Research On Information Literacy

Implementing Information Literacy Program of Information Management Students: A case study of
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Perpustakaan Tun Abdul Razak, Kampus Puncak Perdana.
CHAPTER 1 : INTRODUCTION
A. RESEARCH PAPER
Research Title
Research Title : Implementing Information Literacy Program of
Information Management Students : A case of
Variable of Study : Information Literacy Program.
Setting : Perpustakaan Tun Abdul Razak, Kampus Puncak Perdana.
Subject of Study : Information Literacy Program of Perpustakaan Tun Abdul Razak,
Kampus Puncak Perdana
Since year 1960 various term to information literacy has been given. One of definition
of Information Literacy is a set of abilities requiring individuals to “ recognize when
information is needed and have a ability to locate, evaluate and use effectively the
needed information”. In 1974, Paul Zurkowski, President of the Information Industry
Assosiation introduces the concept of “ Information literacy” in a proposal submitted
to the Nasional Commission on Librarian and Information Science (NCLIS).
According to him “people trained in the application of information resources to their
work can be called information literate. They have learned techniques and skills for
utilizing the wide range of information tools as well as primary sources providing
IMA 552: Research Methodology in

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information solution”. The current definition and description of information literacy
began to take shape in the mid 1980s. Irving (1985) had defined information skills
within the educational context, as skills students needed in order to complete their
classroom task and asserted the importance of these skills for all aspects of life,
academic, professional and personal.
In 1989, the American Library Association (ALA) set up a presidential committee on
information literacy. The Committee asserted that information literacy is a necessary
for everyday life and highlighted that an information literate student has mastered he
abilities to locate, organize, evaluate and communicate information. (ALA Final
Report, 1989). The Association of College and Research Libraries, a body within
ALA, defines information literacy 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” (ACRL, 2000) an information literate individual
is able to:
(a) Determine the extent of information needed.
(b) Access the needed information effectively and effiently.
(c) Evaluate the information and its sources critically.
(d) Incorporate selected information into one’s. Knowledge base.
(e) Use information effectively to accomplish a specific purpose.
(f) Understand the economic, legal and social issues surrounding the use of
information and access and use information ethically and legally.

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The Council of Australian (CAUL,2000) has also adopted the ACRL standard and
defined information literacy as “ an understanding and set of abilities enabling
individuals to recognize when information is needed and have the capacity to locate,
evaluate and use effectively the needed information” (CAUL, 2000). An information
literate person is able to:
(a) Recognise a need for information
(b) Determine the extent of information needed.
(c) Access the needed information efficiently.
(d) Evaluate the information and its sources.
(e) Incorporate selected information into their knowledge base.
(f) Use information effectively to accomplish a purpose.
(g) Understand economic, legal, social and cultural issues in the use of
information.
(h) Access and use information ethically and legally.
(i) Classify, store, manipulate and redraft information collected or generated.
(j) Recognise information literacy as a prerequisite for lifelong learning.
Maughan (2001) explained the term information skills and library instruction involved
a range of lower order competencies including skills such as using a variety of search
systems to retrieve information in various formats, locating information within the
library and differentiating between primary and secondary sources. She further
defined the term information literacy, which refers to in addition to the lower order
skills, other higher order abilities such as assessing search results for quality and
relevence, evaluating the reliability, validity, authority and timeliness of the retrieved
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information and applying new information by the planning and creation of scholarly
and professional projects and products.
Webber and Johnston (2002) defines it as “ the adoption of appropriate information
behaviour to obtain, through whatever channel or medium, information well fitted to
information needs, together with critical awareness of the importance of wise and
ethical use of information in society”. In summation, the ACRL (2000) and CAUL
(2000) extends the information literacy continuum to include not only knowing about
the ethical issues surrounding information and use but also using information ethically
and these aspects has often been neglected in information skills programmes at the
school or undergraduate level. Due to the multitude of information literacy application
at various levels of education and society, this paper would focus only on current
practices in higher educational institutions.
The one of exact definition of information literacy also is people trained in the
application of information resources to their work can be called information literate.
They have learned techniques and skills for utilizing the wide range of information
tools as well as primary sources in molding information – solution to their problems.
Another definition of information literacy is effective use of multiple information
technologies and formats and enables individuals to develop skills for lifelong
learning.
B. NATURE OF THE PROBLEM.

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Education is the way and most important to implement Information Literacy Program
(ILP) to develop quality students. By attempting and effort to develop information
literacy in students’ community, it is vital to develop and implement information
literacy education that helps the individual to develop contextually relevant
information literacy activities.
Students came from many places around Malaysia. They are from town or country
side. So that, they have a lacking skill to recognize when information is needed and
have an ability to locate, evaluate and use effectively the needed information. As a
responsible for university’s library to implementing information literacy to improve
learning skill and for them to be an information literate. Information literacy process
is enable person to develop the skills, which will allow engagement with information
and contextual enrichment.
The amount and complexity of information for any student of tertiary education has to
deal is tremendously increasing. More electronic resources become available from
commercial providers and also from the internet. However the print resources remain
essential. This plethora of information with the complexityof accessing may startle
any novice library customer. The information environment will only be of value if the
students or the library’s customer posse’s good information skills, information
seeking strategies and the ability to critically evaluate the information retrieved. Thus,
librarians of any academic library have more roles to play. They have to be equally
proactive and assertive in developing and providing the ILP to meet their customer’s
expectations and needs in supporting learning, teaching and research and so on.

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To embrace a successful across the curiculum information literacy model, a close
collaboration of the faculty, librarians and administrators is necessary, with essential
support needed from the higher administrative levels. Moreover, it cannot be
overemphasized that information literacy is not an end product, but rather a mean of
achieving already agreed upon campus-wide initiatives, such as improving the
student’s learning experience, the general graduate attributes such as communication
and life skills and other learning outcomes.
C. PURPOSE OF THE PROJECT.

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Due to the information overload and sophisticated of information technology for
storage and retrieval, students are confronted with the task of finding effective ways
to access, evaluate and use the various formats and channels of information.
Information can be retrieved from the library shelves or from home or workstation.
However, retrieving information from any sources requires an understanding of how
information is organized accompanied by skills to retrieve and using it effectively.
Within the information society, student must be multi skilled, in problem solving, in
using ICT tools, conduct themselves always ethically in this process and able to be
independent life long learners which form the basics of an information literate person.
Academic libraries are expected to play an important role in developing students’
information literacy. Within its role in making the academic library a centre for
teaching, learning and research it should ensure thaat the students acquire the
appropriate information literacy competencies to enable the graduate to be productive
members of society and life long learners. Libraries have also been transforming its
user’s education programme from library orientation, bibliographic instruction or user
education to information literacy/courses. Implementations of information literacy in
academic libraries have also taken a variety of forms, either in the form of stand-alone
courses or classes, which are course related or course integrated instruction. Some
programmes were workbook based and some were taught online.
D. SIGNIFICANCE OF THE PROBLEM

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The important of information literacy in education development is can help student to
be knowledgeable about exploring, evaluating, analyzing, intergrating, managing and
conveying information to others efficiently and effectively and will held in high
esteem. These knowledge can make the all students are most successful at solving
problems, providing solutions and producing new ideas and directions for the future.
With globalization today, they need ICT to be more literate because nowadays there
are information explosion and they need so much of information literacy.
Besides, the importance can help builds students infrastucture. Reading enables
students to acquire information from print which can be used for the benefit of the
students and writing allows people to communicate through print thus enabling them
to share knowledge and to interact with those they cannot communicate with face to
face.
Learning process and tranfering knowledge was shown that lacking ICT literacy and
skill as a main key of learning skill if they have higher education in ICT literacy.
Thus, education officials should try to provide suitable approaches for promoting ICT
literacy to develop their skill and help them to be a quality student in the future.
E. STATEMENT OF NEED.
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Information literacy forms the basis for lifelong learning in all disciplines, learning
environments and educational levels. It is extremely important in the academic
environments as it enables students and academics to master content and extend their
investigations, becomes more self directed and takes good control of their own
learning and research activities.
Effective learning is as much about developing good research and information skills
as it is about using technology and information systems. Active learning and problem-
based inquiry are ideally suited for instruction in IL. This approach goes to the heart
of any university’s mission to create independent and critical thinkers. Thus,
information is the fundamental key to developing students into successful life long
learners. Information literacy is the ability to define an information need, select and
use appropriate tools to find relevant information for accuracy, reliability and
relevance and apply the information retrieved to the intended purposes or tasks.
Objectives of information literacy program:
(a) To create awareness of the library’s services, facilities and collections.
(b) To understand the methodology and searching strategy for affective
information retrieval skill.
(c) To identify and access information from various printed and electronic
resources.
(d) To develop confidence and enhance competencies in obtaining information
and knowledge for learning, teaching, research, development and
extension activities.
(e) To cultivate the life long learning culture.

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F. DEFINITION OF TERMS
(a) Information Literacy
Recognize when information is needed and have a ability to locate,
evaluate and use effectively the needed information

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(b) Information Literate.
A person must be able to recognize when information is needed and have
the ability to locate, evaluate and use effectively the needed information.
Ultimately information literate people are those who have learned how to
learn. They know how to learn because they know how knowledge is
recognize, how to find information, and how to use information.
-ALA Presidential Committee on IL, 1989.
(c) Information Skill
Skills as recognising when information is needed, and having the ability to
locate, evaluate and use effectively the needed information.
(d) Lifelong Learning
The deliberate and intentional efforts of learners themselves, consciously
planned, self-managed, and generally in proportion to their motivation,
their ability and opportunities available to them; that is deliberated self-
directed learning.
-Candy, PC. Et al. 1994. Developing Lifelong Learning through
Undergraduate Education.
(e) Information Society
A society characterized by a high level of information intensity in
everyday life of most citizens, in most organization and work places; by
use of common or compatible technology for a wide range of personel,
social, educational and business activities, and by the ability to transmit,

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receive and exchange digital data rapidly between places irrespective of
distance.
-IBM Community Development Foundation, 1997.
(f) Problem Based Learning
An educational format that is centred around the discussion and learning
that emanates from a clinically based problem.
(g) Resource-based Learning
The achievement of both subject and information literacy objectives
through exposure to and practise with diverse resources.
-Stauffer Library, Queen’s University, Kingston, Ontario.
(h) Library Orientation
A brisk tour of the library that includes an overview of the library’s layout,
holdings, services and physical environments.
(i) ICT
Information and communication technologies and are defined, for the
purposes of this primer, as a diverse set of technological tools and
resources used to communicate, and to create, disseminate, store, and
manage information.

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(j) Online Public Access Catalog (OPAC)
An online database of materials held by a library or group of libraries.
Users typically search a library catalog to locate books, periodicals,
audio/visual materials or other items under control of a library.
CHAPTER 2 : REVIEW OF THE LITERATURE.
A. LITERATURE REVIEW.
For many years now, University Technology Mara (UiTM) has been conducting
library proggramme, Information Management. So that, UiTM should consider
Information Literacy Programme (ILP) for Information Management students as
one of the core processes of the library services. The ILP was one of the core
processes in the scope of registration besides the other library services such as
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acquisition of materials, cataloguing, shelving, loan and return of material and
information searching including support services.
University itself should take several initiatives to create a condusive environment
for learning and research that influence the learning processes of the students and
faculties. The tranformations are vital shift of the library towards improving and
upgrading the information and communication technology based services. The
library should document the strategics plan to provide guidelines to ensure that the
staff anf the management works towards the common goals and objectives and in
line with the strategic directions. One of the strategies is to improve on the ILP in
order to support academic excellence and cultivate the lifelong learning culture.
Most university libraries worldwide have a long tradition of offering instruction in
library research skills and now make instruction a priority. Committees and task
forces were looking into recognizing the need for IL in the new environment and
proposing the university to establish IL as a core competency that is incorporated
into the curriculum. Some successful IL programmes are currently operating at
California State University at San Marcos, Towson University (Maryland), Purdue
University, and the University of Washington, among others (Angeley & Purdue,
2004). At the same time there is this trend towards offering instruction as library
credit courses which are taught as a link or a cluster course to a discipline or as
seperate course entirely and offered through certain faculties or even libraries
themselves. Below are some examples of academic libraries which have been
offering credit courses to their studentd for the purpose of discussion.

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The University of Malaya (UM) Library in Malaysia has been offering the
information skill course known as Kursus Kemahiran Maklumat (GXEX1401) as
a compulsory one credit university course to all first year undergraduate degree
students since 1998/1999 academic session (Chan, 2001). The semester one is
offered to all students of arts and social science faculties namely the Academy of
Islamic Studies, Academy of Malay Studies, Faculty of Arts and Social Sciences,
Faculty of Economics and administration, Faculty of Bussiness and Accounting,
Faculty of Languages and Lingualistics and Cultural Centre. Whereas the
semester two students come from the science and technology faculties namely the
Faculty of Science, Faculty of Computer Science and Information Technology,
Faculty of Engineering, Faculty of Built Environment, Faculty of Medicine,
Faculty of Dentisty, and Sports Centre. The course outline comprises :
Introduction; Fixed field searching through OPAC (author, title, subject and call
number); Searching strategies; Basic reference sources; Evaluation of information
sources; Using online databases; Internet and Documentation of information
sources (citation styles). The main objective of the course is to teach students
basic information skills and techniquesa that are critical to lifelong learning and
resource based teaching.
The University Putra Malaysia (UPM) Library has also formalized their ILP
activities and sessions under a more structured course to meet the needs of their
users. The Information Literaacy Course (EDU3014) is offered to the
undergraduates as an elective paper since 1995 (Laila, 1997). It is a 2 credit hours
paper offered every semester through the Faculty of Education but the lecturers
and the facilitators are the UPM librarians themselves. The course outline
comprises : The value of information and its use; Accessing information through
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UPM Library systems; Identifying and using the various sources of information;
Indexing and abstracting services; Access to information through the use of
database in CD-ROMs and online services; Identification of bibliographic
elements for monographs, articles, patents, standards, etc; Formulating strategies
for the retrieval of information. The main objective to achieve is that at the end of
the course, students would understand the value of and need for information,
identify the various sources of information, acquire skills in retrieving and
accessing information and its use as part of their life long education. Course
evaluation are done at every semester to see whether the content, practical session,
relevancy and presentation by the lecturers of each topic achieved the objectives
of the course. According to Laila & Azizah (1997) most students are satisfied with
the course and find the knowledge and skill acquired are useful for life long
learning.
Another equally good and promising initiative towards the development of ILP is
done by University Brunei Darussalam (UBD) Library when the course under the
Student Learners Development Programme was introduced in 2001 (Tahira,
2003). Under this programme, it is compulsory for new undergraduate, diploma
and certificate level students to undertake several courses held by the UBD
faculties and departments. UBD Library offers Information Skill Course
consisting of 3 sessions within each academic year with the main aim to instill in
students the awareness of the importance of information and knowledge,
information resources and using the information tools to retrieve them. According
to Tahira (2003), a post information skill survey was conducted in 2002 and it was
found that all the two hundred participants agreed that the course had a positive
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impacts on their ability to use the online public access catalogue and the
understanding of usage of library collections, services and facilities that relates to
their studies and research activities.
According to the Annual Report of the University Librarian 2003 from the
Monash University which we obtained during our MUL/PPM Training 7-25 June
2004 at MUL in Melbourne Australia, their key goal for the university and the
library is to imbed IL activities in the curriculum. An audit of library-led IL
activities was conducted to determine the current levels of integrated and
imbedded activities. Library representation in the Graduate Attributes Working
Group in 2003 has ensured that the significance of IL will be recognized accross
disciplines when the revised Graduate Attributes Policy is released in 2004.
There are issues and challanges of Information Literacy faced when implementing
Information Literacy Program (ILP). First, the changing role of the library in the
mixed environment to become a hybrid library is inevitable. Networking,
restructuring, automation information access verses’ ownership, digitisation of
existing library are some of the forces affecting libraries. These have prompted
significant changes in the way library services are offered to the users. There is a
shift from a custodial to an access role in rapidly evolving networked society. The
library has also adapt to changes in training methods such as off campus, open
university and flexible learning concepts. The administrators have to consider the
proposion manpower and budget for the new value added services besides the
main operational processes such as acquisition, cataloging, indexing and
conservation of materials and so on.

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Another issues and challenges is the development of University’s Academic
Programme, this development means the ILP has to reach these new categories or
disciplines of users apart from the faculties information needs. Thus the ILP have
to provide relevant and up to date information resources specially tailored to new
centres to support the research, teaching and learning activities of these centres.
The ILP is very much influenced and effected by the ICT. The information
retrieval tools are changing and getting more sophisticated in this digital era. The
ILP should take into considerations the softwares and hardwares used to facilitate
the delivering of knowledge. The only hinderance could be the provision of
budget (decreasing each year) or the exercising of related policies. The computers
literacy among the librarians definitely improve the effectiveness of the ILP.
The competencies of the librarians. The academic librarians will need to be
knowledgeable, multiskilled, well trained, continually developed, flexible, and
conversant with ever-evolving technological applications, open to new ways of
thinking and operating, able to evaluate web-based information and understand
ethical, copyright and regislative issues. They are also expected to have skills to
think broadly and creatively about the library’s mission and strategies to create a
new and more effective library. In any research university, the librarians have to
understand the environment of higher education and the learning society such the
faculty’s value of research, management of research as well as the research
policies. They will also have to understand scholarly communication in various
formats, disciplines and research styles such as conference papers and

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publications, electronic technologies, raw data and field of works. These
competencies focussing on abilities, skills and knowledge (ASK) were
achieveable through continous education and training.
Lastly, there have collaboration with the faculties. When information skill
sessions are conducted in isolation from the normal classes and lecturea, the
students have to make time for IL sessions which is sometimes not practical. As a
result they will not acquire the information skill needed to make optimum use of
the vast resources of the library. Lack of awareness among academics of certain
facilities and new services pose bigger challanges to the library’s provision and
dissemination of knowledge. In order for ILP to be succesfully integrated into the
curiculum, there has be substantial of investment of time and effort between
faculties and libraries.
Librarians today are faced with challenges in achieving excellence in the context
of globalization and k-economy. Librarians, who commit themselves to continous
learning, must be willing to work outside traditional aspects of librarianship and
demonstrates leadership involving themselves with new areas of knowledge
workers. For the academic libraries on the other hand, the proliferation of subjects
and research calls for more sophisticated information services that can be derives
from great variety of printed, digital and electronic resources. The information
becomes more voluminous, fragmented into different formats and media and
duplicated into multiple physical locations.

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The proliferation of information resources and education of information resources
and educational technology has created a functional relationship between faculty
and librarians that is based on an outdated teaching and learning paradigm.
Traditionally, teachings have been the purview of faculty while librarians were
merely custodians of printed information resources. In the current information age
however, librarians have become the primary instructors to teach research
methods and critical thinking skills as applied to information based learning and
IL can be adopted as goals across academic disciplines.
Some recommendations for future development of ILP are:
(a) The libraries need to develop programmes with faculties and student
association, identify their educational role and form institutional
partnership with faculties.
(b) Strengthen library’s ILP to enhance our role in undergraduate education
and to improve quality of that education. Undergraduates need to be taught
evaluative skills, encourage use of primary materials, interdisciplinary
instruction, diversity of literature and tools, intricacies of searching legal
materials and court cases and so on.
(c) Promote IL through various public relations efforts to increase awareness
and keep the university communities informed.
(d) Develop new educational materials to support teaching and learning. In
addition libraries must develop innovative and dynamic means of
communicating their expertise to appropriate administrative, legislators
and cetizens.
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(e) Integrate IL into appropriate courses throughout the curiculum to provide
solid foundational and subject specific learning experiences for lifetime
learning.
(f) Provide continuing education opportunities and training for librarians
teaching faculty and others in the community to raise awareness and
facilities growth.
(g) Build both human and financial resources to further improve the quality of
the ILP and to provide aggressive outreach activities.
(h) Collabarate with faculty and other campus groups to form effective
alliances to furthur facilitate teaching and learning toward the common
goals. Faculties are encouraged to include a required IL component in their
courses which is handled by the library to ensure that information seeking
skills are an essential link in the student’s courseof study.
The IL model necessitates positive change in the instructional mission of the
library. Rather than just providing traditional library orientation, often taught out-
text of an assignment information seeking behaviour within the context of the
information needed.
The ILP have evolved and with the advent of the information and communication
technology (ICT), emphasis should be placed on the meet the demands of the
educational system of the country and the k-society. A well organized programme
should adapt a more balance and scholarly approach to use of information
resources. Libraries should also pay particular attention to developing attractive,
useful hand-outs and subject guides and reviewing them at regular intervals so that
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they are all the time accurate and relevant. Definitely the academic librarians have
a more a critical and more challenging role in the digital era and in the hybrid
environment as educators of IL.
Library management should also provide political and moral support for library
teaching and continously providing the infrastructures and resources to support
planned teaching activities. With the plethora of technological tools such as
softwares and interfaces and the increasing supply and deversity of information
resources libraries are faced with the expectations to do more. Libraries will need
to exhibit creative leadership in assessing user preferences and understanding their
needs, their increasing demands and expectations.

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CHAPTER 3: RESEARCH METHODOLOGY
A. INTRODUCTION
The purpose of our research is to implementing Information Literacy Program of
information management students. This research focusing on information literacy. In
these times of evolution towards increased importance of infromation sources based
on computers and on the internet, in comparison with the hard copy collection in
libraries, information literacy has become more important than ever, so that the virtual
information sources are becoming as visible for the users as the printed volumes on
the old or classical libraries.
It is vital to develop and implement information literacy that helps the individual to
develop contextually relevant information literacy activities. A role for librarians and
information professional is to facilitate the information literacy process to enable the
people or students develop the skills, which will allow engagement with information
contextual enrichment. It is then up to the individual to employ these skills to become
engaged and empowered by information in their context whether it be the workplace,
education or home life.

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The important of information literacy among students development can help them to
be knowledgeable about exploring, evaluating, analyzing, integrating, managing, and
conveying information to others efficiently and effectively and will held in high
esteem. This knowledge makes them most successful in solving problems, providing
solution and producing new ideas and directions for their future.
The methodology that will be used in this study is quantitative. The quantitative is a
research that relies primarily on the collection of quantitative data. In other word, it
means the data which will give the clear view about the implementation of
information literacy among the students who involved in this research such as
information studies students.
B. RESEARCH DESIGN
The methodology that the researcher will be utilizing in this research is the
quantitative methodology, which is distribution of questionnaires.
This methodology will take part which is quantitative methodology. The data analysis
(responses) from the quantitative methodology may generate the question regarding
the implementing of information literacy. The way of collect the data is based on
distribution of questionnaires. The questionnaire will be distributed among students
which are focuses such as IS 220, 221, 222, and 223 students. From the data analysis
that gained, the relationship of two variables will be defined. In other words there are
two variables that go together and systematically related towards each other.

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C. POPULATION AND SAMPLE
Population can be defined as the group to which the results of the study are intended
to apply to. The target population is a smaller portion of the total where the researcher
would carry out his/her research. The target populations of this study were students
among information students, Faculty of Information Management, UiTM Shah Alam,
Kampus Puncak Perdana.
Samples are a fraction of the target population in which a generalization is applied to
the whole population. Samples and accessible population are the same. During data
analysis the samples are referred to as respondents. The sample in this study included
the students which consist of full time students which are from IS 220, 221, 222 and
223 students only. The sample of the students for this study will be selected randomly
by using simple random sampling. Simple random sampling is the process of
selecting a sample should be done in such a way that all individuals in the selected
population.
D. INSTRUMENTATION

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The most common types of instruments used in research are questionnaire,
observation checklist and interview schedule. In this research, the type of instrument
will be used was questionnaire. The questionnaires will be distributed to the students.
There are 20 questions in the questionnaires. They are divided into multiple-choice
questions, rating question, likert scale form and open-ended question.
E. DATA COLLECTION
There is one of data collection. The data collected is questioannaires. The process of
callecting data will be conducted at Faculty of Information Studies, Kampus Puncak
Perdana. This process is purpose to collect the data according to the research study.
The respondents should have knowledge about the information literacy at least at
basic level. This is because they may give the response about the research. The person
may answer the question based on their experience and knowledge. The
questionnaires should base from data of the interview. The set of questionnaires will
be distributed to the students and there are 100 samples prepared to the students.
i) DATA ANALYSIS
There are many software will be used for the quantitative method. Microsoft word
2007 is one of the software that being used to build the questionnaires and so on.
This software helps in build tables for such questionnaires for instance in
multiple-choice questions, rating question, likert scale form that need tables to
complete the question and answer space.

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ii) RESULT OF PILOT STUDY
Before we go further to do this research proposal, we was do pilot study based on
our research topic. We had done the pilot study in order to check the achievability
and to improve our research design.
According to our pilot study, we will go on with our research proposal. The 10
sets of simple questionnaires have been distributed to the 10 respondents. The 10
respondents were from IS 220, 221, 222 and 223 students from Faculty of
Information Management.

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F. SUMMARY OF PILOT STUDY
Demographic Data
Findings
Sex Male: 2
Female: 8
Age 21 – 22: 9
23 – 24: 1
Semester Semester 4:
Course IS 220: 2
IS 221: 3
IS 222: 2
IS 223: 3
Previous pointer 2.00 – 2.50: 1
3.00 – 3.50: 7
3.50 – 4.00: 2
Factors of Information Literacy
Findings
Information literacy needs basic of AGREE: 5
information skills. QUITE AGREE: 3
UNSURE: 1
DISAGREE: 1
STRONGLY DIAGREE: 0
Doyou know how to use OPAC? YES: 10
NO: 0
Student who used OPAC in searching books YES: 10
consider as information literate. NO: 0

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Library orientation encourage information AGREE: 5

literacy among students. QUITE AGREE: 4
UNSURE: 1
DISAGREE: 0
STRONGLY DIAGREE: 0
Library laison are responsible to ensure YES: 9
information literacy successful. NO: 1
Assessment regarding skills among student AGREE: 6
can measures the information literacy QUITE AGREE: 2
UNSURE: 1
DISAGREE: 1
STRONGLY DIAGREE: 0
Information literacy programme must be YES: 8
compulsory subject taken among NO: 2
information management students.
Collobaoration among faculty, librarian and YES: 9
campus staff may improved the literate NO: 1
students.
Impact of Information Literacy
Findings
Information literacy encourage student ALWAYS: 6
become more experienced after they FREQUENTLY: 2
graduate. SOMETIMES: 1
RARELY: 1
NEVER: 0
Students quality might be seing through the ALWAYS: 5
information literacy. FREQUENTLY: 1
SOMETIMES: 3
RARELY: 1
NEVER: 0
Students of information management should YES: 9
be information literate. NO: 1
Important of Information Literacy
Findings
State one activity that showing the Online database,OPAC & WEBOPAC: 8
information literacy among students in I-learn: 1
library. Locate & choosen reference book: 1
Do you think every students in Information YES: 9
Management might good in information 1) because they already learn it and being
Information Works.
30
literacy scope? Why? exposed

2) they will be responsible in manage
information
3) to find and manage information accurately
4) they enable to get a quality information
5) because they learn ICT in their main
course subject
6) because they can recognize what
information is needed and having the
ability to locate, evaluate the needed
information.
7) because we all have been exposed
8) can search information through variety of
seacrh engine
9) we all have been exposed
NO: 1
1) because some of the student lack in getting
the right information
As a information management students, do YES: 10
you think that information literacy among 1) to easier them in doing assignment
students important? State your comment. 2) it is because related to their course
3)because they will faced with many kind of
information
4) a information management students need a
skill about information literacy because
they are responsible to manage information
5) because they have experienced when they
work and being standard quality of student
6) easy to find sources for assignment
7) it all about how to learn, search or basic
skill same like internet literacy
8) to complete their assignment
9) for their future
10) to complete their task

Information Works.
31
CHAPTER 4: LIMITATIONS OF THE STUDY
A. LIMITATIONS ON THE METHODOLOGY
This study will be investigated the implemtation of information literacy among
information management students based on questionnaires. The frame of
questionnaire will be based on data collection. The questionnaires sections are
very familiar and collecting data of the data become much easier.
B. LIMITATIONS ON LOCATION
The location for accomplish this research will be the surrounding of Faculty
Information management which is the library. The library area is choosing
because this here is the area of Information Management itself. This area is the
most appropriate place to conduct this study because it easy to find the
respondents to answer the questionnaire of this study.
C. LIMITATIONS IN SAMPLE SIZE.
This study is based on onlyone case study which is about an implemtation of
information literacy among information management students. The number of the
students who were sampled for the experimant presented in the study was quite
small in amount to the target population the researcher aimed to generalize. The
Information Works.
32
number of respondents who will be quite small quantity sampled for the study
about 100 respondents.

Information Works.

Research On Information Literacy

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Research On Information Literacy

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Implementing Information Literacy Program of Information Management Students: A case study of

Research Title : Implementing Information Literacy Program of

Information Management Students : A case of

Perpustakaan Tun Abdul Razak, Kampus Puncak Perdana.

Variable of Study : Information Literacy Program.

Setting : Perpustakaan Tun Abdul Razak, Kampus Puncak Perdana.

Subject of Study : Information Literacy Program of Perpustakaan Tun Abdul Razak,

Kampus Puncak Perdana

of Information Literacy is a set of abilities requiring individuals to “ recognize when

needed information”. In 1974, Paul Zurkowski, President of the Information Industry

Assosiation introduces the concept of “ Information literacy” in a proposal submitted

to the Nasional Commission on Librarian and Information Science (NCLIS).

According to him “people trained in the application of information resources to their

IMA 552: Research Methodology in

information solution”. The current definition and description of information literacy

academic, professional and personal.

In 1989, the American Library Association (ALA) set up a presidential committee on

information literacy. The Committee asserted that information literacy is a necessary

abilities to locate, organize, evaluate and communicate information. (ALA Final

ALA, defines information literacy as a set of abilities requiring individuals to

effectively the needed information” (ACRL, 2000) an information literate individual

(a) Determine the extent of information needed.

(b) Access the needed information effectively and effiently.

(c) Evaluate the information and its sources critically.

(d) Incorporate selected information into one’s. Knowledge base.

(e) Use information effectively to accomplish a specific purpose.

information and access and use information ethically and legally.

IMA 552: Research Methodology in

defined information literacy as “ an understanding and set of abilities enabling

literate person is able to:

(a) Recognise a need for information

(b) Determine the extent of information needed.

(c) Access the needed information efficiently.

(d) Evaluate the information and its sources.

(e) Incorporate selected information into their knowledge base.

(f) Use information effectively to accomplish a purpose.

(h) Access and use information ethically and legally.

(i) Classify, store, manipulate and redraft information collected or generated.

(j) Recognise information literacy as a prerequisite for lifelong learning.

systems to retrieve information in various formats, locating information within the

and professional projects and products.

Webber and Johnston (2002) defines it as “ the adoption of appropriate information

behaviour to obtain, through whatever channel or medium, information well fitted to

school or undergraduate level. Due to the multitude of information literacy application

practices in higher educational institutions.

application of information resources to their work can be called information literate.

tools as well as primary sources in molding information – solution to their problems.

Another definition of information literacy is effective use of multiple information

B. NATURE OF THE PROBLEM.

IMA 552: Research Methodology in

(ILP) to develop quality students. By attempting and effort to develop information

literacy in students’ community, it is vital to develop and implement information

literacy education that helps the individual to develop contextually relevant

information literacy activities.

responsible for university’s library to implementing information literacy to improve

and contextual enrichment.

deal is tremendously increasing. More electronic resources become available from

students or the library’s customer posse’s good information skills, information

IMA 552: Research Methodology in

To embrace a successful across the curiculum information literacy model, a close

collaboration of the faculty, librarians and administrators is necessary, with essential

support needed from the higher administrative levels. Moreover, it cannot be