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.

My Librarian Heroes

How appropriate were the events that unfolded in my life yesterday to National Heroe's Day. I was thrown in a position to show courage and sensitivity. And speaking of better sense, I carry today the task of moving on; of being tolerant to ambiguity; and of being fearless in the face of the unknown.

At times like this, I turn to my heroes in the profession and I thank them for the advice, the encouragement and the wisdom they've imparted.

...to Dir. Lou David of the Rizal Library, Ateneo De Manila
...to Dr. Mary Orendain of The Philippine Normal University
...to Mrs. Del Hernandez of the EMC, GS Department, Ateneo De Manila

Their strength of character, expertise in integrating IT with library services and programs, devoted advocacy to literacy and unparalled commitment to uphold librarianship as a profession will always be my inspiration to strive a niche in the field of school librarianship.

Studying the Blogosphere

School Librarian In Action has the 24th longest average length of posts among the 213 covered by the study of Walt Crawford. Click here for the full paper.

Book Fair Pass

It's raining book fair passes! Thank you to our kind book dealers and book jobbers. I hope to see and meet friends there, as well as familiar faces.

SCBWI Writing Workshop

JOY FLIES IN THE PHILIPPINES!
A writing workshop with Alice McLerran
*Hosted by the Society of Children's Book Writers & Illustrators (SCBWI)

9 am to 5 pm, Saturday November 11, 2006
Filipinas Heritage Library (formerly Nielsen Tower)
Ayala corner Makati Avenue, Makati City, Philippines

Here's your chance to have your manuscript critiqued while spending a day
with Alice McLerran, children's book author from Long Island, New York. Know
what it takes to write not only for children but also how to keep on writing
and honing your craft. Share your own writing—bring your work, participate
in a manuscript critique and learn how to give and receive constructive
feedback.

On Saturday November 11, 2006 Alice McLerran will be in Manila for an
all-day writing workshop sponsored by the Society of Children's Book Writers
& Illustrators (SCBWI). The workshop is for adults who write or want to
write for children and young people—amateurs and professionals, published
and unpublished authors, freelance writers, college students, teachers,
parents, educators, and others who have a keen interest in children's
literature. We hope to give all the participants an intimate glimpse into
what Alice describes as "the kind of rewriting that is such an important
part of the writing process for me." The workshop is also helpful for
illustrator-writers, visual artists who are interested in the writing
process, and those who are eager to know more about the kind of creative
collaborations that can take place between authors and illustrators.

Alice McLerran was brought up in a way that let her know she lived in the
whole world rather than in one place. Her family made homes in locations
ranging from Hawaii to Germany to Ecuador, and in states across the U.S . As
an adult, she now travels even more widely with her physicist husband. When
not traveling together they divide their time between homes in New York and
Oregon. She earned her PhD in anthropology from the University of California
in Berkeley in 1969 once her three children were in school, and later an MPH
from the Harvard School of Public Health. Although always a writer, she only
began to publish professionally in 1985. Her books include ROXABOXEN, THE
GHOST DANCE, THE YEAR OF THE RANCH, and the twin books HUGS and KISSES. Her
first book, THE MOUNTAIN THAT LOVED A BIRD, still published in the U.S. and
Japan with its original illustrations by Eric Carle, has been reillustrated
by artists in Russia, Pakistan, and India for newer editions. Its Philippine
editions are now about to be released in English, Filipino, Hiligaynon,
Cebuano, Ilokano and Kiniray-a, using totally new art drawn from the
landscapes of the Phillipines. To know more about Alice, please visit
http://www.AliceMcLerran.com

Pre-registration is required and is now going on. The fee includes handouts
and lunch, and is non-refundable but transferrable: P1500 until Monday
September 18, P1750 until Monday October 16, P2000 until Friday November 3.
There's a P200 discount for current SCBWI members, and a small rebate on the
day of the event for every person who contributes a manuscript for the group
critique session. Please provide 2 copies of your manuscript, prefaced with
a title page that contains only this statement: "I hereby declare that I am
the author of the attached manuscript" followed by the title, your signature
above your printed name, mailing address, landline and cellphone number,
e-mail address, and an indication whether the manuscript is being submitted
for individual critiquing only, for group critiquing only, or may be used
for either or both. Manuscripts must be 5 pages maximum, typed 12 points
double space on 8.5 x 11 inch paper with a 1-inch margin all around, and
submitted upon pre-registration or on Friday, November 3, at the latest.
Only those manuscripts submitted in advance will be used for either form of
critiquing.

If you've never participated in a critique session and hesitate to submit
your work to other eyes, you may regret such hesitation once you experience
the useful insights and support a group of fellow-writers can provide! Offer
a manuscript you've carried as far as you know how, and with any luck you
can come away with ideas on how to do yet more with it.

For more information, contact Beaulah Pedregosa Taguiwalo at
beaulah.taguiwalo@yahoo.com or 0917-787-4956, or Dominique Garde Torres
(Nikki) at nikkigarde@yahoo.com or 0917-667-1267.

PROGRAM

9:00 am to 10:30 am - MY JOURNEY AS AN AUTHOR: FROM CHILDHOOD
SELF-PUBLISHING TO BOOKS WITHOUT BORDERS. Aided by projected images, Alice
shows as well as tells how she grew into being an author and how she learned
to share her stories around the globe—initially through the traditional
route of translated editions arranged between publishers, but increasingly
though much more direct and personal involvement in the process. There'll be
time for questions and interactive discussion.

10:30 am to 11:30 am - THE WRITING PROCESS: IS THERE AN EASY FORMULA? Some
classroom teachers seem to think so, but Alice has her doubts. She does,
however, have some beliefs about where the best story-ideas are found, and
how to develop them into stories that work.

11:30 am to 12:00 noon - BREAK FOR INFORMAL SCHMOOZING

12:00 noon to 1:30 pm - LUNCH. Alice hopes to do some table-hopping as lunch
progresses. As informal conversation continues, Alice will try to meet with
as many as possible of those who have requested individual critiques.

1:30pm to 3:00pm - SHARING OUR STORIES. We'll stay grouped around tables for
the afternoon. After discussing the multiple advantages critique groups
offer, basic guidelines that keep them painfree and helpful, and some tips
on how to structure a group of your own so that it will function well, we'll
begin actually experiencing the process of group critiquing. If there's time
at the end, Alice can offer for input by all assembled a manuscript she
herself has been polishing "far too long"—to see if our insights can help
her see certain spots with new eyes!

3:00 pm to 5:00 pm - JOY FLIES IN THE PHILIPPINES! Together, Alice and
Beaulah tell how the idea of special Philippine editions of THE MOUNTAIN
THAT LOVED A BIRD came to be born. The bird in the story is named Joy, and
the release of this new book is indeed a joyous moment for Alice, the
author, and Beaulah, the illustrator. We hope it will be ready for launching
on November 11, and that their joint presentation can be followed by the
first public appearance of the book itself—with a rare chance to purchase
copies signed by both author and artist.

Birthday Almanac

I'm indeed blessed to be born on the Feast of the Assumption. No matter how hard and difficult life situations may be, I've always managed to see heaven. To some, they may argue that, being positive and optimistic at the face of trials and troubles is an attitude. If that's the case, then, I thank God for blessing me with that attitude!

Last Tuesday, when I turned 32, one of our senior staff in school gave me an almanac. I quickly turned to August 15 and found out that in 1914, the 51-mile Panama Canal was built and completed. What's more, the first Kentucky Fried Cicken was opened to the public in 1955!

Some great things happened on my birthday. If that isn't inspiration enough, tell me what is.

Documentary on Pinoy Teachers

The exodus of Pinoy teachers is like an unending river that depletes the country of its nutrients. The news that Tals Diaz will make a documentary on the plight of Pinoy teachers going to the US to work and teach is a film that I will definitely see. The lure of dollars and new experiences are tempting factors to jump in the next plane for Baltimore. Then again, you can read the write about about her project here.

Children's Short Story Palanca Awards 2006

This news is from the grapevine and around blogosphere -

The winners for the English Category of the Children's Short Story Division in the Palanca Awards for Literature for 2006 are, Celeste Flores, 1st palce; Grace Chong 2nd place; Dean Alfar, 3rd place.

I still have to check and confirm the winners for the Filipino Category. But what delights me of the news is Dean Alfar's win. I wonder how he fashioned and shortened "Rosang Taba" since it was quite lengthy for a kid to read in one sitting. When he wrote it in his blog, I featured it here in SLIA because I believed in the story's potential as novella for young adults (age 13-21). It has very strong feminine characters. Rosang Taba is not your typical Pinay hero as highlighted in history books.

Congrats to Dean and Grace, and all the winners of this year's Palanca!

Tech Savy Librarians

Technology is but a tool, a means to an end. It is the role of librarians to direct and provide meaning to its effective utility, particularly in teaching and instruction, so that learning objectives are achieved. It is not enough that librarians offer access to information and technology, but to be LEADERS in implementing and integrating technology in the classroom. Most often, this idea is not recognized by computer/tech people. Librarians would always tell each other stories from their respective libraries (in the academe, in the school and in the corporate community) how they encounter colleagues who, instead of supporting them, does otherwise.

What concerns me more are librarians who accept and stay in their comfort zones - selection, acquisition, cataloging. Not that these are unimportant library services and functions, but there is competition out there. The challenge for most librarians rest on the upgrading of skills and the flexibility in adapting to changing paradigms.

The evolution does not have to be dramatic or swift. It is like planting tress and raising children. One has to keep the faith to stay alive.

I'm posting this "Manah-Manah" video from Sesame Street. It is a classic! May it remind us all that, to make a difference, one has to risk being different.

The 27th Manila International Bookfair

It's bookfair season once again! Visit the site of the 27th Manila International Bookfair.

Assertive Librarian

In Philippine culture, being assertive is taken as a negative quality thus, in most Filipino families and communities, an outspoken and opinionated Filipino child or person is labelled as a rebel, a subversive.

I am Filipino and I am assertive. Does that make me a rebel? A subversive? Go do the logic.

My post last August 4, 2006 unfortunately ruffled some feathers the wrong way. I had explained to the concerned person the context and the schema from where I drew the content of the post. To some, it is, perhaps, unusual to find a (Filipino) librarian (working in the Philippines) to be bold and aggressive; to be outspoken and passionate; to assert one's relevance to the achievement of an institution's vision, mission and goals; to disagree and negate people who run the institution. To a few, perhaps, an assertive librarian is an asset.

I apologized for the action if it came across as too abrasive. And now I am making my apology public. But I wil not delete the post because if I do, I will lose my own slef respect. I stand by it and take responsibility for its consequences.

How do I destroy thee?

Let me count the ways...









We found these destroyed books in the library, but never the destroyer. Reports will be made and lessons on library discipline and respect for library property will be emphasized come 2nd quarter, but really, how far can librarians impact students towards an improved sense of library citizenship?

Mga Salita ng Taon 2006

NCCA and the Filipinas Institute of Transalation proclaimed the following as the Words of the Year 2006.

BIRDFLU. BOTOX. CHACHA. KARIR. KUDKOD. LOBAT. MALL. MENINGOCOCCEMIA. OROCAN. PAYRETED. SPA. TOXIC.

Each word was actually a title of an essay justifying the essayist's claim why it deserves to be the word for the year 2006. LOBAT won 1st prize, BOTOX, written by PBBY's very own Dr. Luis Gatmaitan won 2nd prize and TOXIC won 3rd prize in this contest dubbed as SAWIKAAN 2006.

Click the link for more information on the winners of this year's contest.

Librarians can challenge the Admnistration

I owe it to my readers (though few and selected) to tell them more about last July's NCBD, however, management and administrative matters drive me away from polishing the article. So, before you start thinking where I've been the past few days, I asure you that I'm still blogging and I'm still sane. Allow me to veer a little far away from NCBD to share with you a white paper, also known as a position paper I wrote on the issue of centralizing the library's AV services (and programs) with the Information Technology Services.

One of my "idols" in the field of school librarianship once said that, "librarians must be capable of challenging the administration." In general, it is a battle not many would want to participate in because, it is a political warfare and tremendous skills in communictaion, psychology, knowledge of work culture, political manuevering and management is requried to pull a win. I do not know what the outcome of this white paper will be for me and my department. Of course, we can always predict and envision what will be and what could've been done. But, as the great Gandalf the White had said to Frodo, "We are given only little time in this Middle Earth. We do as much as we can in the time given to us."

Here is the position paper in full.

There are two ways of looking at how school libraries function in a school community. School libraries can be treated as an auxillary/ancillary department servicing students’ needs; and two, it can be seen as an instructional department involved in the academic and formative education of the students. In Xavier School, the Grade School Learning Resource Center subscribes to the second school of thought as reflected in its departmental VMG and MAFs (Competence, Community and Culture).

The GS LRC
…is a multifaceted information center that supports the school’s educational program.

…aims to create an environment that provides the necessary tools needed for growth & development of students & teachers.

…foresee students & teachers as “knowledge navigators” who
 Are responsible users of information
 Give respect to the rights of his/her fellowmen
 Have a genuine love for reading & literature, humanities & the arts
 Have high regard for one’s heritage (Chinese-Filipino)

The LRC Staff, particularly the librarians, are partners of teachers and administrators in forming men for others. Through synergy and collaboration, they are committed to helping students become competent users of information, technology and learning resources. Therefore, the primary client of the LRC is the students, but, it is one with the faculty’s objective to instruct and facilitate learning among them. That is why it has defined its roles and functions to continuously build a learning community in Xavier Grade School.

Roles & Functions of the GS LRC
 Work in cooperation with teachers & administrators to acquire & organize a wide variety of learning resources to support and enrich the curriculum, taking into consideration the varied interests, abilities and maturity levels of the students served;

 Provide materials and an information rich environment which will stimulate intellectual growth and promote personal enrichment and development;

 Provide technology skills training for faculty and staff to enable the integration of technology into instruction;

 Equip students with information literacy skills needed for independent research and critical judgment.

 Develop plans to integrate the best of traditional medium and possibilities of new technology;

 Provide a caring environment wherein students develop self-esteem, independence and the virtue of honesty;

 Promote reading and life long learning.

From these philosophy, VMG, and roles, it can be said that the GS LRC functions as an integral part of the educational process. This relevant function is enunciated in the UNESCO/IFLA School Library Manifesto. The manifesto was made in 2003 as guide for school libraries from developed and developing countries with the aim that, in affluent or indigent countries, school libraries may be empowered to reach global standards for optimum learning of the community that they serve.

The GS LRC AV Services
The AV Services of the GS LRC provides the GS community with the following:
a. Reservation – the LRC accepts reservation of learning resources, AV rooms, IT Labs, equipment needed for instruction.
b. Circulation – the LRC circulates learning resources and equipment to faculty and staff.
c. Documentation – the LRC documents relevant school activities with prior requests. The LRC provides off-campus video and photo coverage related to school activities.
d. Reproduction/Conversion/Recording – the LRC reproduces materials and upgrades learning resources exclusively for classroom use.

The selection, acquisition, development and organization of AV materials, learning resources and equipment are incorporated in the Collection Development Program of the GS LRC.

At first glance, the services provided by the LRC’s AV section appear as non-academic. They are, however, embedded with instructional and academic functions. A library staff facilitates the mechanical and clerical tasks concerned with reservation, circulation, documentation and simple editing services of the AV Section. The librarian who holds both licenses for teaching and librarianship, and who has, a faculty status, lends and renders professional and technical work required of the job. Specifically, the librarian assigned in the AV:

 Offers counsel and recommendations to teachers on their use of AV rooms, IT labs and equipment for instruction when problems and concerns arise;

 Team teaches with teachers in the grade level through identifying and defining learning materials (audio, video, kits, manipulatives, computer software, diorama, realia, online and electronic resources) that can be used for instruction so that learning goals and objectives can be achieved;

 Evaluates the system and operations of the AV section;

 Assess the learning resources, the technology and the equipment that was selected, acquired and currently being maintained and developed in the area.

Therefore, the AV services of the GS LRC perform the management of educational and instructional technologies. This is an attribution to the academic and instructional role of the GS LRC.

Centralization of AV Services

While centralization affords maximization of resources and equipment, it diminishes the academic and instructional roles of the GS LRC. Should this happen, it shall be a big loss to the school because its library that functions as an integral part of its educational process shall be reduced to a semi-auxillary/ancillary department. It is not the way to global learning as the school hopes its students to be global learners.

The GS LRC is a place where students’ learning experiences are extended beyond the four walls of the classroom. It is a learning laboratory where librarians and teachers stand on equal ground to plan and implement instruction using a variety of rich learning resources, facilities, equipment and technology.

With this conviction, the GS LRC can still help in the maximization of resources and manpower by:

 Being the bridge between the ITS and the GS Faculty and Staff – the LRC can collaborate with ITS to study and formulate training modules on the use of technology for instruction. Libraries are known for their USER EDUCATION services and the GS LRC has existing User Education programs for its faculty and staff.

Orientation and training on use of technology in the classroom and for instruction lessens maintenance problems, promotes a more intelligent use of technology and equipment, and fosters magis and cura personalis in the community.

 Continued collaboration and articulation with ITS – the LRC recognizes the importance of integration and synergy. There are services and functions that the LRC can do, but the ITS could not and vice versa. The community can benefit from the services that the LRC and ITS offer through coordination and better communication.

The views and philosophy in this paper may run opposite from the mandate of the school administration on centralization of AV Services, but it presents reasonable grounds and positive suggestions on the issue. Should the possibilities of centralization push through, the GS LRC will respect the decision, will stay true and loyal to the school’s VMG and will continue to function as an academic department at par with global standards.