogs now that I'm into a lot of things. When I started blogging in April 2005 (SLIA), I want to create information, communicate it and raise revenues in the process. A year and a half after, I've done the two and continously so. But the third is still to be accomplished.

It doesn't help that my PC at home is near extinction. Gah.

So, taking the time this morning as a chance to update SLIA, I did all that I can for the time being. I registered in Frappr, Performancing and Text Ad Links. Arnold Zafra earned his firts pay check last month form text Ad Links. I'm struggling how to create the XML file. Arnold, if you happen to pass by, lend a hand will you? Please.

I also "centralized" (wow, I'm actually using the term! Is this a sign?) all my links in the right frame of the blog so that, all the accessories are in the left frame. Some organization, huh?!

Information Literacy Skills Instruction in Philippine School Libraries

The Big 6 Model: Problem – Solving Approach

The Big6 is the most widely-known and widely-used approach to teaching information and technology skills that presents a problem – solving approach (Eisenberg & Berkowitz, 2006)
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
IL Guide for Public Schools in Quezon City - 8 Ways to Independent Learning – Inspired by the Empowering 8

8 Ways to Independent Learning

1. Watching – Exploring the environment and the task at hand
2. Wondering – Brainstorming, discussion of ideas, developing questions
3. Webbing – Mapping, locating, accessing information
4. Wiggling – Evaluating content and examining information
5. Weaving – Organizing and synthesizing of ideas and information
6. Wrapping – Creating a product
7. Waving – Communicating the product and presenting it to the public
8. Wishing – Assessment and reflection of both process and product

Empowering 8 is an information literacy model that was a by-product of two workshops: the first in Colombo, Sri Lanka in November 2004 and the second in Patiala, India in November 2005. Ten countries participated in the workshops: Bangladesh, India, Indonesia, Maldives, Malaysia, Nepal, Pakistan, Singapore, Sri Lanka, Thailand, and Vietnam. Empowering 8 uses the problem-solving approach for resource-based learning (Limpin, 2006)

Information literacy skills embedded in Empowering 8 are the
ability to:
1. Identify a topic/subject, the intended audience, a relevant format, keywords, types of resources
2. Explore resources and information
3. Select and record relevant information, identify stages in the process, and collect appropriate citations
4. Organize, evaluate and sequence information, and use visual organizers to compare and contrast information
5. Create information using own words
6. Present, share or display information
7. Assess the output
8. Apply the solutions based on the feedback and assessment and use new knowledge gained in a variety of situati


IV. Conclusion

In a borderless society, an information literate person is more likely to succeed. The information literate person may have gone to a good school and it is possible that he develop skills for life long learning. The librarian is part of the process by which he acquires and applies these skills.

There is a place for ILSIP in the grade school, high school and tertiary level. The implementation depends on curriculum, client and the librarian’s paradigm of her role in the learning community. Following the IL through SL in SEA report, there is a need for an awareness of IL and a workshop to articulate the Philippine’s stand on IL. In the recent IL workshop held in Malaysia last July, IFLA is awaiting for the next SEA country to discuss IL in national and regional levels. Shall we take the lead?

References:

Books

Eisenberg, Mike & Robert Berkowitz, Teaching Information & Technology Skills. Ohio : Linworth, 1999

Thomas, Nancy. Information Literacy Skills & Literacy Skills Instruction : Applying Research to Practice in the School Library Media Center. Colorado : Libraries Unlimited, 1999.

Thesis

Limpin, Placida Socorro. An Evaluation of Information Literacy Skills of Freshman College Students of Assumption College. PNU : Manila, 2003

Journal Article

Grimble, Bonnie J. & Teresa D. Williams. Students’ Perceptions of their Information Literacy Skills in the Media Center. Library Media Connection. Pp 26 – 29. January 2004.

Papers, Reports & Guides, Modules & Handbooks

David, Lourdes. Overview of Information Literacy Among Secondary Schools Students in the Philippines : A Content Analysis of the Operations Handbook for English. Conference Paper, Regional Workshop on School Library Services in Southeast Asia. Bangkok, Thailand 2003.

Development of Information Literacy through School Libraries in Southeast Asian Countries. IFAP – UNESCO, 2005.

How to become an Independent Learner : Your guide to Information Literacy. IFLA-ALP Project “Building Learning Communities Through Librraies”. December 2005

The School Library Manifesto. IFLA-UNESCO. 2000

Websites

Big 6
http://www.big6.com/showarticle.php?id=415

Empowering 8 Article from Filipina Teacher Librarian
http://filteachlibrarian.blogspot.com/

Information Literacy : An Overview of Design, Process and Outcomes
http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Research on Information Literacy

Information Literacy Research/Projects

Assumption College’s ILIAC

In the SY of 2002-2003, the IL skills of freshmen college students were assessed. Out of 206 identified respondents for the survey, only 140 were able to take part. Using the descriptive method, two sets of questionnaires and an activity were employed to gather date. Set A questionnaire was an adaptation of instruments used by researchers, while Set B was developed by the researcher who conducted the assessment.

Below are the results of the study.

Information Literacy Skills Indicators Percent
Identifying a need for additional information 11%
Use of information
• knowing differences between references and non-fiction books
• differentiating between journals and magazines
• use of indexes and abstracts
• knowledge of inter-library loan
• attendance to library orientation classes
74%

57.6%

45.8% (not used)
38.7%
80.7%
Access to information
• use of OPAC
• locate materials by call number
• library first method vs. Internet first method
• Internet first method vs. library first method
86%
55%
74%

26%
Ethical and legal use of information
• know the importance of bibliographies and citations
• knows what plagiarism is
• against copy-paste habit
48.6%

94.7%
76.4%

As a result of the study, the researcher developed an information literacy program called Information Literacy Initiative of Assumption College (ILIAC), a web based interactive tutorial developed using Microsoft Frontpage (Limpin, 2003)

US HS Study on IL

Grimble & Williams (2004) conducted a study to assess high school freshmen students’ perception of their IL skills. Five main areas of assessment were identified:

1. Point access – familiarity with electronic catalog and finding materials in the media center;
2. Information skills when researching for a topic – developing questions and keywords, using works cited and knowledge of copyright and plagiarism;
3. Database – performing searches on four different online database and conducting advanced searches;
4. The Internet – using search engines, evaluating websites, choosing internet sites as first choice of information;
5. Technology – Creating presentations and Web pages; using digicams and videocams.

In a pre-test survey, students were given a list of abilities based on these five main areas. They rated themselves in terms of confidence and competence on doing the skills. It was found out that, majority of the freshmen involved in the pre-survey test perceive themselves as competent users of the media center and its resources. However, only half claimed that they could fully use the card catalog and develop research questions to meet their needs. Less than half feel confident on doing advanced searches using the books in the general collection. Most of the freshmen expressed little knowledge of the library’s electronic database (Grimble & Williams, 2004).

After getting the results, a program for the freshmen students was drawn focusing on strengthening of the five areas assessed during the pre-test survey. This became the library’s Information Literacy Skills Program. In the second semester, a post test survey was conducted and the results dramatically changed. Not only were the freshmen students confident users of information and technology, they were also aware that they are developing skills on Information Literacy.

IL through SL in SEA

The project, Development of Information Literacy through School Libraries in Southeast Asian Countries was an IFAP – UNESCO funded project that aimed to provide a better understanding of IL and to assess the current state of IL education in the region.

There were varied interpretations and applications of IL because it is a term that is difficult to translate. Nevertheless, the project showed significant findings that each Southeast Asian country could consider when planning for an IL policy, guideline or project.

1. Awareness & Training of IL – Primary grades teachers and school librarians are more aware of IL. It is an important set of skills, but, it is accorded varying degrees of importance.
2. School’s Vision of IL – 16% - 58% of the respondents say that their school has a policy statement but written copies were not provided to the community.
3. Education & Training of Teachers and Librarians for IL – Exposure and training on IL is very low regardless of school’s location (urban or rural). Thos who have an awareness of IL acquired it from in-service training, seminars and user education programs.
4. Implementation of IL – There is disparity in its implementation. In some schools, IL is integrated in the curriculum, in others it is a separate program of the library as user education. Librarians play a small role in teaching IL. Lack of qualified teachers and librarians, a few library collections are limiting factors to the teaching of IL.
5. Assessment of IL – Evaluation of IL skills is not given to students.
6. School Libraries – The rarity of functional school library systems and structures affect the awareness of IL, more so its implementation. ( IFAP Project, 2005)

The implementation of IL requires a strong support system that begins with a national policy. Malaysia recently had an IL Workshop to address IL issues and establish linkages for support to develop IL programs in their country and neighboring ones. IFLA is on the look out for proposals coming from the SEA Region that will promote IL at the school level, moving on to higher education.

The Impetus for Information Literacy at the School Level

The Borderless Society

The rapid growth of technology changed the way people think and use information. It created new knowledge and modes of communication. It spawned diverse communities in virtual and online environments. The borderless society is ever growing and it is known by many names – global community, information society, electronic era, etc. The most dominant characteristics that it constitutes, given the labels and definitions, are the following; the proliferation of Information and Communications Technology (ICTs); information and knowledge; and use and access of ICTs (Singh, 2003).

These characteristics permeate all aspect of society and human activity. It has an effect in teaching, in learning and in the way information is created and communicated. More and more teachers are exploring ways to improve instruction by using ICTs. Learners today are very much different from the ones we had ten years ago. They are more visual, more interactive and are able to tap different modalities of learning. The basic skills of reading, writing and mathematical reasoning remain paramount as foundations of learning. However, different kinds of literacy are inevitably emerging in the borderless society. Computer literacy, technology literacy, family literacy, cultural literacy, media literacy are examples. Information is present in all these kinds. In a borderless society, the necessity to handle and use information and the acquisition of these competencies is intertwined with another kind of literacy – INFORMATION LITERACY.

Information Literacy

Simply put, the American Library Association (ALA, 2000) defines it as a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. In the report of a study conducted by a team of Southeast Asian librarians (2004), Information Literacy (IL) does note end with the critical and effective use of information. It includes the communication of (created) information and that, the process by which information were gathered and derived from a variety of sources was done ethically and responsibly.

The American Association of School Librarians (AASL) provides a conceptual framework and guidelines for describing the information literate student. It has three categories with nine indicators. The three categories are a) Information Literacy Standards; b) Independent Learning Standard and c) Social Responsibility Standards. Below are the nine indicators:

The learner who is information literate:

a. accesses information efficiently and effectively

b. evaluates information critically and competently

c. uses information accurately and creatively

d. appreciates literature and other creative expression of information

e. strives for excellence in information seeking and knowledge generation

f. pursues information related to personal interests

g. contributes positively to the learning community and to society and thus recognizes the importance of information to a democratic society

h. practices ethical behavior in regard to information and information technology

i. participates effectively in groups to pursue and generate information

The indicators are actually the core skills required of librarians.

Libraries have information and ideas. Librarians evaluate collection and organize it; write abstracts, make indexes – this is a way of analyzing and synthesizing information. Finding, locating and gathering information is a basic readers and reference services. Librarians also campaign for the ethical use of information and are involved in networking and resource sharing. Librarians are models of Information Literacy. Librarians are living testimonies of Information Literacy and how it works. In this case, librarians are information specialist called upon more frequently to consult with teachers and learners, and to provide training and guidance toward the sharpening of information literacy skills not only in school and academic libraries but in public and special libraries as well.

Since librarians’ roles change, so do libraries. Libraries are no longer repositories of materials but activity centers. It is an extension of the classroom and a laboratory for life long learning.

Information Literacy at the School Level : Role of the School Librarian

I will be posting my paper which I read during the lecture-forum sponsored by the Philippine Association of Teachers of Library Science (PATLS) in three or four parts. It was, for me, a great honor to have my mentors and teachers listen that afternoon. The experience prompted me to finish graduate school so that I could teach in the academe as well. And maybe, do research too since the profession is ever changing, ever growing.

I. Introduction

Practicing the profession has given me an abundance of insights and has taught me many things about life in general. Above all else, being a librarian in this day and age affirmed my relevance to the school I work in, likewise, to the society at large. It is exciting, if not challenging, to be a librarian.

We are constantly in a changing milieu where in our expertise is necessary to enrich the learning community that dwells in this evolving landscape. We have a role to play in this community. We have a contribution to make in the development of the (digital) environment. We have a responsibility to facilitate learning to the members of the community.

My lecture for today will focus on the roles of school librarians as teachers and educators; the impetus for updating library skills instruction to Information Literacy Skills instruction (ILSI); and, the presentation of two ILSI programs and the report of IFLA-UNESCO funded project on the development of Information Literacy in Southeast Asia.

Roles of the (School) Librarian

Traditionally, librarians acquire and preserve informational resources. With technological advancements and its application in library operations, librarians can now provide for physical and virtual access. However, due to developments in practice and research, librarians are prompted to include programs and services that will enable library clients to become effective and responsible users of information sources, thus, the inclusion of user education programs. In several US based studies on bibliographic instruction, the stress of the program changed from informing clients of the available resources to locating and accessing library resources, to teaching information skills (Thomas, 1999). In this regard, instruction is not only a program, but doubles as a library service.

In the school level, it is called school library instructional program. It can be integrated in the curriculum. In the grade school level, it is best taught in context with in the Reading block of the Language Arts curriculum.

Reading is a unitary skill divided in three global skills namely; Word Recognition, Comprehension and Study Skills (Hermosa, 2002). Under Word Recognition, Reading teachers facilitate the mechanical function of reading. In building comprehension skills, reading for meaning is the emphasis, as well as, developing metacognitive strategies for learning content. While these two are the widely known and recognized global skills in Reading, Study Skills complete its definition as an integration of (all three) skills. It is not enough that young learners are taught the mechanical, meaning and metacognitive aspects of reading but also the ability to locate, access and gather information from different references and information sources; to alphabetize; to use dictionaries, indexes and card catalogs; to skim and scan newspapers; to cite sources and make bibliographies; to understanding graphs and visual representations, etc. Such skills are not merely for studying. These are life skills necessary to become critical, creative and independent learners (Hermosa, 2002).

The Reading teacher can teach these skills. The school librarian lends expertise as team teacher and partner in the teaching and learning experience. In a compiled study about library instruction in basic education and tertiary levels, Thomas (1999) enumerated the following insights and themes relevant to the role of school and academic librarians with teachers and college professors:

1. The librarian is teacher, advisor, consultant and information provider;
2. The need for pedagogical training as a prerequisite for “teaching” librarians;
3. There is relevance and value to faculty and librarian engagement in planning instruction;
4. There is importance of teaching library skills in context;
5. The librarian is an identifier of relevant resources and;
6. Librarians can assist with research products and the evaluation of its results.

Christophers (2004) identifies four significant roles of librarians as facilitators of information skills.

1. Teacher and Consultant – one who designs instruction; one who collaborates with teachers in the planning and implementation of lessons; one who ahs a grasp of the curriculum able to match and fill the needs of clients;
2. Instructional Technologist – a provider of different technology for teaching and learning processes;
3. Manager of computing services – a creator of databases and knowledge resources;
4. Manager of learning resources collection – content managers of information systems that facilitate the efficient and effective storage, retrieval, use and communication of learning resources and instructional media.

NCBD, Book Awards Season & The Manila Intl. Book Fair 2006

I would like to think that the campaign-for-a-reading-culture season begins in July. With the advent of National Children's Book Day, moving on to Buwan ng Wika and ending with the Manila International Book Fair. Busy months for all concerned with books, reading, publishing, writing, teaching and learning. Here are snapshots from the Adarna hosted book fair we had last July. It is in line with the NCBD, of course.


Ms. Acosta with a Xaverian


Jomike showed his expertise in art and math to the wonder and the delight of our boys!


Jane, Jomike and Me. Did you know that Jomike went to Xavier till he was 6 years old?


Luminous! Glow in the dark!


A book that boys can mutilate. Seriously, it's a pop-up book that boys can independently make.


Becky Bravo's Cat Painter. The best story she has done so far. In my opinion, that is.


Robert Magnuson scores another big point on this one! Home is where the heart is.


Book Awards

Now here is a rundown of books awarded this year (2006).

Gintong Aklat - 100 Questions Filipino Kids Ask - Grand Winner; Elias and His Tress, Polliwog's Wiggle & Rosamistica, Finalists.

National Book Awards - Best Reference Book - 100 Questions Filipino Kids Ask; Best Children's Books - The Yellow Paper Clip with Bright Purple Spots. Grandslam win by Adarna House! Congratulations! Still the publishing company to beat when it comes to children's book publishing.

As for the Palanca 2006 winners of the Children's Story category, I'm still sourcing out the links. But rest assured that I will be posting them in SLIA.

Book Fair
If not for the book launchings and talks and seminars, the book fair was anything but exciting. Titles were not that all interesting and sales of old books were in abundance. I didn't visit the local publishing houses though. I met familiar faces, touched base with old friends and made new ones. The industry is alive, but not thriving. Well, there is still next year to look forward to.