HBEM3503 MANAGEMENT OF RESOURCE CENTRE Shaifol Bahary Sulaiman
Project Directors: Prof Dr Mansor Fadzil Assoc Prof Dr Widad Othman Open University Malaysia
Module Writer: Shaifol Bahary Sulaiman
Moderator: Hasnul Faizal Hushin
Translators: Norita binti Salim National Islamic University Malaysia
Zarlina Mohd Zamari Raja Mariam bt Raja Mohd Iskandar Huzaidi bin Hashim
Developed by: Centre for Instructional Design and Technology Open University Malaysia
Printed by: Meteor Doc. Sdn. Bhd. Lot 47-48, Jalan SR 1/9, Seksyen 9, Jalan Serdang Raya, Taman Serdang Raya, 43300 Seri Kembangan, Selangor Darul Ehsan
First Printing (Translated Version), August 2009 Second Printing (Translated Version), July 2010 Third Printing (Translated Version), October 2010 Fourth Printing (Translated Version), March 2011
Copyright © Open University Malaysia (OUM), March 2011, HBEM3503 All rights reserved. No part of this work may be reproduced in any form or by any means without the written permission of the President, Open University Malaysia (OUM).
Version July 2010
Table of Contents
Course Guide xi-xvi
Topic 1 Resource Centre and Information Agency 1 1.1 Education Ministry Information Agency 2 1.1.1 Education Technology Division 2 1.1.2 Teachers Activity Centre 10 1.2 Types of Library and Other Information Agencies 11 1.2.1 Public Library 12 1.2.2 Academic Library 17 1.2.3 Exclusive Library 17 1.2.4 Archive 18 1.3 National Policy for Libraries and Information Services 19 1.3.1 Introduction 19 1.3.2 Scope 19 1.3.3 Objectives 19 1.3.4 Strategy 20 1.3.5 Implementation 22 Summary 22 Key Terms 23 References 23
Topic 2 Concept of Resource Centres and Schools 25 2.1 Concept of School Resource Centres and Teachers Activity 26 Centres 2.1.1 School Resource Centres 26 2.1.2 Differences between Resource Centres and Libraries 26 2.1.3 Definition of School Resource Centres 27 2.1.4 Vision for School Resource Centres 28 2.1.5 Mission for School Resource Centres 28 2.1.6 Resource Materials in Resource Centres 29 2.1.7 Basic Concept of School Resource Centres 30 2.1.8 Aims of School Resource Centres 32 2.1.9 Objectives of School Resource Centres 33 2.2 Access Centres 33 2.2.1 School Access Centres 34 2.2.2 Aims 35 2.2.3 Objectives 35 2.2.4 How School Access Centres Operate 35 2.2.5 Student Activities in School Access Centres 35 iv X TABLE OF CONTENTS
2.2.6 Usage of Facilities at School Access Centres 36 2.2.7 Equipment Supplied to School Access Centres 36 2.2.8 Distribution of School Access Centres 36 2.2.9 Selection Criteria for Schools to Receive School 36 Access Centres 2.2.10 Resource Materials for Teaching and Learning 37 Found in School Access Centres 2.2.11 Management and Administration 37 2.2.12 Proposed Duties of the School Access Centre 38 Committee 2.2.13 Proposed Activities 40 2.2.14 Safety 40 2.2.15 Proposed Rules 42 2.2.16 Maintenance Management 43 Summary 43 Key Terms 44 References 45
Topic 3 Functions and Roles of School Resource Centres and Teachers 47 Activity Centres 3.1 Functions and Roles of Resource Centres in the Teaching and Learning Process 47 3.2 Role of School Resource Centres as Knowledge Hub for Teachers 48 3.3 Roles and Functions of School Resource Centres 52 3.3.1 As a Centre for Knowledge 52 3.3.2 As a Venue for Discovery 52 3.3.3 As a Centre for Learning 53 3.3.4 As a Teaching Centre 53 3.3.5 As a Centre for Professionals 53 3.3.6 As a Public Relations Centre 53 3.4 Teachers Activity Centres 55 3.5 Task of Teachers Activity Centre 55 3.6 Concept of Teachers Activity Centre 56 3.6.1 Institution for Education 56 3.6.2 Culture of Sharing 57 3.6.3 Democratisation 57 3.6.4 Networking between Resource Centres 58 3.7 Objectives of Teachers Activity Centres 58 3.8 Function of Teachers Activity Centres 60 3.8.1 A Centre for Professional Curricular Activities for Teachers 60 3.8.2 A Professional Resource Centre for Teachers 60 3.8.3 A Social Activities Centre for Parents and Teachers 61 TABLE OF CONTENTS W v
3.8.4 Agent for Educational Change 61 3.8.5 An Agent that Provides Solutions to Issues on Education 61 3.9 Mission of Teachers Activity Centres 62 3.9.1 Creation of New Positions 62 3.9.2 Information and Communication Technology Training 63 3.9.3 Infrastructural Development of Teachers Activity Centres 65 3.9.4 Improved Referencing at Teachers Activity Centres 65 3.9.5 Projects and Other Activities 66 Summary 67 Key Terms 68 References 69
Topic 4 Management and Resource Centre Administration Stages 70 4.1 Management 71 4.1.1 Management Factors (4M) 71 4.2 A Well-managed School Resource Centre 72 4.2.1 Basic Principles In Managing A School Resource Centre 73 4.2.2 Steps in Managing a Resource Centre 73 Summary 97 Key Terms 98 References 98
Topic 5 Information Skill Component in Teaching and Learning 99 5.1 Definition of Information Literacy 100 5.2 Information Literacy 100 5.3 Production Level and Equilibrium Price 101 5.4 Components of Information Literacy 102 5.4.1 Library Skill 102 5.4.2 Information Tracking Skill 106 5.4.3 Learning Skill 108 5.4.4 Bibliography 114 5.4.5 Information Literacy Model 115 5.4.6 Information Literacy Teaching 116 Summary 119 Key Terms 120 References 121
Topic 6 A Good School Resource Centre Design 122 6.1 Resource Centre Facility Areas 124 6.1.1 Library 124 vi X TABLE OF CONTENTS
6.1.2 Access Centre 125 6.1.3 Viewing room 126 6.1.4 Teaching Aid Materials Room 127 6.1.5 Office Space 128 6.1.6 Seminar Room 128 6.2 Location and Layout 129 6.2.1 Layout and Plan of SRC 131 6.2.2 Red Spot Collection Room 136 6.3 Furniture 137 Summary 139 Key Terms 139 References 141
Topic 7 Digital Library 142 7.1 Definition 144 7.2 Development of Digital Library 145 7.2.1 Factors Influencing the Development of 145 Digital Library 7.3 Importance of Digital Library 147 7.4 Strategies to Develop Digital Library 148 7.5 Service Differences among Digital Libraries 150 7.5.1 Physical Boundaries 150 7.5.2 Availability 150 7.5.3 Simultaneous Access 151 7.6 Munsyi Network 151 7.6.1 Roles of Munsyi Network 152 7.7 Usage Examples of Electronic Resource Centres 152 7.8 Challenges and Issues of Digital Libraries 157 Summary 160 Key Terms 161 References 162
Topic 8 School Resource Centre Services and Promotion Programmes 163 8.1 Services 164 8.1.1 Definition of Services 164 8.1.2 Library Services 165 8.1.3 Reference and Information Services 166 8.1.4 Access Portal Services 166 8.1.5 Educational Technology Services 167 8.1.6 Publication and Documentation Services 168 8.1.7 Up-to-Date Information Services 168 8.1.8 Other Services 168 8.2 School Resource Centre Promotion Activities 169 8.2.1 Reading Promotion Programme 170 TABLE OF CONTENTS W vii
8.3 Teaching and Learning Through Resource Centres 180 8.3.1 Resource-based Teaching and Learning Materials 181 8.3.2 Components in Resource-based Teaching 181 and Learning 8.3.3 Examples of Methods 181 8.3.4 Characteristics of Resource-based Teaching 182 and Learning 8.3.5 Relevant Skills in Resource-based Teaching and 182 Learning Summary 184 Key-Terms 185 References 185
Topic 9 Classification, Cataloguing and Automation 187 9.1 Classification 188 9.1.1 Definition of Classification 188 9.1.2 Objectives of Classification 188 9.1.3 Classification Systems 189 9.1.4 Dewey Decimal System of Classification 190 9.1.5 Use of Classification System 190 9.1.6 Dewey Classification SystemÊs Method of 192 Classification 9.1.7 Steps to Build DDC Class Number 192 9.2 Catalogue 193 9.2.1 Objectives of Cataloguing 193 9.2.2 Methods of Cataloguing 194 9.2.3 Types of Catalogue 194 9.2.4 Catalogue Card 196 9.2.5 Book and Non-book Catalogues 197 9.3 Resource Centre Automation 200 9.3.1 Definition of School Resource Centre Automation 200 9.3.2 Goal of School Resource Centre Automation 200 9.3.3 Objectives of School Resource Centre 200 9.3.4 Automation Software 201 9.3.5 Library Automation Steps 202 9.3.6 Automation Designs 202 9.3.7 Advantages and Disadvantages of Automation 205 Summary 206 Key-Terms 207 References 208 viii X TABLE OF CONTENTS
Topic 10 Teacher As Media Expert and Agent for Change 209 10.1 Media Teacher 210 10.1.1 Media TeacherÊs Qualifications 212 10.1.2 Media TeacherÊs Duties 214 10.2 Media Specialist and Agent of Change 221 10.2.1 Definition of Agent of Change 221 10.2.2 Agent of Change among Teachers, District 221 Education Officers and Community 10.2.3 Agent of Change in Updating Teaching and 222 Learning Methods via Educational Technology 10.2.4 Agent of Change in Improving the Standards 222 of Teaching and Learning 10.2.5 Agent of Change in Self Development 223 10.2.6 Agent of Information Distribution 223 10.2.7 Agent of Idea Generation, Innovation 223 and Creativity 10.2.8 Agent of Assessment and Evaluation of Material 224 10.3 Agenda of Change 224 Summary 228 Key-Terms 230 References 230
COURSE GUIDE
ii X PANDUAN KURSUS
COURSE GUIDE W xi
COURSE GUIDE DESCRIPTION
You must read this Course Guide carefully from the beginning to the end. It tells you briefly what the course is about and how you can work your way through the course material. It also suggests the amount of time you are likely to spend in order to complete the course successfully. Please keep on referring to the Course Guide as you go through the course material as it will help you to clarify important study components or points that you might miss or overlook.
INTRODUCTION
HBEM3503 Management of Resource Centre is one of the courses offered by the Faculty of Education and Languages at Open University Malaysia (OUM). This course is worth 3 credit hours and should be covered over 8 to 15 weeks.
COURSE AUDIENCE
This course is offered to all students taking Bachelor of Education (Educational Administration) with Honours programme at OUM. This subject discusses the management of a resource centre as a whole.
As an open and distance learner, you should be able to learn independently and optimise the learning modes and environment available to you. Before you begin this course, please confirm the course material, the course requirements and how the course is conducted.
STUDY SCHEDULE
It is a standard OUM practice that learners accumulate 40 study hours for every credit hour As such, for a three-credit hour course, you are expected to spend 120 study hours. Table 1 gives an estimation of how the 120 study hours could be accumulated.
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Table 1: Estimation of Time Accumulation of Study Hours
Study Study Activities Hours Briefly go through the course content and participate in initial discussion 3 Study the module 60 Attend 3 to 5 tutorial sessions 10 Online participation 12 Revision 15 Assignment(s), Test(s) and Examination(s) 20 TOTAL STUDY HOURS 120
LEARNING OUTCOMES
The Resource Centre Management subject exposes learners to the concept and basic principles of managing a Resource Centre at schools as well as its importance in fulfilling the requirements of the National Education Philosophy. This exposure will also enable learners to effectively plan, manage and assess the teaching and learning activities of the Resource Centre Management at schools.
By the end of this course, you should be able to: 1. Identify the key aspects of managing a Resource Centre; 2. Explain the roles of the coordinator and support staff in managing a School Resource Centre; 3. Explain the roles of the Teacher Activities Centre and the State Education Resource Centre; 4. Discuss the effective techniques in operating a School Resource Centre/library; and 5. Use the materials published through the Internet.
COURSE SYNOPSIS
This course exposes learners to the important aspects of administration, organisation and technicalities in the management of a School Resource Centre. It comprises the policies and guidelines for the formulation of an effective plan in carrying out the School Resource Centre program. Emphasis is given to the roles of coordinators and support staff of the School Resource Centre who function as COURSE GUIDE W xiii
the administrators and managers of the Centre. This course is conducted in theory as well as in the form of project work (folio). As an experience to managing a Resource Centre, learners are required to conduct a collaborative project at an educational institution particularly at a School Resource Centre or a Teacher Activities Centre or the State Education Resource Centre or the Education Technology Division of the Malaysia Ministry of Education. This subject consists of 10 topics.
Topic 1 introduces learners to the concept, definition, vision, mission, foundation, objectives, philosophy, history and aim of the Education Ministry Information Agency namely the Education Technology Division, the State Education technology division and the Teacher Activities Centre. Apart from the Education Ministry Information Agency, this topic also discusses the various Types of Libraries and other Information Agencies namely the National Library and the National Policy for libraries and services.
Topic 2 introduces the concept of a School Resource Centre. The discussion in this topic touches on the differences between a Resource Centre and a library. In addition, this topic discusses the definition, vision, aim and objectives of a School Resource Centre as well as the management and implementation of the school access centre.
Topic 3 examines the functions and roles of a Resource Centre in the teaching and learning process. The topic distinguishes the School Resource Centre as a knowledge hub for teachersÊ teaching process and the roles and functions of a School Resource Centre. The tasks, concept, objectives, functions and aim of the Teacher Activities Centre are also discussed in this topic.
Topic 4 will enable learners to understand and appreciate the ways to manage a Resource Centre through competent management. This topic will also look at the various management styles and methods on how to run a School Resource Centre successfully.
Topic 5 introduces learners to the information skill components in teaching and learning. In this topic, you will uncover the definition of information literacy and the concept of information literacy. Additionally, the topic will discuss the benefits and the components involved in information literacy.
Topic 6 discusses the features of a well-designed School Resource Centre. It also discusses the utility area found in a library, access centre, projection room, teaching aid room, office space and seminar room. Apart from that, this topic will also touch on the suitable location and layout for a School Resource Centre. xiv X COURSE GUIDE
Topic 7 introduces and discusses the definition, development, importance and strategies of the digital library. It also discusses the various digital library services and examples of a digital library in Malaysia.
Topic 8 discusses the services and promotional programs to encourage the usage of the School Resource Centre. Readers will be introduced to the principal and support services of a Resource Centre.
Topic 9 discusses the systematic approach of classifying and cataloguing resource materials. This topic looks into the ways to process materials in a Resource Centre. It also discusses the use of computer in the cataloguing system known as automation. Examples of the automation system is also introduced in this topic.
Topic 10 discusses the duties and roles of media teachers as a whole as well as emphasising the role of media teachers as agents of reform. This topic also discusses the roles of media teachers as intermediaries between teachers, between district education officers and society, as agents for the updating of teaching and learning methods through technology education, agents for the upgrading of teaching and learning methods, agents for self-transformation, agents for the dissemination of information, agents for the development of ideas, innovation and creativity, and as tracking and evaluation agents.
TEXT ARRANGEMENT GUIDE
Before you go through this module, it is important that you note the text arrangement. Understanding the text arrangement should help you to organise your study of this course to be more objective and more effective. Generally, the text arrangement for each topic is as follows:
Learning Outcomes: This section refers to what you should achieve after you have completely gone through a topic. As you go through each topic, you should frequently refer to these learning outcomes. By doing this, you can continuously gauge your progress of digesting the topic.
Self-Check: This component of the module is inserted at strategic locations throughout the module. It is inserted after you have gone through one sub- section or sometimes a few sub-sections. It usually comes in the form of a question that may require you to stop your reading and start thinking. When you come across this component, try to reflect on what you have already gone through. When you attempt to answer the question prompted, you should be able to gauge whether you have understood what you have read (clearly, vaguely or worse you might find out that you had not comprehended or retained the sub- COURSE GUIDE W xv
section(s) that you had just gone through). Most of the time, the answers to the questions can be found directly from the module itself.
Activity: Like Self-Check, activities are also placed at various locations or junctures throughout the module. Compared to Self-Check, Activity can appear in various forms such as questions, short case studies or it may even ask you to conduct an observation or research. Activity may also ask your opinion and evaluation on a given scenario. When you come across an Activity, you should try to widen what you have gathered from the module and introduce it to real situations. You should engage yourself in higher order thinking where you might be required to analyse, synthesise and evaluate instead of just having to recall and define.
Summary: You can find this component at the end of each topic. This component helps you to recap the whole topic. By going through the summary, you should be able to gauge your knowledge retention level. Should you find points inside the summary that you do not fully understand, it would be a good idea for you to revisit the details from the module.
Key Terms: This component can be found at the end of each topic. You should go through this component to remind yourself of important terms or jargons used throughout the module. Should you find terms here that you are not able to explain, you should look for the terms from the module.
References: References is where a list of relevant and useful textbooks, journals, articles, electronic contents or sources can be found. This list can appear in a few locations such as in the Course Guide (at References section), at the end of every topic or at the back of the module. You are encouraged to read and refer to the suggested sources to elicit the additional information needed as well as to enhance your overall understanding of the course.
PRIOR KNOWLEDGE
In the syllabus, students are required to go through the various levels of knowledge starting from level one and moving on to subsequent levels.
Example:
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ASSESSMENT METHOD
Please refer to myVLE.
REFERENCES
Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. Azman Larut et al. (2005). Panduan mengurus pusat sumber sekolah. Kuala Lumpur: PTS Professional. Faridah Abdul Manaff, & T. Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995). Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman. Fletcher, Patricia (ed.). (2000). World libraries on the information superhighway: Preparing for the challenges of the new millinium. Hershey, PA: Idea Group Publishing. Education Technology Division, Malaysia Education Ministry. Management guidelines of school electronic resource. Kuala Lumpur: Malaysia Education Ministry. Desberg, P., & Fisher, F. (1995). Teaching with technology. Boston: Allyn & Bacon. Frenzel, C. W. (1996). Management of information technology. Massachussets: Boyd & Fraser Publishing Company. Newby, T. J. (1996). Instructional technology for teaching and learning. New Jersey: Prentice Hall. Raizen, S. A., Sellwood, P., Todd, R. D., & Vickers, M. (1995). Technology education in the classroom: Understanding the designed world. San Francisco: Jossey-Bas Publishers. Schrum, L., & Berenfeld, B. (1997). Teaching and learning in the information age: A guide to educational telecommunications. Massachusets: Allyn & Bacon. Heinich, R., Molenda, M., Russel, J. D., & Smaldino, S. E. (2002). Instructional media and technologies for learning (6th ed.). New Jersey: Prentice Hall. Habich, Elizabeth. (1998). Moving library collections: A management handbook. Westport, CT: Greenwood Publishing Group.
COURSE GUIDE W xvii
National Library website source: http://www.pnm.my/. BTP website source: http://www.moe.edu.my:8080/web/guest/home.
TTooppiicc X Resource
Centre and 11
Information
Agency
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. State the objectives and functions of the Education Technology Division; 2. Describe the categories of any resource centre and any information agency;
3. List the links between ETD, SETD, TAC and SRC; and
4. Explain the functions of a public library and its agency.
X INTRODUCTION
As intellectuals and educators, you are expected to be able to make maximum use of a resource centre. In view of the need and importance of this resource centre, the Education Ministry has established the Education Technology Division of the State Education Technology Division which was previously known as the State Education Resource Centre, Teacher Activities Centre and School Resource Centre. All of these are established with the aim of coordinating, reinforcing and developing educated learners and education citizenry. 2 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
1.1 EDUCATION MINISTRY INFORMATION AGENCY
In this section, we are going to learn about the Education Technology Division and the Teachers Activity Centre.
1.1.1 Education Technology Division
Figure 1.1: Logo of the Education Technology Division
The Education Technology Division (ETD) of the Education Ministry of Malaysia was established on 19 June 1972. At its inception, it was known as the Education Broadcasting Services Division and functioned by providing radio broadcasting services, audiovisual aids services and TV broadcasting services to schools.
In 1988, its name was changed to Education Technology Division and its functions were extended to include resource centre services. In 1996, the organisational structure of the Education Technology Division was broadened by placing the State Education Resource Centres in Peninsular Malaysia, the State Education Technology Divisions in Sabah and Sarawak and the Teacher Activity Centres under the administration of the Education Technology Division. Now, the Education Technology Division has 14 State Education Technology Division (SETD) network at each state as well as having 367 Teacher Activities Centres throughout the country.
(a) Objectives of Education Technology Division (i) Education Technology Division will continue to instil the ICT usage culture in education in order to enhance the quality of teaching and learning, the effectiveness of school management and administration and to sustain teachersÊ competency. (ii) Providing support services to students and teachers in the application of education technology. TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 3
(iii) Seeking new alternatives of suitable educational technology for the benefit of students and teachers. (iv) Developing suitable educational technology materials for the use of students and teachers. (v) Enhancing the management competency and the facilities of resource centres to support the upgrading of the quality of teaching and learning.
(b) Vision The existence of a culture of employing educational technology and media at every school.
(c) Mission To develop and maintain the culture of utilising educational technology and media among teachers and students in order to boost the effectiveness of the teaching and learning process.
(d) Motto „Technology for Smart Education‰.
(e) Sectors Sectors found in the Eduation Technology Division.
The Education Technology Division is divided into 12 sectors namely: (i) Resource Centre Management Sector (RCM) (ii) Educational TV Sector (ETV) (iii) Multi Media Development Sector (MMD) (iv) Engineering Sector (ES) (v) Education Application Sector (EA) (vi) ICT Services Sector (ICTS) (vii) Quality Assurance Sector (Q) (viii) Administration, Services and Financial Management Sector (3P) (ix) Education Technology Policy Coordination Sector (POLICY) (x) Education Technology Research Sector (R&D) (xi) SETD-ETCD-TAC Management Sector (SPT) (xii) Training and Manpower Management Sector (TRAINING) 4 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
(f) Functions of the Education Technology Division (i) Review and interpret the educational requirement policy relating to the roles of media and technology in enhancing the teaching and learning process at primary and secondary schools. (ii) Plan, provide and publish teaching and learning materials in various media in order to enrich teachersÊ teaching and learning. (iii) Distribute teaching and learning materials which it published through suitable media, for example, through print, the radio, television and CD-ROM computer network. (iv) Track, evaluate and study the effectiveness of the usage of media and technology in the teaching and learning process at primary and secondary schools. (v) Plan, coordinate and monitor the implementation of the physical development, programmes, activities and financial management of State Education Resource Centres/State Education Technology Division and Teacher Activities Centres. (vi) Manage the implementation of Smart Schools. (vii) Manage meetings at the Education Ministry level relating to policies and implementation of Education Technology Programmes at primary and secondary schools.
(g) State Education Technology Division (SETD) In the earlier days, SETD was known as State Education Resource Centre (SERC). The SERC was the brainchild of the Education Ministry which was presented in a working paper entitled “Pusat Sumber Pendidikan Negeri” (State Education Resource Centre). Since then, four SETDs were built in Kedah, Kelantan, Terengganu and Pahang between 1982 and 1984.
All four SERCs began operation in 1985. On 25 January 1988, the 10th Education Planning Committee Meeting approved the building of 8 SERCs and 2 other SETDs. 7/6/9, Later, the Management Committee of the Education Ministry approved the creation of SERCs (temporary building) in those states without any SERC. In 2007, the name of the State Education Resource Centre was changed to State Education Technology Division.
Now, there are 14 SETD networks (one in each state) in Malaysia. SETD was conceived in line with the aspiration of the Education Ministry to upgrade the quality of education through innovation and development specifically in the field of technology. The establishment of SETD and Teachers Activity Centre (TAC) network as well as School Resource Centre TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 5
(SRC) is with the specific aim of assisting schools to attain higher excellence through the use of education technology.
Aims and Vision of SETD To upgrade the quality of education at schools by: (i) Providing a multitude of activities for teachers by making available the opportunities and facilities to meet and collaborate in the carrying out of professional activities. (ii) Producing a variety of materials/teaching tools to be used in the teaching learning process. (iii) Providing the venue and facilities and conducting training for teachers to enhance their professionalism. (iv) Organising activities and enrichment projects for the learning and teaching curriculum. (v) Conducting innovative and creative efforts in education in keeping with the advancement and development of modern technology. (vi) Providing support services in areas relating to education, rehabilitation, enrichment and guidance.
Among the roles and functions of SETD are to: (i) Provide services and advice in the form of training and as a source of education in the field of educational technology at the state level. (ii) Provide services and advice in the form of support training, guidance and motivation to schools in matters related to developing and selecting suitable materials for the teaching and learning process and the management and usage of resource centres. (iii) Provide the market for research and development activities (R&D) and training to stimulate the teaching and learning process and also planning and conducting research and assessment of products, implementing programmes and projects, and the effectiveness of the use of media and technology in the teaching and learning process in schools. (iv) Plan, implement and monitor innovative projects, pioneering projects, and special projects related to educational technology and information technology in schools and broadening innovative methods in teaching and learning. (v) Create reference resource centres and producing teaching and learning materials for state needs. 6 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
(vi) Plan, implement and assess the effectiveness of staff development programmes at State Education Resource Centres and Teachers Activity Centres. (vii) Ensure that Teachers Activity Centres (TAC) are the focal point for professional and social activities in the locality and subsequently TAC will exist as the repository of reference materials for the enhancement of professionalism among teachers. (viii) Plan and ensure that teachers within a vicinity have access to teaching and learning aids for their needs.
To form a strong team, the Education Technology Division has set up eight units, which are: (i) School Resource Centre Management Unit The tasks of this unit are to: • Plan and implement the development of School Resource Centres; • Manage the educational technology database and the teaching and learning sources database at SETD Resource Centres; • Provide usage and borrowing services to users of SETD Resource Centres and TACs; • Monitor the receipt of periodic materials and additional reading materials at Resource Centres published by MOE, ETD, SETD, TAC and schools; • Provide guidance and advice to teachers in matters relating to usage and management of school resource centres; • Plan, monitor, coordinate, evaluate and improve on the reading campaign programmes and the development programmes of resource centres, SETDs, ETCD, TACs and schools; • Plan and manage the development of SETD Resource Centres and TACs in terms of physical facilities and collection of printed materials and services rendered; • Provide consultative and reference services to users of SETD Resource Centres; • Plan and coordinate programmes/projects/activities in the form of conferences, seminars or conventions with School Resource Centres at state level; • Plan and manage the assessment of supplementary reading books (SRB) and teaching aids (TA); and • Coordinate and monitor the procurement and distribution of SRB and TA at the state level. TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 7
(ii) ICT Services Unit The tasks of this unit are to: • Monitor and report the implementation of the smart-school policy; • Manage, monitor and maintain the ICT infrastructure and the network and application systems of SETDs, ETCDs, TACs and schools; • Monitor the implementation of the ICT security system and data at SETD, ETCD, TACs and schools; • Manage and provide technical support services to SETDs, ETCD, TACs and schools; • Provide services to the Desk Help at SETDs, ETCDs and TACs; • Monitor the education application integration programme with other applications used by schools; • Manage, develop and update the portals/websites of SETDs, ETCDs, TACs; and • Monitor and extend services to smart schools. (iii) Education Technology and Media Usage Promotion Unit The tasks of this unit are to: • Monitor and report the implementation of the policy of education technology and media usage; • Monitor the culture of research towards the usage of education technology and media in schools; • Monitor the usage of multimedia materials in teaching and learning; • Provide support services in the usage of materials from a variety of media; • Plan, monitor and provide support services to innovation projects of SETDs, ETCD and TACs in schools; and • Monitor and provide support services to innovation projects of P&P based on school education technology. (iv) Education Technology Centre Division and Teachers Activity Centre Management Unit The tasks of this unit are to: • Monitor the management and development of ETCD and TACs; • Plan and coordinate the budget of ETCD and TACs; • Coordinate the preparation of Annual Task Target of ETCD and TACs; 8 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
• Monitor and report the implementation and performance of Annual Task Target of ETCD and TACs; • Monitor and evaluate the expenditure performance of ETCD and TACs; • Coordinate the collection of data and information of ETCD and TACs; • Monitor and report on the implementation of Management Integrity Programme of ETCD and TACs; and • Coordinate and distribute materials published by ETDs/MOE to ETCD and TACs. (v) Quality Assurance Unit The duties of this unit are to: • Monitor and report on the implementation of Management Achievement Programme of SETDs, ETCD and TACs; • Provide feedback on arising matters at MOE, ETD, JPN meetings; • Preside over the management meetings of SETDs; • Coordinate and monitor the implementation of Annual Work Targets of SETDs; • Coordinate, prepare and review the performance reports of SKT SETDs, ETCD and TACs; • Monitor the quality of documentation of SETDs and TACs; • Carry out inspection and audit duties on all work processes and procedures of SETDs, ETCD and TACs; • Monitor and report on feedback and customersÊ complaints on products and services of SETDs and TACs; • Manage visitors to SETDs, ETCD, TACs and Schools (smart-school aspect; and • Oversee ÂCustomersÊ DayÊ (Hari Bersama Pelanggan). (vi) Human Development and Training Unit The tasks of this unit are to: • Plan, manage and assess training and staff change management programmes of SETDs, ETCD and TACs which encompass knowledge, skills and attitude; • Plan, manage and assess smart-school change management training programmes; TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 9
• Plan, manage and implement training programmes to enhance knowledge, skills and attitude among Library and Media Teachers, ICT Coordinators and computer Technicians of schools; and • Plan and execute training programmes for the integration of existing education management applications with other applications. (vii) Broadcasting and Technical Unit The tasks of this unit are to: • Provide technical services for the recording and coverage of activities of SETDs; • Plan, manage, implement and monitor the maintenance of broadcasting and electronic equipment of SETDs, ETCD and TACs; • Provide technical services to production activities and broadcasting programmes at studios, auditoriums or editing rooms at SETDs, ETCD and TACs (Sabah and Sarawak only ă education radio broadcasting); • Monitor and provide expert advisory services on the usage of broadcasting and advanced technology equipment to technical officers at ETCDs / TACs; • Produce Education Radio programmes (Sarawak & Sabah); and • Broadcast Education Radio programmes (Sarawak). (viii) Administration, Services and Management Unit The tasks of this unit are to: • Manage the general affairs of office administration; • Plan, manage and report on designations and services of staff of SETDs, ETCD and TACs; • Plan, manage and report on the financial matters of SETDs, ETCD and TACs; • Manage, control and plan the purchase of essential supplies procurement of SETDs, ETCD and TACs directly from Central Contract; • Monitor the expenditure performance of SETDs, ETCD and TACs; • Prepare the Report Book on the Annual Estimated Management Cost (EMC); 10 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
• Coordinate the use of premises and facilities of SETDs; and • Manage development, attractiveness and security.
1.1.2 Teachers Activity Centre
Figure 1.2: In 1995, TAC received the Civil Service Innovation Award in recognition of its success
TAC was first known as a Local Resource Centre (LRC). In 1978, Local Resource Centres began operations at 302 schools. In 1981, in line with the concept and rationale of the programme, the name LRC was changed to District Media Centre (DMC). Four State Education Resource Centres (SERC) were opened in Kedah, Kelantan, Terengganu and Pahang. In 1986, once again its name was changed from District Media Centre (DMC) to District Education Resource Centre (DERC). At the time, every DERC provided services to 15 to 20 schools. The Education Ministry had wished to turn the DERC as an agent for teachers, especially in the rural areas, to get familiarised with basic educational technology.
According to the Malaysian Education Ministry, the main function of the District Education Resource Centre is to overcome and to narrow down the disparity gap in performance between rural and city education. The District Education Resource Centre would provide borrowing services for equipment and develop teaching and learning materials at a low cost. Subsequently, in 1990, the name District Education Resource Centre (DERC) was changed to Teachers Activity Centre (TAC). Using an allocation from the World Bank, a total of 200 TAC buildings were erected and 150 more were placed in school buildings. TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 11
In 1995, the TAC received the Civil Service Innovation Award as an acknowledgement of its success. On 1 January 1996, TAC was placed wholly under the management of SETD, while SETD was placed under the Education Technology Division (ETD) of the Malaysian Ministry of Education.
The management of TAC is undertaken by the Coordinating Officer of TAC. Meanwhile, the Education Technology Division acts as the activity leader and is responsible to distribute the annual TAC allocation through the State Education Technology Division (SETD), namely, the Responsibility Centre (RC).
Among the roles and functions of the Teachers Activity Centre (TAC) are to: (a) Provide the facilities to enable teachers of cluster schools to meet, discuss and carry out activities related to teaching and learning with the aim of enhancing their knowledge and skills in the fields of curriculum, pedagogy, media and education technology; (b) Plan, execute, coordinate and promote the activities of developing teaching and learning materials in various media by teachers of cluster schools; (c) Plan, execute and assess the effectiveness of training programmes prepared for teachers of cluster schools; (d) Assist teachers of cluster schools in the technical and motivational aspects of matters relating to the development, evaluation and selection of materials suitable for the process of teaching and learning, and the usage of media and technology in the teaching and learning process; and (e) Assist in the enhancement of the effectiveness of the management and usage of School Resource Centres (SRC).
1.2 TYPES OF LIBRARIES AND OTHER INFORMATION AGENCIES
In this section, we are going to look at four types of libraries or information agencies. These are: (a) Public Library; (b) Academic Library; (c) Exclusive Library; and (d) Archive. 12 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
1.2.1 Public Library
The National Library is the biggest public library in Malaysia. It is a Federal department under the ambit of the Ministry of Culture, Arts and Heritage. The National Library plays the important role of being a repository hub of knowledge in order to inculcate the reading culture among the populace.
The National Library is responsible to coordinate the development of infrastructure for the services of libraries and other information agencies in the country. Part II Section 4(2)(h) of the National Library Act (Amended) 1987 states that the responsibility of the National Library is „to promote and facilitate the establishment of the public library system throughout the country in line with the national standards for its establishment.‰ To fulfil its designated responsibilities, the National Library of Malaysia has established public libraries at the state level, branch libraries, town libraries, rural cyber libraries and e- multimedia mobile libraries.
Figure 1.3: Logo of the National Library of Malaysia
(a) Vision The National Library of Malaysia as the frontrunner in the library services network of world quality in line with the aim of the National Vision Policy.
(b) Organisation Mission To ensure equitable opportunities are accorded to Malaysians to enjoy library services and to exploit knowledge. TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 13
(c) Objectives (i) To provide to current and future generations a collection of library sources at the national level; (ii) To facilitate the use of library sources available within and outside the country throughout the nation; and (iii) To provide leadership in matters pertaining to libraries.
(d) Core Services (i) To provide leadership in the development of libraries and librarianship at the national level; (ii) To be the custodian of the repository of national intellectual property; (iii) To provide reference services and referencing at the national level; and (iv) The development of Knowledge Institutionalisation Programme.
Figure 1.4: State libraries are found in all state capitals 14 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
Table 1.1: List of Public Libraries in Malaysia - 2003
No. Name of Library 1. Johor Public Library Corporation 2. Kedah Public Library Corporation 3. Kelantan Public Library Corporation 4. Malacca Public Library Corporation 5. Negeri Sembilan Public Library Corporation 6. Pahang Public Library Corporation 7. Perak Public Library Corporation 8 Perlis Public Library Corporation 9. Penang Public Library Corporation 10. Selangor Public Library Corporation 11. Terengganu Public Library Corporation 12. Labuan Public Library 13. Sabah State Library 14. Sarawak State Library 15. Kuala Lumpur Memorial Library
Source: Library research division
Figure 1.5: Branch libraries are located within the locality of all district or sub-district towns in Malaysia TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 15
Branch libraries are located in the vicinity of all districts or sub-districts in Malaysia. Town libraries are found in most small towns in Malaysia. Rural Cyber Libraries are set up in rural areas, particularly in villages which are located out of the reach of central library services.
Rural Cyber Libraries serve to enrich and institutionalise knowledge and simultaneously enhance literacy. The programme could narrow the digital gap prevalent among rural communities. The E-Library Multimedia Mobile Library service is another library service for the benefit of rural communities. In 2001, there were 110 mobile multimedia buses with 2219 stops. See Table 1.2.
Table 1.2: Number of Mobile Libraries and Stops According to States in Malaysia in 2001
State Library Bus Stops Johor 91 2 23 Kedah 95 7 205 Kelantan 7 6 60 Melaka 48 6 186 Negeri Sembilan 81 3 56 Pahang 75 9 225 Perak 82 5 139 Perlis 30 4 99 Penang 72 10 217 Sabah 75 13 320 Sarawak 226 9 218 Selangor 82 5 62 Terengganu 57 10 143 Federal Territory ă Kuala Lumpur 9 1 1 Federal Territory ă Labuan 3 9 TOTAL 110 2,219
Source: National Library 16 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
Figure 1.6: The e-Library multimedia mobile library service is for rural communities
The government of Malaysia is genuinely serious in inculcating the reading culture in its people. The strategies of the National Library are to: (a) Ensure the compilation of the intellectual heritage of Malaysian citizens and all latest and retrospective Malaysian publications for the convenience of research and reference of current and future generations; (b) Ensure that the database and publications of the National Library of Malaysia on information sources of Malaysia are up to date; (c) Develop strategic alliances with various parties to enhance the infrastructure of library services and information in the country; (d) Provide the standards and guidelines for the development of Information Excellence Centres; (e) Prepare long- and short-term plans for the creation of a library and information network in this country; and (f) Promote the various library services including in-country information sources at the national and international levels.
ACTIVITY 1.1
Visit the National Library website for further information on the National Library. Its website address is: http://www.pnm.my/
TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 17
1.2.2 Academic Library
The academic library is a library used by students and other specific patrons for research purposes. It houses reference materials based on academic disciplines. Academic libraries are located at institutes of higher learning, teaching institutes or schools. They usually have a large collection and wide range of academic references. Examples of academic libraries are Institute of Higher Learning Library, Teaching Institute Library and school libraries.
Figure 1.7: An academic library at an institute of higher learning
1.2.3 Exclusive Library
An Exclusive Library is used by departments, bodies or specific individuals. It is confined to a certain field only. Exclusive Libraries are normally found at departments and statutory bodies. Examples of Exclusive Libraries are the Malaysia ESSO Library, Malaysia Works Department Library, Central Bank of Malaysia Library, New Straits Times Library and others. These libraries are normally smaller than academic libraries. 18 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
1.2.4 Archive
An archive is a centre for the collection, registration, storage and preservation of historical materials such as old manuscripts, documents, newspaper cuttings, microfilms, posters, rare books, cassettes, videos, mementos, newspapers, journals, working papers/speeches and so on, either in their original form or copies. The mission of an archive is to preserve and if necessary, to re-use documentary evidence. The materials in an archive consist of documents in various forms, some of which are out of print.
An archive is responsible for producing the indexes and titles of archived materials which have been collected, preserved and stored in an up-to-date documentation system for easy researching and referencing.
(a) The difference between a library and an archive Both a library and an archive are information resource centres and their usage is the same. However, in terms of their missions, there are marked differences between a library and an archive. The mission of a library is to obtain, describe and promote the use of books, journals, booklets and others that are mass-produced. On the other hand, the mission of an archive is to preserve and use records, while its materials comprise documents of various forms.
Table 1.3: The Differences between an Archive and a Library
Library Archive Nature of Continuous publication in Unique documents which have available multiple copies become historical materials and materials are not published. Arrangement According to the field or According to the concept of discipline of study origination. Reference and Opened with self-service Closed access and requires accessibility of shelves assistance from designated staff. materials Discipline of Library Science Management of records and Study archives, and methods of preserving documents. Level of Item Aggregate/group. descriptive control TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 19
1.3 NATIONAL POLICY FOR LIBRARIES AND INFORMATION SERVICES
In this section let us look at the national policy for libraries and information services.
1.3.1 Introduction
The National Policy for Libraries and Information Services has outlined several guidelines towards the development of systematic and well-planned library services. This is to fulfil the needs of various sectors including the society from all walks of life, either in the cities or the rural areas. The National Policy for Libraries and Information Services was formulated by taking into account the existing infrastructures of library and information services in the country as well as the legislation related to the establishment of the National Library of Malaysia, States Public Libraries and the delivery of library materials.
1.3.2 Scope
The scope of libraries and information services is regarded as encompassing procurement, arrangement, management activities and the dissemination of library materials as well as the information within them.
Library materials include all forms of prints, graphics, audio, electronic or other media, on or where information is written, recorded, stored, exhibited or published and categorised, for the purpose of the Delivery of Library Materials Act 1986, into: (a) Printed library materials such as books, serial publications, charts, maps and posters; and (b) Unprinted library materials such as cinematographic films, microforms, phonorecords, as well as recordings by video and audio equipment and other electronic media.
1.3.3 Objectives
In keeping with the aim of the government to build a reading and educated society, the purpose of the National Policy for Libraries and Information Services is to enhance the allocation and development of sources, facilities and library and information services in stages so that it may contribute effectively to the development of our nation, specifically in providing the practical support to the: 20 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
(a) Policy-making and decision-making processes; (b) Planning, research and development activities; (c) Educational process; and (d) Advancement of the societyÊs intellect, economic activities as well as fulfilling the cultural and recreational needs.
1.3.4 Strategy
To achieve the aim of the policy, the strategies for the development of libraries are as follows.
Appropriate library and information services will be extended to: (a) Parliament, ministries and government departments, research institutes, universities, colleges and other higher learning institutes and schools; (b) Every district and mukim in the country so that the facility can be easily available to anyone who wishes to use it; and (c) The under-privileged and disabled.
To cater to the need for libraries and information services, materials published within and outside the country will be obtained based on the national standard provisions, taking into consideration the importance of reducing the duplication of sources.
Encourage publishers in the private and public sectors to increase their publications in all fields to cater to the needs of all levels of society in line with the basic principles of the National Book Policy.
Library and information sources and the facilities provided by agencies in the public sector are, in general, part of the national provisions for the interest of the Malaysian community. Hence, access to these resources will be simplified, as long as priority is given to main users.
In providing library and information services, special emphasis should be given to the sharing of sources in order to elicit optimum benefits from public investments. For this purpose, the use of computer technology, micrographics, communication and other technologies will be optimised. Thus, advances in the field of telecommunication could fulfil the communication needs of library and information services.
TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 21
As intellectual and cultural heritage of the nation, all library materials published or produced locally should be handed to certain institutions for storage and conservation in line with the enforceable legal provisions and the usage of the materials is simplified as much as possible.
To facilitate the effective use of library materials, the library and information services will provide the following facilities where necessary. (a) Systematic documentation of information sources following national standards, to facilitate the creation and maintenance of an integrated national database; (b) The use of a computerised database at the national and international levels; (c) Lending, referencing of references, analyses and consolidated information, bibliographic facility, dissemination of selected information and duplication of documents; (d) ConsumersÊ study programme to create a society that is aware of the importance of information, and to enhance customersÊ awareness and appreciation of the value of information so as to enable them gain the utmost from the application of library materials; and (e) A programme to inculcate and promote the interest in reading.
To ensure that the nation is not overly dependent on foreign sources of material, steps need to be taken to: (a) Fully utilise the nationÊs information sources and to build national databases especially in the main development sectors; and (b) Create an information centre and system in fields deemed important to the nation.
To create a professional workforce that is able to sustain the development of library and information services throughout the country, steps will be initiated to: (a) Provide library education facilities and training within the country at the tertiary level; (b) Produce a workforce that is equipped with the required qualifications, knowledge, attitude and skills; (c) Provide further exposure and education to personnel; and (d) Provide a workforce for library and information services who meets the national standards and norms. 22 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
1.3.5 Implementation
Advancement in a progressive library and information services requires an efficient mechanism in order to initiate, coordinate and track the implementation of policies. In this respect, the National Library Act provides the provisions that are required for the moment. The effectiveness of this mechanism needs to be reviewed and new provisions created if necessary.
SELF-CHECK 1.1
1. Give the definitions of Academic Library and Exclusive Library.
2. State the vision and mission of the Education Technology Division. 3. Explain the functions of the Education Technology Division. 4. Explain in brief the functions of the Teachers Activity Centre in developing teachers who are adept at using technology in teaching and learning.
• In view of the need for and importance of resource centres, the Education Ministry set up the Education Technology Division and the State Education Technology Division. • Now the Education Technology Division has a network of 14 SETDs in every state and 367 Teachers Activity Centres throughout the country. • The Education Technology Division will continue to institutionalise the use of ICT in education in order to upgrade the quality of teaching and learning, the effectiveness of school management and administration as well as continuing teachersÊ competence. • The establishment of SETDs and the Teachers Activity Centres (TAC) and School Resource Centres (SRC) networks is to specifically assist schools in the improvement of excellence through the use of education technology. • In 1981, the Local Resource Centre was renamed District Media Centre. • In 1990, District Education Resource Centre was changed to Teachers Activity Centre. • The TAC is managed by the TAC Coordinator. TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY W 23
• The Education Technology Division functions as the activities leader and is responsible for the distribution of the TAC annual allocation through the State Education Technology Division, namely the Responsibility Centre. • The National Library of Malaysia is a knowledge hub for the purpose of instilling the reading culture in the society. • The National Library of Malaysia is responsible for coordinating the development of infrastructures of library services and information agencies throughout the country. • The Rural Cyber Library is intended to institutionalise knowledge and improve literacy. • The Exclusive Library is used by departments, bodies and specific individuals in specific fields only. • The Academic Library is library that stores reference materials based on academic disciplines. • The mission of an archive is to preserve and re-use documentary records when necessary.
Academic library Public library network Broadcasting and technical unit Quality assurance unit District media centre Responsibility centre Education technology division Rural cyber library E-multimedia mobile library State education technology division Human development and training unit Town library
Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. National Library of Malaysia. Retrieved June, 1 2010, from http://www.pnm.my/. Fletcher, Patricia (ed.). (2000). World libraries on the information superhighway: Preparing for the challenges of the new millennium. Hershey, PA: Idea Group Publishing. 24 X TOPIC 1 RESOURCE CENTRE AND INFORMATION AGENCY
Education Technology Division, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan resource centre elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. Desberg, P., & Fisher, F. (1995). Teaching with technology. Boston: Allyn & Bacon. Frenzel, C. W. (1996). Management of information technology, Massachussets: Boyd & Fraser Publishing Company. Newby, T. J. (1996). Instructional technology for teaching and learning. New Jersey: Prentice Hall. Raizen, S. A., Sellwood, P., Todd, R. D., & Vickers, M. (1995). Technology education in the classroom: Understanding the designed world. San Francisco: Jossey-Bas Publishers. Schrum, L., & Berenfeld, B. (1997). Teaching and learning in the information age: A guide to educational telecommunications. Massachusets: Allyn & Bacon.
TTooppiicc X Concept of
Resource 22
Centres and
Schools
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. Define the school resource centre; 2. Differentiate between a school resource centre and a school library; 3. List down the concepts of resource centres; and
4. Explain about school access centre.
X INTRODUCTION
The national education system aspires to fulfil the needs of the nation and to encourage cultural, social, economic and political development. Through the school curriculum, this aspiration is translated into the pursuit of experience, knowledge, understanding, usage and assimilation. The method of attaining reading, writing and counting skills has evolved away from the traditional teacher and books or Âchalk and talkÊ method. This was initiated through the new primary school curriculum and continued in the new secondary school curriculum. A resource centre could help in making it easier to attain these ambitions. 26 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
2.1 CONCEPT OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
In this section, we are going to learn about school resource centres and teachers actvity centres.
2.1.1 School Resource Centres
A school resource centre is a centre for the collection and distribution of various information for teaching and learning. The centre is systematically managed and planned by trained media workers who provide various services in order to facilitate advancement in the quality of education (Siti Hajar dan Kamarudin, 2001).
School resource centres are institutions that have undergone change in stages, both in terminology as well as in content. Initially, they were called khutub khanah or book repository. Resource materials in this knowledge hub were in form of books or printed text. Later, they were called libraries.
Resource centres are not just places where you can find and store source materials ready for distribution to users. It is also a place for users to seek assistance, guidance and have discussion sessions.
2.1.2 Differences between Resource Centres and Libraries
Some people regard resource centres as libraries. It becomes increasingly confusing when we discover their aims and the activities held in them. There are some similarities between resource centres and libraries, at least in terms of their objectives.
The traditional library and school resource centre both have similar objectives of helping teachers and students in their teaching and learning activities and for recreation. Both knowledge hubs are sources of information, a storage and distribution point for equipment and materials for the purpose of teaching, learning and recreation. Both provide a venue to encourage teaching and learning as well as for recreational activities, whether for individuals or for a group. TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 27
Figure 2.1: Traditional libraries contain many printed materials
From another perspective, resource centres have a wider role compared to traditional libraries. The emergence of Information Age has initiated a fast development in electronic communication that transformed printed material in libraries into unprinted material especially in electronic form. YesterdayÊs libraries filled with printed materials have now expanded its scope to function more effectively. Libraries have to increase their materials not only in printed form but also unprinted materials such as computers, Internet connectivity, audio-visual and electronic equipment and the likes through school resource centres.
In other words, when a library contains additional educational materials such as computers, Internet networking, visual materials, films and microfilms, then its function will be upgraded to a resource centre. Resource Centre collections are not limited to just printed, celluloid, audio and video materials only; it also includes floppy and compact discs. Resource Centres enable users to obtain information from all over the world through Internet.
Thus, resource centre is a name given to a collaboration between a library, Internet networking and audiovisual services acting as one integrated unit. A resource centre is an organisation that actively and effectively collects, selects, arrange and distribute equipment and teaching and learning materials whether in book or non-book form.
2.1.3 Definition of School Resource Centres
School resource centres can be defined as a combination between a library, a media library centre, a media centre, a learning resource centre and a resource centre. In other words, a school resource centre is a collection point for a variety of equipment and educational media (printed and unprinted) that have been arranged and catalogued for easy access.
28 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
From an educatorÊs perspective, school resource centres provide facilities where teachers can discuss among themselves to select, plan, produce, distribute and ultimately use teaching equipment and materials (hardware and software). Thus, school resource centres can enhance the professional skills of teachers in order to fulfil the increasing need in education so as to improve the teaching and learning processes.
School resource centres are also known as a place where collections are placed under the care of trained personnel and used for specific teaching purposes. In other words school resource centres are collection and distribution centres for various information in specific rooms or special buildings which are managed systematically by media personnel trained to provide services to improve the quality of teaching and learning.
2.1.4 Vision for School Resource Centres
Towards creating a dignified and knowledgeable society in line with the nationÊs progress.
2.1.5 Mission for School Resource Centres
Resource centres need to provide a variety of information sources and services to enable: (a) Every student to be an ideal user by acquiring knowledge effectively; (b) Enhance the utilisation of resources from the Resource Centre; (c) Teachers of school resource centre to cooperate with support teachers in improving reading, information literacy, teaching, learning, thinking and ICT skills; (d) School resource centre services are managed with fairness and equality; (e) All accessing of information is done responsibly; and (f) Encourage individuals to partake in a lifelong pursuit of knowledge (Learning or the process of seeking knowledge does not end once one leaves school, it is a lifelong process). TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 29
2.1.6 Resource Materials in Resource Centres
Teaching resources can be categorised into two main components, namely, human resources and non-human resources. When the two are optimised, effective teaching is created. Non-human resources in education technology are: (a) Printed matter such as books and magazines; (b) Information from cyberspace such as from the Internet; (c) Audio systems such as audio tapes and discs; (d) Non-projectable images such as charts, photos, maps and three dimensional models; (e) Projectable images such as transparencies, OHP and movies; and (f) Video systems such as television.
Teaching materials have since increased in type and form (or media) that has become increasingly sophisticated. It follows that these resources would need a place that can manage their usage in the process of teaching and learning. This special place is called a resource centre.
School resource centres need to emphasise on learning concepts and the search for knowledge from the simple to the complex. Intellectual appreciation found in resource centres need a combination of systems to run consistently and consciously during the teaching and learning process. School resource centres provide the best venue for stimulating opportunities for students to enhance effective learning. Resource centres train their users to evaluate and to think positively, imaginatively, efficiently and effectively while inculcating courage to face challenges towards producing knowledgeable and progressive human resources.
School resource centres and the resources contained within them were created to fulfil the need and to maximise exposure to information and material to the user. In a world full of information, teachers are no longer the only source of knowledge in the teaching process. Resource-based teaching is now a concept that utilises all efforts by teachers to use the teaching resources to equip their approach and strategies towards encouraging students to learn.
Resource materials can also be categorised into teaching or learning materials, printed or unprinted. Resource materials such as books, documents, newspapers, charts and models, photos, media, tables, maps, slides, films, video tapes, television, media multi-kits and other objects that can be found in our daily lives 30 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
contain knowledge, captivate attention or encourage teachers to teach and students to learn.
The curriculum unit of the TeacherÊs Education Division under the Ministry of Education (1983) states that resource-based learning are not only helpful to students, but to teachers as well. Teachers that utilise resources for learning can use instructional methodology which is wide and in various forms, to improve the quality of teaching and learning.
Traditional teaching and learning strategies produce passive students. Resource- based teaching and learning has witnessed an increase in student participation during the learning process. Therefore, resource-based teaching and learning strategies have succeeded in enhancing a studentÊs capability to understand their knowledge and the development of their attitudes and values as a whole.
Thus, resource-based teaching and learning provides an opportunity to create active teaching and learning situations for individuals as well as for groups. Now, teaching and learning enable teachers to fulfil the needs of slow learners or hyperactive students. Resource-based teaching and learning motivates students and develops knowledge as well as encourages analytical, critical and rational thinking.
Resource-based teaching and learning strategies inculcate other skills such as the ability to seek and use resources, conduct research, follow instructions, make inferences, classify and evaluate evidence from sources and arrive at independent judgements.
In this era of globalisation, the need to seek information from all over the world has become increasingly important. Owing to its importance, resource centre administrators should strive to transform their centres into resource centres that have the latest and best collection. As a scholar and educator, we should utilise resource centres to the maximum.
2.1.7 Basic Concept of School Resource Centres
School Resource Centres represent a starting point for all movements and activities towards the implementation of effective teaching and learning methods. Teaching and learning resource materials involve integration of equipment, materials, ideas, methods and the contribution of expertise, knowledge and training available.
TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 31
Outstanding school resource centres have the following characteristics: (a) Physical facilities Resource centres must have the best physical facilities to become the best resource centre. However, the determining factor is dependent on the financial and non-financial capabilities of the school.
(b) Variety of information (printed and unprinted) Resource centres should have a complete collection of printed and unprinted information inclusive of facilities to surf the Internet to search for information. A complete collection helps to achieve the general objective of resource centres which is to provide the best facilities for the teaching and learning process as well as for recreation.
(c) Efficient management Resource Centres must be managed systematically in order to become the best place to find information. For example, books arranged in a resource centre usually follow the Dewey Decimal Classification to make searching easier. To ensure the management system runs efficiently, resource centres should have a central committee chaired by the headmaster or principal.
(d) Trained media personnel Media personnel working for school resource centres need to have undertaken one of the following: (i) Degree in Library Science or Information Analysis; (ii) Course on Library Science; (iii) Course on Resource Centre Management; (iv) Basic Course on Resource Centre Management 35 hours; and (v) Intermediate Course in Resource Centre Management.
(e) Various types of services A well-managed school resource centre will provide services to assist in the teaching and learning process. However, the type of services depends on its financial capability and physical as well as expert workforce. The four basic requirements needed for a school resource centre are: (i) Library services; (ii) Internet surfing services; (iii) Audio video services; and (iv) Teaching aid services. 32 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
Support services provided are: (i) Recording services and studio; (ii) Photographic services; and (iii) Printing services.
(f) Mission and objectives A good resource centre must have a clear mission and clear objectives. Activities and services provided need to be in line with its mission and objectives.
(g) Centre for teaching, learning and recreational activities School resource centres need to provide facilities and a suitable venue for organising teaching, learning and recreational activities.
2.1.8 Aims of School Resource Centres
The aims of school human resource centres are to: (a) Improve the quality of education in schools; (b) Groom teachers to become more knowledgeable, dynamic, creative, innovative and disciplined so that they can contribute effectively to the country, society and religion; (c) Groom students who are knowledgeable, dynamic, creative and disciplined so that they can contribute positively after they leave school; (d) Bridge the disparity between rural and urban schools; (e) Improve the status of teaching and learning in schools; (f) Reduce dependence on textbooks for teaching and learning by providing various services such as Internet networking facilities and audiovisual equipment; (g) Encourage and motivate teachers and students to use the teaching and learning equipment; (h) Assist teachers and students in producing and evaluating teaching and learning equipment and materials; (i) Provide adequate facilities and services to fulfil the needs of teachers and students, who have their own preferences and priorities; (j) Train students to conduct observations in line with their individual mental development and react to the outside world systematically and with confidence; and TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 33
(k) Make teachers and students aware that the task of improving teaching and learning is a joint responsibility which has to be carried out collectively.
2.1.9 Objectives of School Resource Centres
The objectives of school resource centres are as follows: (a) Act as a collection, arrangement, storage and distribution point for various types of teaching equipment and materials (printed and unprinted) for the convenience of teachers and students to have access to and utilise; (b) Produce teaching materials that are both simple and affordable by getting assistance from the State Education Technology Division and the head of each subject committee; (c) Promote and train teachers on the proper use of suitable teaching equipment and materials (hardcopy or softcopy) which are collected, classified and catalogued and circulate a complete and updated list to teachers, students and other school resource centres within the vicinity for their information; (d) Assist the school co-curricular committee in using and integrating media (printed or unprinted) in the school curriculum to improve teaching and learning; (e) Serve as a collection and distribution point for all kinds of information and changes in educational technology available from the State Education Technology Division, Ministry of Education, Centres of Higher Education, government, semi-government and private agencies; (f) Organise workshops and invite external speakers to give lectures or hold seminars related to education technology; and (g) Organise the exhibition of creations by teachers and students of the school.
SELF-CHECK 2.1
1. Provide a detailed definition of a resource centre. 2. State the difference between a resource centre and a library. 3. Elaborate on the concept of a resource centre.
34 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
2.2 ACCESS CENTRES
To construct a high-quality world-class education system to expand individual potential to the fullest and fulfil the countryÊs aspiration is the primary mission of the Ministry of Education (Ministry of Education, 2001). In order to make Malaysia the centre for educational excellence, a strategic effort is needed to improve the quality of education towards excellence so as to establish a strong foundation as we enter the 21st century. To fully realise Vision 2020, the country needs citizens with a strong foundation in information-oriented high technology.
With this in mind, various efforts have been made in teaching and learning technology to transform the Malaysian society into a techno-savvy society. This desire has presented a new challenge in the national education arena. The Education Technology Division has been appointed to train teachers on computers and to use the latest techniques when teaching. One of the projects undertaken by the Education Technology Division is the setting up of access centres in schools in order to help Malaysians have a competitive edge in todayÊs digital world.
Figure 2.2: Accessing information online
2.2.1 School Access Centres
School access centres can be operated similar to a cybercafe but streamlined towards teaching and learning activities. School access centres are open places for studying that are equipped for self-learning. At these centres, students can perform online searches for information by themselves at their own pace which is self-directed.
School access centres support the teaching and learning process. These centres enable the school community, specifically the students, to acquire information and to communicate through information networking. TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 35
The learning process in school access centres can occur at any time. Students and the teaching community could utilise the facilities in school access centres during their free time. Teachers can act as facilitators monitoring the centres from time to time.
School access centres provide support and complete the variety of a studentÊs learning experience. These could improve the quality of education.
2.2.2 Aims
The aims of school access centres are to: (a) Institutionalise the use of ICT in schools; (b) Reduce the computer: student ratio; (c) Increase computer contact hours for students; and (d) Reduce the digital divide between rural and urban society.
2.2.3 Objectives
The objectives of school access centres are to: (a) Improve studentsÊ capability to access information; (b) Enable students to self-learn, self-direct and self-access more efficiently; and (c) Improve studentsÊ capability in using ICT for learning.
2.2.4 How School Access Centres Operate
School access centres are open during and after school hours. It is encouraged to operate during weekends and school vacations on condition there is supervision by the school authorities to ensure the safety and proper use of equipment.
2.2.5 Student Activities in School Access Centres
Students are allowed to use school access centres to: (a) Source for information from the Internet for teaching and learning; (b) Access information from printed or digital material relating to e-learning; (c) Prepare assignments and slide presentations related to learning;
36 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
(d) Communicate with teachers and other students through e-mail; and (e) Collaborate with other students.
2.2.6 Usage of Facilities at School Access Centres
Priority is given to students in making use of the facilities at school access centres. Other members of the school community such as school administrators, teachers and school support staff are also allowed to use the facilities to acquire information from the Internet.
2.2.7 Equipment supplied to School Access Centres
Each school will receive 10 computers and one printer to be placed in libraries or any suitable areas. The equipment will be linked through Local Area Networking (LAN).
2.2.8 Distribution of School Access Centres
The establishment of school access centres has begun in stages since 2006. The distribution of school access centres established is 70 percent rural schools and 30 percent urban schools. 70 percent of the schools selected are primary schools while 30 percent are secondary schools.
2.2.9 Selection Criteria for Schools to Receive School Access Centres
The selection criteria for schools to receive school access centres are as follows: (a) Availability of a suitable space/room; (b) Twenty-four hour electricity supply; (c) Access to the Internet; (d) Has a computer laboratory; (e) Has school personnel skilled in ICT; and (f) Full commitment of school administrators. TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 37
2.2.10 Resource Materials for Teaching and Learning Found in School Access Centres
There are three types of source materials for teaching and learning that can be used to assist students in achieving self-learning or self-access, self-evaluation and self-direction. These are: (a) Material downloaded through the use of Internet search engines such as Google, Yahoo, Altavista etc. (b) Education portal to acquire specific information such as the Education Technology DivisionÊs portal, MySchoolNet, MyTutor, Online Smart Learning etc. (c) Digital online learning material in the form of audio CD/VCD/DVD/CD with content such as course programmes, interactive programmes and information programmes.
2.2.11 Management and Administration
As executors, the school administrator must form a school access centre Committee whose duties are as follows: (a) Plan, structure and execute the basic policies of the school access centre. (b) Monitor programmes and activities related to the school access centre. (c) Ensure compliance to all safety guidelines of the school access centre. (d) Prepare cost budgeting below to be submitted to the State Education Department to be included into Management Cost Estimates. (i) Cost of consumables. (ii) Cost of equipment maintenance. (iii) Cost of electricity supply. (iv) Replacement cost of equipment. (e) Ensure all reports related to the management and administration of school access centres are promptly submitted to the relevant authorities. 38 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
2.2.12 Proposed Duties of the School Access Centre Committee
The duties of the School Access Centre committee are as listed here.
(a) Advisor (i) Compose and implement all utilisation policies for the school access centre at school level. (ii) Ensure that plans and implementation of programs/activities run smoothly. (iii) Monitor the activities of school access centres from time to time.
(b) Chairperson (i) Plan and structure annual activities of school access centres. (ii) Ensure utilisation policies for school access centres are strictly observed. (iv) Ensure the smooth running of school access centre activities. (iv) Monitor the effectiveness utilisation of school access centres. (v) Plan or create a working committee, whenever necessary, for the purpose of implementing programs/activities that have been planned.
(c) Secretary (i) Implement school access centre utilisation policies at school level. (ii) Organise periodic school access centre committee meetings. (iii) Prepare much-needed financial provisions. (iv) Manage inventory registration of school access centre assets and submit to the ICT unit of the District Education Office and the Combined Education Office with copies to the Information Unit of the State Education Department for the purpose of maintenance. (v) Record and report on any equipment damages or Network Defects to: • The equipment supplier company (if within warranty period). • The State Education Department (if after warranty period). • Government Integrated Telecommunications Network (GITN) help desk (1-300-88-2888) for all problems relating to SchooI Net. (vi) Determine the usage times for school access centres. TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 39
(vii) Ensure the effective use of school access centres. (viii) Seek help from State Education Technology Division or teachers activity centres. (ix) Ensure physical, system and equipment safety. (x) Train the supervisors for school resource centres/school access centres and ICT Brigades (if any).
(d) Assistant Secretary (i) Prepare work schedules for the supervision of school access centres. (ii) Prepare standard operating procedures for school access centres. (iv) Ensure the usage of school access centres are recorded. Daily Logs that record usage times and movements of keys must be provided. (iv) Ensure switch hubs and routers for SchooINet are in good working condition to achieve uninterrupted Internet access. (v) Ensure the smooth running of school access centres. (vi) Monitor the effectiveness of school access centre activities. (vii) Prepare periodic usage reports. (viii) Report all equipment damages or networking defects to the secretary for follow-up action.
(e) Committee Members (i) Implement the programs/activities planned. (ii) Ensure all standard operating procedures (SOP) are adhered to. (iii) Ensure equipment and networking are always in working order. (iv) Provide information on websites or educational portal URL (Uniform Resource Locators). (vi) Oversee the utilisation and appearance of school access centres. (vi) Provide guidance and training for school access centre users. (vii) Supervisors of school resource centres/school access centres and ICT Brigades play a supporting role to the Committee to manage school access centres.
(f) Organisation of Equipment (i) Placed in a specific location and in its allocated space at the school, the minimum area for an access centre is 22.5 m2 (per bay). 40 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
(ii) The school will receive 10 computers, a 24-port switch board, a printer and related furniture. (iii) The equipment will all be linked by local area networking (LAN) and interfaced to the SchoolNet server.
Accompanying software that comes with every computer include the Windows Operating System, Microsoft Office and an anti-virus program.
Figure 2.3: Equipments placed in a specific location and in the space allocated, the minimum area for an access centre is 22.5 m2 (per bay)
2.2.13 Proposed Activities
Students are allowed to use the school access centre to: (a) Search for information on learning via the Internet. (b) Access resource information such as books, printed or digital material (e-Learning) for relevant information. (c) Provide assignments and presentation slides related to learning. (d) Communicate with teachers and students via e-mail. (e) Collaborate with other students.
2.2.14 Safety
The school needs to give serious attention to the safety aspects such as infrastructure, physical facilities, equipment, networking, program and application downloads.
TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 41
(a) Electrical Safety (i) Electricity supply must be three phase and can support the use of the equipment. (ii) The minimum electrical supply from a generator must be 30 kvA. (iii) Wire routing and electrical supply must comply with JKR safety standards.
(b) Physical and Appliance Safety (i) Sufficient space (22.5 m2 or more). (ii) Strategic and safe location. (iii) Safety equipment that need special attention: • Alarm system. • Steel grills. • Fire extinguishers. • Ventilation systems. • Lightning arrestors. • Safety instructions and User Manuals must be made easily available or conveniently visible in access centres. • Periodic safety and security surveillance reporting. • Periodic inspection and patrolling of physical facilities and equipment. • Log Book to record movements of keys to the school access centre. • Log Book to record the usage of the school access centre. • All keys, equipment, network points and cables must be labelled.
(c) Safe Networking (i) Layout in accordance with cabling specifications and standards of the Malaysia Education Ministry. (ii) All computers must be linked and may access the Internet. (iii) Level of usersÊ access right must be limited to prevent alteration to the computerÊs configurations.
(d) Safe Programming and Application (i) Patches for operating system currently in use. (ii) Latest anti-virus program and updates. 42 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
(iii) Use only original and licensed software. (iv) Installation Manuals to be made easily accessible.
(e) Safe Access to the Internet Everyone must abide by the Civil Administration Circular No. 1 Year 2003 ă UPTM 159/526/9 JId.3 (9) ă Guidelines for the use of the internet and e-mail in schools and government agencies. This can be easily downloaded from the following website: http://www.mampu.gov.my/mampu/bm/Circulars/BM/ Main.htm
(f) Safe Storage of Material (i) Users are not allowed to store or save their work into the access centre computerÊs hard disc drives. (ii) Always maintain available space in the computer hard drive (housekeeping) to ensure that computers are in optimum and stable operational condition at all times.
2.2.15 Proposed Rules
Access centre users must comply with these rules to ensure their own safety and the safety of the computers and related equipment. The rules recommended are: (a) Bags, food or drinks are not allowed into the school access centre. (b) Personal software programs are not allowed in without prior approval from the teacher in charge. (c) No equipment or software downloads are allowed to be carried out of the school access centre. (d) It is strictly prohibited to touch any wiring or cable connections found behind the computers. (e) No one is allowed to download external programs or alter computer configurations. (f) No one is allowed to store work into the computerÊs hard disc drives. (g) Users must record their user time on the computers in the User Log Book.
Any additional rules associated with the school access centre may be decided by the school access centre committee. TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 43
2.2.16 Maintenance Management
When still under valid warranty: (a) The school must take into serious consideration the warranty period, the terms and conditions of contract and the terms of warranty contained in supply agreements.
(b) To record and report any problems or breakdowns experienced directly to the relevant ICT supplier companies.
After the warranty period has lapsed (subject to amendments ar current notices): (a) Maintenance is managed under the main contract with the Ministry of Education. The main contract encompasses three aspects: (i) Tagging. (ii) Preventive Maintenance. (iii) Breakdown Maintenance.
All breakdowns must be recorded and reported to the State Education Department.
ACTIVITY 2.1
1. Provide your interpretation of a school access centre. 2. Assuming you are the headmaster of a school that has been provided with an access centre, what kinds of activities do you propose to hold? 3. Draw the floor plan of a school access centre that you plan to have based on the conditions set by the Ministry.
• A school resource centre is a place where information is collected and distributed. • School resource centre is an institution that has undergone gradual changes in name and content. • Traditional libraries and school resource centres have a similar aim of helping teachers and students in teaching, learning and recreation activities as well as 44 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
for storing and providing an assortment of equipment and materials for teaching and learning purposes. • School resource centres have a wider role than traditional libraries.
• The term „resource centre‰ refers to integration between a book repository, Internet networking and audio-visual services as one single unit. • A school resource centre is a collation between a library, a media centre, a learning resource centre and a resource centre. • School resource centres provide facilities where teachers can consult each other on selection, planning, production, distribution and utilisation of equipment and teaching materials (hardware and software). • School resource centres house collections under the custody of trained personnel and are used specifically for educational purposes. • Teaching resources comprise two main components ă human resources and non-human resources. • Teaching and learning in resource centres involve the integration between equipment, material, ideas, methods, expertise and knowledge from various fields as well as training. • Resource centres should at least have a complete collection of printed and unprinted material as well be able to support Internet surfing for information. • To construct a world class quality system of education to develop individual potentials to fulfil the national aspiration is a mission of the Ministry of Education. • “School resource centres” operate like “cyber cafes” with emphasis on teaching and learning activities. • The existence of school access centres will allow students to search for information by accessing cyberspace by themselves, at their own pace and towards their own direction.
TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS W 45
Audio-visual equipment Online smart learning Book repository Resource material E-learning School access centres Electronic equipment School resource centre Electronic resource material Self-directing Globalisation Self-accessing Internet networking Self-rating Myschoolnet Traditional library Mytutor Trained personnel
Faridah Abdul Manaff, & T. Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn Bhd. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995). Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman.s National Library of Malaysia. Retrieved June, 1 2010, from http://www.pnm.my/. Fletcher, Patricia (Ed.). (2000). World libraries on the information superhighway: Preparing for the challenges of the new millennium. Hershey, PA: Idea Group Publishing. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan pusat sumber elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. Desberg, P., & Fisher, F. (1995). Teaching with technology. Boston: Allyn & Bacon. Frenzel, C. W. (1996). Management of Information Technology. Massachussets: Boyd & Fraser Publishing Company. 46 X TOPIC 2 CONCEPT OF RESOURCE CENTRES AND SCHOOLS
Newby, T. J. (1996). Instructional technology for teaching and learning. New Jersey: Prentice Hall. Raizen, S. A., Sellwood, P., Todd, R. D., & Vickers, M. (1995). Technology education in the classroom: Understanding the designed world. San Francisco: Jossey-Bas Publishers. Schrum, L., & Berenfeld, B. (1997). Teaching and learning in the information age: A guide to educational telecommunications. Massachusets: Allyn & Bacon.
TT ooppiicc X Functions and
Roles of School 33
Resource
Centres and
Teachers
Activity Centres
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. Explain the functions and roles of school resource centres; 2. Explain the concept of teachers activity centres; and 3. Explain the objectives of teachers activity centres.
3.1 FUNCTIONS AND ROLES OF RESOURCE CENTRES IN THE TEACHING AND LEARNING PROCESS
The Education Technology Division in collaboration with state education technology divisions and state teachers activity centres are responsible for managing resource centres in schools. Every school must enhance the effectiveness of resource centres in line with the development of intelligence- based education in order to transform these centres into the schoolÊs source of 48 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
wisdom. Enhancing the collection of assorted media tools in these centres is the latest approach to assist teachers in improving their teaching techniques for the development of intelligence-based education in schools.
A school resource centre is the primary source of knowledge for schools. The primary role of these resource centres is to enhance the development and utilisation of information technology in schools. These aspirations can be made possible by expanding the functions of school resource centres. The centres are expected to create a conducive and dynamic atmosphere for teaching and learning through the effective utilisation of available resources for the active learning of information skills.
The teaching and learning process requires the interaction between four primary components which are „Student, Teacher, Approach and Materials to be taught.‰ In todayÊs scientific and technological era, materials for teaching and learning are not limited to books, writing tools and charts. Now, we have cyber-networking, e-books, audio-visual and teaching aids and sophisticated electronic gadgets such as video, television, radio, CD players and Local Area Network (LAN) which can be found in any school resource centre.
Teaching and learning that make full use of resource materials for effective presentation of suitable topics will have a greater impact and hold the interest and attention of students so that they understand their coursework better. The school can then achieve the objectives of the national education philosophy to produce individuals who are intellectually, spiritually, emotionally and physically well-balanced and have faith, confidence and obedience to God.
3.2 ROLE OF SCHOOL RESOURCE CENTRES AS KNOWLEDGE HUB FOR TEACHERS
Knowledge is information or facts that have meaning and has proven to be useful to those who possess it. Culture is a collection of norms and interpretations common to members of a particular race or community. A collection of these norms and interpretations encompass attitudes, beliefs, ways of life, traditions, mannerisms, language and the arts that have assimilated into the daily lives of members of a race or community to become their common value system.
The knowledge-culture component combines both the concepts of knowledge and culture and is defined as any knowledge-based activity that involves every level of society and is accepted in the value system of their daily lives. Teachers should be directly involved in the process of assimilating knowledge and culture within their own values, careers and communities. School resource centres play a TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 49 TEACHERS ACTIVITY CENTRES major role in accelerating this transformation. These centres can be utilised directly as a platform to launch the knowledge-culture component in schools. In other words, school resource centres must assume a major role to be the main driving force behind the assimilation of the knowledge and culture. Among the roles of a resource centre are:
(a) Collection, Storage and Distribution of Various Materials and Equipment Used to Acquire and Impart Knowledge The role of collecting, storing and distributing information is one of the main objectives in the establishment of a school resource centre. All teaching practitioners should help the administration during the process of collecting study materials and information. Help can be in the form of ideas or materials, for example, each teacher can suggest what book or teaching aid is most needed during the teaching and learning process. Teachers who could afford it could voluntarily contribute books or teaching aids to the administration of the school resource centre.
Resource centre administrators or committees need to ensure that all equipment, materials and facilities are kept in a room or building that complies with resource centre building specifications. Information materials should be neatly stored and made easily accessible when needed.
Figure 3.1: Study materials on display at a resource centre
School resource centres have become a major necessity in the quest for knowledge. These do not store only books but also teaching aids used in classrooms. Resource centres must be equipped to collect, store and distribute teaching equipment and other necessities that may be required by teachers or students to complete their classroom assignments more effectively. 50 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
Study materials to be collected, stored and distributed by resource centres are in various forms and types. This may include printed materials (hard copies) or unprinted materials (soft copies). All these materials contain information that transcend the vastness of knowledge such as in the fields of humanities, science, technology, religion, history and others.
Teaching tools also come in various forms, for example, in the form of books, magazines, brochures, film, video and audio tapes or compact discs. By using these tools and equipment, teachers and students could enrich their knowledge and widen their experience with special emphasis on teaching and learning skills.
(b) Upgrading the Quality of Teaching and Learning Skills Formal school education is expected to produce knowledgeable and capable students. Its primary aim and objective is to produce members of a future society who could play an effective role in various sectors of the economy for the development of the nation. Education that prioritises pristine values and self-reliance will produce responsible members of the society who will uphold high moral values for their country and act responsibly for their religion, society and country. Such high aspirations depend heavily on the capability of teachers to execute their functions and roles in schools.
Good teachers strive to equip themselves with the necessary skills, knowledge and expertise in the field of education. They need relevant exposure, room for creativity, dedication and responsible enthusiasm to impart knowledge and skills to their students. Teachers need to immerse themselves in the inherent values within the knowledge culture so that they can set an example to their students.
Henceforth, teachers are encouraged to instil a knowledge-driven culture in their own way of life. Making knowledge culture inherent among teachers and students is one of the ambitions embedded in the National Education Philosophy. It aimed to produce a generation with a love for knowledge so that they would wilfully assume the role of precursor and driving force towards a lifelong pursuit of knowledge.
School resource centres are expected to make available all tools and facilities required by teachers. These centres play a major role in improving teachersÊ capabilities so that they can deliver a high standard of education. School resource centres not only collect and convey vast information to teachers and students but also provide exposure to the latest thought- TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 51 TEACHERS ACTIVITY CENTRES
provoking information that challenge the way they look at things, testing the limits of their ability to think and imagine.
The quality and effectiveness of the teaching and learning process is not only dependent on a teacherÊs capability to disseminate information but also their ability to utilise various tools to convey information to students. These include video and audio tapes, floppy discs, models etc. With these tools, teachers and students can explore various approaches and techniques while teaching and learning.
For example, computer assisted learning (CAL) techniques in programmed teaching and learning will enable students to follow their studies in stages relevant to their own capabilities. The knowledge and capability of teachers in conducting such classes indirectly improve learning capabilities of students and teaching capabilities of teachers in a classroom setting.
(c) Venue for Teaching and Learning Process School resource centres equipped with facilities and tools for teaching and learning can provide a conducive teaching and learning environment. Seminar and audiovisual rooms available at resource centres provide a comfortable environment for teaching and learning. Access to the Internet enable students to acquire up-to-date information swiftly while teaching aids can easily be acquired from relevant rooms where audio-video terminals make learning and teaching more effective.
(d) Advisory and Consultation Services School resource centres managed by experienced teachers can function as advisory and consultative service centres. The school resource centre committee makes suggestions and proposals for the successful implementation of the school curriculum.
Advice and consultation are provided when needed and in various forms such as tutorials and training sessions, workshops, courses, exhibition interviews, discussions, dialogues or any other approaches that provide input and encourage interaction between teachers, media personnel and students.
Advice and consultation do not only encompass the imparting of knowledge and experience but also in aspects such as safety, proper operation and maintenance of equipment, as well as production of materials. All these are within the same objective, which is to improve the efficiency and productivity of the teaching profession. 52 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
3.3 ROLES AND FUNCTIONS OF SCHOOL RESOURCE CENTRES
School resource centres have various roles and functions in accordance with the original objectives of inculcating the knowledge culture among its denisens. The following is a discussion outlining these roles, which are:
3.3.1 As a Centre for Knowledge
A resource centre is a repository of various collections of materials and teaching tools that are useful to teachers and students in seeking information and knowledge. Resource centres contain a collection of knowledge from various fields, which can be used for valuable referencing. The world of knowledge has expanded and will continue to expand and develop. The introduction of the Internet, which has enabled the fast acquisition of the latest up-to-date information, presents a new challenge to school resource centres. Apart from assuming a traditional role of storing teaching materials and tools, a school resource centre should also provide these services.
The latest disturbing issue is that too much information is currently available outside the school compared to what is acquired from schools, thus forcing uncontrolled acquisition of knowledge to happen from outside. School administrators should think of a structured mechanism that can facilitate the assimilation of external knowledge into the centres more effectively through proper and systematic planning and utilisation. This process will then undoubtedly enhance the schoolÊs image as a centre for knowledge.
3.3.2 As a Venue for Discovery
Resource centres that collect and distribute or make available information and knowledge should include material consisting of various sources of discovery, innovation or products of extensive research and analysis. Copies of student assignments and projects should also be included as part of the valuable collection of resource centres.
To enhance the effectiveness of resource centres as centre for discoveries, students need to be equipped with the ability to face the challenges of change critically. Resource centre activities could play an active role in promoting and developing studentsÊ ability to think, create, imagine and innovate. In other words, resource centres promote sessions to collect ideas for various activities to TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 53 TEACHERS ACTIVITY CENTRES enhance innovation and develop new inventions. Activities introduced or provided by resource centres should encourage them to make discoveries.
3.3.3 As a Centre for Learning
School resource centres should provide rooms and specially designated areas for students to engage in learning activities. This would help them in reinforcing their understanding of what they learned in the classroom. Resource Centres can complement classrooms. For example, they could provide audiovisual equipment that can read compact discs containing study material that enable students to increase their understanding. With such facilities, students could enhance their interests, inclinations, talents and capabilities to seek and utilise knowledge effectively.
3.3.4 As a Teaching Centre
Resource centres do not only provide teachers with a place to teach effectively with the use of the facilities and services available. They also encourage frequent and structured interaction with other teachers and students. Both teachers and students can conduct learning activities there. A comfortable environment coupled with a sufficient collection of exciting material and suitable equipment usually makes teaching in resource centres more effective.
3.3.5 As a Centre for Professionals
Activities in school resource centres can enhance professionalism among teachers. These activities encourage and optimise the use of teaching equipment and materials, including proper procedures and control of projects. School resource centres can become a centre for conducting professional activities such as research, especially on action planning for schools. This includes structured in- house training. As activities are held from time to time, they could enhance the role of resource centres as a source of research materials, deliberations and presentation of results.
3.3.6 As a Public Relations Centre
Parent-Teacher Associations (PTA) act as a bridge that link the school with the public. A similar role could be played by school resource centres, specifically in knowledge-related activities with emphasis on the teaching and learning process. A society that loves knowledge will become ardent users and contributors of knowledge. School resource centres need to utilise all available resources 54 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
effectively which includes sources from the public. Effective utilisation of public sources will encourage a close-knit and meaningful two-way communication between the school and the public, in line with its role as a social institution.
In a broad sense, the roles and functions of school resource centres can be summarised as follows: (a) Serve as a central agent for the acquisition, production, organisation and distribution of educational and learning materials much needed by students and teachers. (b) Serve as a centre for knowledge that provides materials that can be utilised individually or in groups. (c) Serve as a place where teachers can select teaching materials that can be used in classrooms or at home. (d) Serve as a communication centre between the school and other services such as the Public Library, the Malaysian Film Depository, University Libraries etc. (e) Enable teachers and students to acquire material belonging to the school that has relevance to education. (f) Provide guidance to teachers and students on how to locate, own, produce and use materials suitable to their needs and objectives. (g) Evaluate and update the materials in its possession from time to time. (h) Ensure that the materials produced or acquired are relevant to the school curriculum. (i) Plan and update all materials and services in line with the most recent developments in curricular and co-curricular activities. (j) Provide duplicating equipment inclusive of audio-video recording equipment and services wherever possible. (k) Ensure that all planning is in tandem with current needs. Concerted efforts should be made to keep in touch with the latest developments in curricular and co-curricular activities. (l) Possess all teaching and learning materials that it produces or has acquired that are kept relevant and current with the requirements and needs of the school curriculum. (m) Ensure that all equipment and materials stored are in good working condition. Damaged equipment must be sent for repair immediately.
TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 55 TEACHERS ACTIVITY CENTRES
(n) Evaluate the relevance, usefulness and condition of all materials and equipment before accepting them. (o) Provide guidelines for teachers and students on how to search, choose, produce and utilise materials in accordance with their needs and requirements.
SELF-CHECK 3.1
1. Explain and expand on the tasks of school resource centres as a teaching knowledge hub for teachers. 2. State and briefly explain the roles and functions of school resource centres.
3.4 TEACHERS ACTIVITY CENTRES
Teachers Activity Centre (TAC) are units formed under the State Educational Technology Division (SETD) under the jurisdiction of the Educational Technology Division of the Ministry of Education. Teachers activity centres were intended to provide support services and training of teachers on the use of education technology in the teaching and learning process. Teachers activity centres provide services to groups of schools. Thus it is common to find more than one centre within an educational district.
(a) Vision Towards the culturalisation of media technology at the school level.
(b) Mission Construct, improve and epitomise the usage of educational technology in a creative and innovative approach to the teaching and learning process.
3.5 TASK OF TEACHERS ACTIVITY CENTRE
Teacher activity centres have the following tasks: (a) Plan and coordinate annual activities of the centres. (b) Supervise the execution of programmes planned and approved. (c) Prepare the annual budget of the centre. (d) Manage and control the expenditure of the centres. 56 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
(e) Prepare the annual reports of the centre. (f) Plan for the professional training of education technology officers. (g) Act as the help desk for Smart Schools.
3.6 CONCEPT OF TEACHERS ACTIVITY CENTRE
On the overall, a resource centre has four concepts: (a) Institute for education (b) Cultural exchange (c) Democratisation (d) Networking between resource centres
3.6.1 Institution for Education
The administration of the teacher activity centre is under the Educational Technology Division. The first concept of a teachers activity centre is as an institution for education. To fulfil this concept, a teachers activity centre must provide equipment, venue and activities that will encourage teachers to acquire the knowledge necessary for the teaching profession.
A good teachers activity centre provides a conducive environment for teachers to conduct discussions, seminars, meetings and other knowledge-enriching activities. Activities must be planned and executed with the objective of enhancing the quality of teaching and learning in schools. These activities must be in tandem with the current needs as planned by their local administrators.
A teachers activity centre should be provided with the latest technologies to enhance teaching and learning in schools around them. In addition, employees of the centre should be trained in the operational skills of the technology to enable them to advise and guide teachers in making the best use of the newest equipment available for teaching.
Apart from its role towards teachers within the vicinity, teachers activity centres can provide and convey information on education to parents and local representatives of the community. In that way, teachers and members of the community will be able to benefit from the recent developments in education, including changes in national policies. TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 57 TEACHERS ACTIVITY CENTRES
3.6.2 Culture of Sharing
Teacher activity centres should promote the culture of sharing among teachers within the same area. Teachers activity centres need to provide a venue for these teachers to meet and share their thoughts and views. The culture of sharing emphasises values such as friendship, cooperation, willingness to help or provide assistance by imparting knowledge, ideas, expertise or equipment.
This spirit of togetherness and acting as a team among teachers will not only improve the teaching profession but also promote a caring society. Teachers activity centres should make available the latest technology to be shared among teachers.
Figure 3.2: TAC is intended to encourage teachers within a locality to interact
3.6.3 Democratisation
The digital divide between urban and rural areas needs to be bridged so that the rural community can also benefit from the digital age. This includes an opportunity to acquire high-quality education, especially in rural communities.
Thus, teachers activity centres need to promote the concept of democratisation of education by providing Internet broadband facilities. Doing so will allow teachers in rural areas to have access to the latest information on teaching and learning. Teachers activity centres in rural areas should be provided with the latest facilities for teaching to enable teachers in rural areas to have the same experiences as those teaching in urban areas. 58 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
3.6.4 Networking between Resource Centres
Teachers activity centres form a network with school resource centres within the vicinity to enhance their role as an agency under the administration of the Education Technology Division. To optimise the utilisation of materials in school resource centres, teachers activity centres can promote sharing between them. Teacher activity centres receive full assistance from the State Educational Technology Division through the resource centre Management unit and the resource centre Management Sector of the Education Technology Division in the operation of teachers activity centres to help manage school resource centres.
As an agency under the Ministry of Education, teachers activity centres are seen as part of the ongoing education resource networking concept, which includes school resource centres, the Education Technology Unit, the State Department of Education, the Education Technology Division, the State Education Technology Division, the Ministry of Education and other education agencies. Teachers activity centres provide facilities for the production of teaching aids, books and reference materials and conducting courses for teachers at district level. Thus, cooperation, mutual understanding and interaction between teachers activity centres and other agencies under the Ministry of Education will greatly enhance their infrastructure.
3.7 OBJECTIVES OF TEACHERS ACTIVITY CENTRES
The four concepts explained above are the basis for the 11 objectives of teachers activity centres, which are to: (a) Improve quality through a structured teaching and learning process. (b) Conduct research on the effectiveness of current teaching and learning methods. (c) Investigate and jointly resolve issues in the teaching and learning process faced by teachers. (d) Instil enthusiasm and continuing interest in teachers towards enhancing the quality of their professionalism. (e) Build and reinforce a fighting spirit, a sense of resilience and competitiveness among teachers. (f) Improve the image of teachers through training and consultancy in line with the school curriculum. (g) Impart knowledge and promote educational innovation. TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 59 TEACHERS ACTIVITY CENTRES
(h) Bridge the gap between schools with respect to sharing educational facilities. (i) Provide facilities for teachers to host constructive social activities. (j) Promote communal cooperation in whichever location teachers are placed. (k) Promote good ties with the corporate sector so that students get opportunities to participate in economic and industrial development.
All 11 objectives can be categorised under four broad guidelines:
(a) Transform teachers activity centres into institutions that develop and improve teaching methodologies Research are conducted with the objective of improving the effectiveness of teaching and learning processes. With this transformation, it is hoped that teachers will be motivated to upgrade their own professionalism.
(b) Develop teachers activity centres into institutions that enhance academic excellence in all subjects for schools within their vicinity Teachers activity centres must be committed to teachers who seek to identify classroom problems and strive to solve them as a group. Teachers will come together and be provided with the latest information on developments, innovations and national policies on education.
(c) Enhance the capability of teachers activity centres as institutions that produce and supply teaching aids Teachers activity centre administrators must equip their centres with the latest educational technology. By doing so, these centres could supply teachers with adequate and up-to-date teaching aids. The centres can also collect, store and distribute the latest educational technology to teachers. To ensure that the educational equipment are properly and effectively utilised, teachers activity centre offices should also provide advice on how to operate equipment such as video, the Internet and so on.
(d) Act as a social centre for teachers Teachers activity centres should provide a special venue to encourage social interaction between teachers within the community. This could foster close ties between teachers as well as with the local community.
60 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
SELF-CHECK 3.2
1. State the tasks of a teachers activity centre. 2. State and explain the concepts of a teachers activity centre. 3. State the eleven objectives of a teachers activity centre.
3.8 FUNCTION OF TEACHERS ACTIVITY CENTRES
To achieve the objectives listed earlier, teachers activity centres need to assume the role that is most relevant to the needs identified by teachers or by others as required by the school curriculum.
The five major roles of a teachers activity centre are as: (a) A centre for professional curricular activities for teachers; (b) A professional resource centre for teachers; (c) A social activities centre for parents and teachers; (d) An agent for educational change; and (e) An agent that provides solutions to issues on education.
3.8.1 A Centre for Professional Curricular Activities for Teachers
Teachers activity centre coordinators need to assume the role of advisor, facilitator, presenter and driver for professional activities. The centre should be a place where teachers can come and discuss and seek advice on their professional and curricular matters. Teachers can plan and build teaching and learning aids through discussions, seminars, courses and workshops organised according to the needs of teachers within the vicinity.
3.8.2 A Professional Resource Centre for Teachers
Teachers activity centres are professional resource centres because they collect, store and distribute books, references, audio-visual material and equipment which are ready for use or loaned to teachers. Teachers activity centres act as an agent for the dissemination of information on recent developments within each TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 61 TEACHERS ACTIVITY CENTRES locality, within the country and abroad. They are also agents for research on materials for teaching and learning, including making available facilities to produce various material suitable for the locality. In other words, these centres provide a central depository for professional books in general as well as equipment, repo-graphic audio-visual services and computers. Teachers activity centres encourage and expand the use of resources for classroom activities.
3.8.3 A Social Activities Centre for Parents and Teachers
Teachers activity centres can provide suitable facilities for teacherăteacher interaction in order to organise social, cultural, recreational, the arts and activities involving the welfare of the community. Social activities will enhance team spirits, understanding and unity between teachers and the community. These activities help foster good relations between the school and the general public, the government and the private agencies.
3.8.4 Agent for Educational Change
Teachers activity centres are agents for change, facilitating the execution of programmed changes in the process of improving education to suit current needs. Teachers activity centres also function to update teaching and learning methods that emphasise the use of Internet networking and other educational technologies. Teachers activity centres should encourage change-inducing discoveries by teachers within its vicinity. These discoveries can be made through individual or group efforts by, collecting and expanding ideas, by innovation and creativity, by encouraging the harmony of traditional with modern elements or by merging foreign with local elements depending on current needs of the community.
3.8.5 An Agent that Provides Solutions to Issues on Education
Teachers activity centres provide solutions to problems. This is evident from their three functions from the aspect of human resource, skills and facilities. From the perspective of humanity, teachers activity centres initiate and enhance professionalism; promote the spirit of serving; as well as advise and guide students, parents and the community on good values. Teachers activity centres could share ideas, efforts and expertise. 62 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
3.9 MISSION OF TEACHERS ACTIVITY CENTRES
Stimulating the creation of world-class education is the mission of teachers activity centres in the new millennium. The mission of the centres cannot be separated from the mission of the State Education Technology Division, the Education Technology Division and the Ministry of Education since they are closely connected. Their vision and objectives for the future of the country must be integrated to achieve an excellent, illustrious and distinctive education policy.
In the Ninth Malaysia Plan, RM158 million has been provided for the Education Technology Division for the execution of several projects and activities with the objective of achieving the targets that have been set under the Educational Development Master Plan. Among the projects and activities to be executed within the next five years, which is from 2006 to 2010 are to epitomise the functions and roles played by the Education Technology Division, the State Education Technology Division and teachers activity centres.
These include: Creation of New Positions, Improved Referencing at teachers activity centres, Infrastructional Development of teachers activity centres, Information and Communication Technology Training; and Projects and Other Activities. These are explained below.
3.9.1 Creation of New Positions
From the perspective of administrative and operational management, the Education Technology Division plans to create an additional position to assist coordinator teachers already existing in each teachers activity centre. This addition is to ensure that teachers activity centres are able to achieve their objectives and play a significant role in line with the execution of the various school programmes towards culturalising the use of multimedia technology in schools. By 2005, approximately 727 positions were to be created in the Education Technology Division, the Ministry of Education and the agencies under them. All this is for the purpose of reinforcing the efforts made towards the assimilation of Information and Communication Technology in the national education programme under the Ninth Malaysia Plan.
Former director of the Education Technology Division Datuk Yusoff Harun informed that the total staff force for the whole division and agencies under it had touched 2,229 compared to 1,492 the year before. The 1,101 new appointments were solely due to additional staffing in teachers activity centres.
TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 63 TEACHERS ACTIVITY CENTRES
Currently, teachers activity centres are managed by coordinator teachers appointed from among non-graduate teachers responsible for the administration and management of the centres. The Education Technology Division hopes to upgrade the staff requirement for coordinators to graduate teachers. This is expected to achieve a more professional management for teachers activity centres. Apart from that, by upgrading the position it is anticipated that teachers activity centres will be able to fulfil their role effectively and focus on supervision of schools and provide assistance on information and communication technology.
Many teachers activity centre coordinators do not have the knowledge or the relevant qualification to properly manage the teachers activity centres. It is hoped that by creating new positions for teachers activity centres the quality of services can be upgraded and indirectly acquire the respect of teachers and school principals within its jurisdiction. In other words, creating and upgrading these new positions will change the attitude of some school principals and teachers who refuse to use the Information and communication technology facilities in teachers activity centres.
Apart from the issues above, the lack of staff to manage the daily affairs of the teachers activity centres can be resolved by the creation and upgrading of the new positions at teachers activity centres. Currently, a large number of teachers activity centres here are managed by coordinators without the necessary support staff. The coordinators have to do administrative and management duties by themselves, from preparing and printing reports, executing marketing, including janitorial and landscaping duties for teacher activities centres. Thus it is no surprise why some teachers and school principals look down upon teacher activities centre coordinators.
3.9.2 Information and Communication Technology Training
The Education Technology Division is in the process of upgrading teachers activity centres nationwide to become one-stop stations that can provide expertise in the latest and updated information and communication technology (ICT) to teachers. The proper use of ICT is in line with the concept of intelligence- based schools throughout the country as part of the Ninth Malaysia Plan. In order to fulfil current needs, teachers activity centres need to redirect their objectives towards the assimilation and use of Information and Communication Technology as part of their working culture that will enhance the effectiveness of teaching and learning.
64 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
The Education Technology Division training will focus on three foundations of Information and Communication Technology. The three foundations are: (a) The basics of Information and Communication Technology (ICT); (b) Application of ICT in the teaching and learning process; and (c) Technical Training on the maintenance of ICT equipment.
In the meantime, the Education Technology Division will provide adequate information and communication technology training to all coordinator teachers of teachers activity centres to ensure that they are capable of distributing the latest educational information in line with the Intelligent Mind Programme in schools.
With the serious effort made, the Education Technology Division hopes to train 20,000 teachers per year in order to enforce the use of information and communication technology. Thus as an effort to make the projects come true, teachers activity centres need to become the main platform for training. The target group selected for training will come from head trainers, ICT coordinator teachers in Smart Schools, school principals and headmasters, senior teachers, afternoon supervisors and technical staff.
Based on the Ninth Malaysia Plan, at least 95% of teacher activities centre officers need to undergo a minimum of 7 days education technology training per year. Beginning year 2006, within 5 years, teachers activity centres throughout the country will be actively organising ICT training to target groups which are teachers within their vicinity. To ensure that ICT based training programmes achieve their objectives effectively, the Education Technology Division will cooperate with several other divisions of the Ministry of Education such as the Curricular Development Centre, School Division and Teachers Education Division.
One of the functions of teachers activity centres is bridging the gap that exists between rural and urban education. Through the Ninth Malaysia Plan, one of the aims of the Malaysian Ministry of Education is to bridge this digital divide, which is the difference in the ability to access ICT facilities between locations and the assimilation of ICT skills among students and teachers. To bridge this digital divide, the Ministry of Education plans to provide computer labs, computer access centres, additional computers and networking between schools through the use of SchoolNet broadband, etc. TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 65 TEACHERS ACTIVITY CENTRES
3.9.3 Infrastructural Development of Teachers Activity Centres
The Ministry of Education is also gearing to improve the welfare of its community by providing a conducive working environment which includes repairing and upgrading departmental buildings and teachers activity centres to ensure the full commitment to maintaining an exceptionally high quality of work. Not all teachers activity centres are in their own buildings. Some were forced to be set up using old school buildings or had to share with other school premises.
Approximately RM36,250,000 has been allocated for the construction of new teachers activity centre buildings and sufficient educational facilities under the Ninth Malaysia Plan. With available funds to provide a more comfortable venue it is hoped that the efficiency and effectiveness of existing management, administration and leadership will be improved.
3.9.4 Improved Referencing at Teachers Activity Centres
In the Ninth Malaysia Plan, the Education Technology Division will have the latest media and communication facilities in teachers activity centres. All this is for the purpose of providing effective services to promote the utilisation of resources as well as training in ICT to teachers. This is to ensure teachers activity centres remain relevant as the main resource referencing centre for teachers within their vicinity.
However, the greatest challenge in transforming teachers activity centres into resource reference point for teachers is their lack of numbers. Currently the ratio of the number of teachers activity centres compared to the number of schools (primary and secondary) is 1:20. This translates to be 1 teachers activity centre to fulfil the needs of 20 schools. From the perspective of management and administration, only 1 coordinator to provide services to 20 school principals and possibly to more than 50 teachers.
Due to such extremely high ratios, teachers activity centres are unable to fulfil its role as a resource reference point for teaching and learning materials effectively. Thus it is no surprise if teachers find that the reference resources made available in teachers activity centres are insufficient to fulfil the teachersÊ need and requirement for reference material, especially in the field of teaching and learning. 66 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
3.9.5 Projects and Other Activities
Teachers activity centres are always ready to cooperate, not only with the Education Technology Division and the State Education Technology Division. In fact, teachers activity centres provide cooperation with agencies outside the Ministry of Education, for example the National Science Centre (NSC), the Ministry of Science, Technology and Innovation (MOSTI). Through close cooperation between the agencies under the Ministry of Education and those outside the Ministry it is anticipated the programme will enhance the teachers style and method of teaching and learning. Trough this cooperation the teaching and learning process in schools will be more exciting in order to attract the studentÊs interest.
Through the cooperation between the National Science Centre, the Ministry of Science and Technology and teachers activity centres it is hoped that the learning experience for science will be made more exciting through interactive hands-on exhibition material which makes learning fun. Apart from that, this programme will help improve the diversity of teaching techniques through learning activities.
Apart from that, other efforts to improve teachers activity centres should be mobilised such as the ones listed below. (a) Strive to culturalise the use of information and communication technology (ICT) in schools; (b) Assist in the execution of Teaching Mathematics and Science in English programme (ETeMS); (c) Provide the training necessary to ensure the success of Teaching Mathematics and Science in English programme (ETeMS); (d) Provide education to enhance consciousness on the importance of good management in school resource centres; (e) Directly assist in improving the professional level of teachers; (f) Provide necessary backup services needed by school resource centres and ICT projects; (g) Provide advice and facilities for the development of ICT; (h) Conduct training courses as planned; (i) Produce materials for teaching and learning to help schools within their vicinity; and (j) Accept visits from local and foreign educational agencies. TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 67 TEACHERS ACTIVITY CENTRES
The success of the Educational Development Master Plan under the Ninth Malaysia Plan depends on the capability of the management, administration, presentation, monitoring and evaluation of itsÊ efficiency and effectiveness under the Ministry of Education. These factors, including cooperation and commitment of the whole community under the Ministry of Education such as the State Education Technology Division and teachers activity centres all the way to school level regardless of whether they are in urban, rural or areas in the deep interior.
SELF-CHECK 3.3 1. State and explain the functions of a teachers activity centre. 2. Discuss the mission of a teachers activity centre.
• The Education Technology Division in cooperation with the State Education Technology Division and the teachers activity centre are responsible for the management of school resource centres in every school. • School resource centres are the primary source of knowledge for schools. • Resource centres mobilise and enhance the development of technology and the preparation of knowledge for the school community. • The management committee of resource centres or their administrators need to ensure that all equipment, materials and knowledge-based facilities are kept in special rooms or buildings that comply to resource centre safety specifications. • Resource centres must collect, store and distribute equipment and other related necessities to assist teachers and students in their classroom assignments effectively. • Responsible teachers strive to impart the latest knowledge and skills to their students. • School resource centres help teachers to equip themselves with skills suited to their profession. • School resource centres managed by experienced teachers can extend the function of these centres to provide advisory and consultancy services. • School resource centres need to provide various rooms and spaces to enable students to conduct study activities. 68 X TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND TEACHERS ACTIVITY CENTRES
• School resource centres can be a centre for various professional activities such as research, specifically action planning and school-based analysis and in- house training. • A teachers activity centre is a unit established under the State Education Technology Division under the Education Technology Division of the Ministry of Education. • A teachers activity centre provides collective services to support teachers from various schools within their vicinity. • Teachers activity centres convey education-related information to parents and local community leaders. • Teachers activity centres form a network to assist in improving the management of school resource centres and is also an agency under the administration of the Education Technology Division. • Teachers activity centres can improve and fine-tune teaching methodologies. • Teachers activity centres can enhance academic achievements in all subjects for schools within their vicinity.
Agent for change in education Digital divide Agent for solving educational issues Information age Agent of change Institute for education Centre of discovery Local networking Centre of knowledge Network of resource centres Centre of learning Networking between resource centres Centre of professional curriculum for Professional centre teachers Public relations centre Centre of social parent teacher Teachers professionalism resource activities centre Culture of sharing Teaching centre Democratisation Teaching methodology TOPIC 3 FUNCTIONS AND ROLES OF SCHOOL RESOURCE CENTRES AND W 69 TEACHERS ACTIVITY CENTRES
Faridah Abdul Manaff, & T. Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995). Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman. National Library of Malaysia. Retrieved June, 1 2010, from http://www.pnm.my/. Fletcher, Patricia (Ed.). (2000). World libraries on the information superhighway: Preparing for the challenges of the new millennium. Hershey, PA: Idea Group Publishing. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan pusat sumber elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. Desberg, P., & Fisher, F. (1995). Teaching with technology. Boston: Allyn & Bacon. Frenzel, C. W. (1996). Management of information technology. Massachussets: Boyd & Fraser Publishing Company. Newby, T. J. (1996). Instructional technology for teaching and learning. New Jersey: Prentice Hall. Raizen, S. A., Sellwood, P., Todd, R. D., & Vickers, M. (1995). Technology education in the classroom: understanding the designed world. San Francisco: Jossey-Bas Publishers. Schrum, L., & Berenfeld, B. (1997). Teaching and learning in the information age: A guide to educational telecommunications. Massachusetts: Allyn & Bacon.
Topic X Topic Management
and Resource 44
Centre
Administration
Stages
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. State factors and ways to manage an effective resource centre; 2. Discuss the basic principles of resource centre management; and 3. Explain effective ways to manage a school resource centre.
X INTRODUCTION
In the 21st century, the world of education has to face a lot of challenges due to information explosion, the existence of the Multimedia Super Corridor and Smart schools. The management of information today has become complex due to the advances in knowledge, collection methods and resource organisation, as well as the increase of resources. Therefore, we have to be skilled in administrating and managing a school resource centre. TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 71 STAGES
4.1 MANAGEMENT Managing is a social process that can produce positive effects in building an organisation. A manager is responsible in leading an organisation towards relevant decision-making in order to create effective resources. Administrating and managing is a process that integrates management factors of manager, materials, manpower and money.
4.1.1 Management Factors (4M)
(a) Manager Managing is the most important aspect in establishing an effective resource centre and achieving its objectives. A school resource centre manager does not only have to manage academic materials in the resource centre by collecting, storing and distributing printed and non-printed materials.
A resource centre coordinating teacher manages the resource centre. He also has to manage the infrastructure, services and manpower so that the centre runs smoothly on its intended course. Various patterns and ways of management can be practised by the manager according to current needs and demands.
(b) Material A good resource centre must produce relevant, up-to-date teaching and learning materials. The centreÊs manager must have a working knowledge of materials and equipment needed in a resource centre. These materials must be well-kept to avoid damage. They must be arranged and stored in good condition.
Therefore, a well-managed and effective school resource centre not only has a collection of good and current materials, but also stores its collections and materials well and provides easy access to materials, collections and equipment for its users.
(c) Manpower A resource centre with well-managed human resources could provide good service to its users. Thus, human resources is very important in resource centre management. A school resource centre needs trained personnel. Although a resource centre might have enough manpower, lack of skill and unequal distribution of work not based on specialisation would cause human resources to be poorly managed. 72 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
A resource centreÊs workforce is divided into two categories: professional and support. The professional workforce consists of media experts. They are trained, knowledgeable and skilled in matters regarding media and education. They hold the posts of specific rooms coordinator like audio- visual coordinator, teaching aid coordinator, library coordinator and so on. The support workforce comprises the junior general assistant, clerks and media assistants. They assist in tidying up the library, cataloguing resource materials, clerical work and so forth.
(d) Money Money is an important factor in a successful organisation. Financial management encompasses the process of making and spending money. A good manager must think of ways to make and manage money. In managing a resource centre, a manager must know the financial source and allocation total provided for schools.
Besides the allocation, a good manager must also find other financial sources. However, a large amount of financial sources would still not be enough if there is no proper financial management. Instead, it will result in wastage. Therefore, a resource centre manager must think of appropriate ways to utilise the money.
4.2 A WELL-MANAGED SCHOOL RESOURCE CENTRE
A school resource centre has to be managed well to make it a knowledge powerhouse. It collects, stores and disseminates information effectively. Among the requirements for a well-managed resource centre are as follows: (a) The manager must prepare the centreÊs authority file, filing system and desktop file; (b) The centre must be systematically and effectively managed using the latest technology; (c) The centre must be in a strategic location so that it is easily accessible to its users; (d) The centre must have relevant, interesting and up-to-date collection of resources; (e) The services employed by the centre must be used optimally; (f) The centre must plan and carry out various activities to attract users; and TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 73 STAGES
(g) The centre must be able to attract the cooperation of outside communities in terms of usage and contribution.
4.2.1 Basic Principles in Managing a School Resource Centre
The basic principles in managing a school resource centre are that it must: (a) Prepare services that cater to its customers and users; (b) Make promptness its first priority; and (c) Have a secure and efficient financial management.
4.2.2 Steps in Managing a Resource Centre
There are several necessities or steps that must be taken in managing an effective resource centre. They are:
(a) School Resource Centre Organisation In managing an effective school resource centre, a manager has to construct and establish a Central Committee, Working Committee and Prefect Committee for the centre. The organisation in setting-up a school resource centre Prefect Committee has to follow a hierarchy. The division of work in the organisation must be clear so as to avoid overlapping of job specification. (i) School resource committee • It has three sub-committees; central committee, workforce committee and prefect or assisting committee; and • All three work as a team to build the best school resource centre. (ii) Central committee • This committee makes all the decisions and designs important policies in the management of the resource centre. • The principal is the chairman, the Senior Assistant 1 is the vice- chairman and the school resource centre coordinator is the secretary. • The committee members comprise of senior assistants, senior subject teachers and the PTA representative. • In order to deal with the needs and weaknesses of the resource centre, the committee must carry out periodic meetings each month. 74 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
• In general, the responsibilities of the committee are as follows: − Plan and implement the resource centreÊs objectives and policies and use them as guidelines in every action taken. − Prepare a sufficient yearly budget so that the centre could provide excellent service to the school community. − Distribute sufficient financial allocation to every division of the committee. Enough financial allocation would allow the division to operate optimally. − Accept, assess, study and approve programmes related to the school resource centre. − Prepare and present the annual report to the administration stating the progress and weaknesses of the school resource centre. − Efficiently manage the services of the school resource centre and strive to make it satisfying for its users in terms of quality and service.
Figure 4.1: Central school resource centreÊs organisational chart
The duties of the Central School Resource Centre Committee chairman are as follows: (i) Chair the resource centre administration meeting. If he is unable to do so, the vice-chairman should take his place; (ii) Thoroughly study the progress and weakness report of the resource centre regarding the material needs of the centre; TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 75 STAGES
(iii) Approve the financial allocation and distributing it to various divisions; (iv) Discuss and approve the activities of the resource centre with the assistance of the committee members; and (v) Ensure that all resource centre programmes adhere to the objectives.
The duties of the Resource Centre Implementation Committee secretary are to: (i) Prepare the minutes of the meeting and a written report on activities, gatherings and meetings; (ii) Assist the chairman in coordinating all proposed and implemented programmes; (iii) Plan the estimated management budget and development of the overall resource centre operation with the assistance of the committee members; (iv) Prepare a complete resource centre annual report and hand it over to the administration; (v) Discuss and acquire the resource centreÊs extra management and development expenditure allocation from the administration when necessary; (vi) Plan and implement development and information enrichment programmes among resource centre personnel and the school community; (vii) Give assistance, advice and expertise to those who need them; (viii) Encourage, motivate and promote ways to utilise the various education media that can be found in the resource centre to teachers and students; and (ix) Act as liaison between the school and government as well as private agencies in issues relating the resource centre.
The duties of the committee members are as follows: (i) Assist the committee in planning and implementing the school resource centre programmes; (ii) Volunteer expertise in their field of study in order to develop a school resource centre that is relevant for all disciplines; and (iii) Assist the committee in developing a good rapport with the PTA in terms of communication and finance. 76 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
(iii) School resource centreÊs working committee The duties of the committee members are as follows: • Carry out duties concerning management, organisation, product and usage of the school resource centre as planned by the central committee; • Act on implementing the activities of the school resource centre; • The resource centre management committee is headed by the school Principal as chairman; • The chairman will give advice, views, and comments and is responsible for activities and work done by the school resource centre working committee; • The chairman is fully assisted by the academic senior assistant who acts as the vice-chairman; • The School Resource Centre Administration Secretary is the School Resource Centre Coordinator; • The secretary ensures that all work and projects can be carried out, as well as assist by giving views and advice to the working committee; • The secretary gives suggestions to the chairman regarding the committee; • The committee members consist of the library coordinator, audio- visual coordinator and teaching aid coordinator according to their expertise; and • The committee members also have their own committee. TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 77 STAGES
Chairman (School Principal)
Vice-chairman (Senior Assistant Academic)
Secretary (Resource Centre Coordinator)
Committee Member Committee Member Committee Member Library Audio-visual Teaching Aid Coordinator Coordinator Coordinator
Figure 4.2: School resource centre is central committee organisational chart
The duties of a Library Coordinator are to: • Determine the administration, purchasing and usage policy of the library; • Ensure that the library is professionally managed, tidy and user- friendly; • Ensure that the cataloguing is always in order and updated to facilitate users; • Assist the working committee in planning the annual estimated budget for the library and keep a record of the library material expenditure; • Plan and actively think of services needed by the users; • Work towards obtaining feedback regarding the libraryÊs services; • Actively assist the committee in encouraging the school community to use the library; • Obtain the cooperation of teachers in choosing and ordering books, magazines and other suitable materials; 78 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
• Evaluate and check the bibliography and catalogue from publishers or certain sources in order to determine the types of books that need to be purchased; and • Do stock checking at the end of each year.
The duties of an Audio-Visual Coordinator are to: • Assist the committee in planning the annual estimated budget on audio-visual equipment in terms of needs and organisation; • Prepare annual report in a statistical form on the frequency of audio-visual aid usage to see usersÊ need for AV materials; • Come up with a system or regulation on borrowing of audio- visual equipment; • Ensure that users write neatly in the userÊs audio-visual record book to facilitate analysis of the frequency and need for audio- visual equipment; • Record all supplies or equipment and software received or purchased in the stock book; • Classify and catalogue audio-visual aids so as to facilitate easy access for users; • Ensure that the audio-visual materials are in good condition and to report any damages to the school resource centre coordinator; and • Assist the committee in organising audio-visual aid campaigns and programmes.
The duties of a Teaching Aid Coordinator are to: • Assist the committee in planning the annual estimated budget and prepare the annual report on the use of teaching aid materials; • Come up with a borrowing system or regulation of teaching aid materials; • Find ways to increase the teaching aid materials by personally creating them; • Record all equipment supplies and software materials received or purchased in the stock book; • Ensure that users write neatly in the userÊs teaching aid record book to facilitate analysis of the frequency and need for new teaching aid; TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 79 STAGES
• Classify and catalogue teaching aids so as to facilitate easy access for users to use them; • Ensure that the teaching aids are in good condition and to report any damages to the school resource centre coordinator; and • Organise teaching aid campaigns and programmes.
The duties of a Resource Centre Assistant are to: • Assist the coordinator in classifying and cataloguing books as well as prepare an up-to-date catalogue; • Ensure that the resource centre is always neat and tidy and that cleanliness is always observed; • Assist and support the coordinator in all resource centre programmes concerning services; and • Assist the resource centre users in borrowing and looking for materials.
(iv) Prefect/assisting committee • The coordinating teacher as chairman. • Students are appointed as resource centre prefects to assist in monitoring the resource centre as well as decorate and tidy the centre. • The appointed students must be honest and willing to work. • In the initial stage, discussion on and selection of committee members have to be done. • The monitoring of the resource centre work schedule is done by the committee under the advice of the resource centre coordinating teacher. • Every class must be represented by a resource centre prefect.
(b) Preparing the General Guidelines The management must decide on the School Resource Centre customer vision, mission, aim, objective and charter. The aspects that need to be stressed on by the centreÊs coordinator in preparing the general guidelines are policy and regulation.
Several things have to be thought of in preparing a School Resource Centre Policy. The policy must follow that of the National Education Philosophy and the National Education Plan. It must be based on the School Policy and the current needs of the Education Ministry. 80 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
In outlining the resource centre regulation guidelines, two aspects must be kept in mind: the students and the teachers. Students need to be able to use the school resource centre to the optimum. In designing the school resource centreÊs regulation guidelines, students should be given the optimal chance to obtain the centreÊs services and facilities in order to improve their learning abilities. Teachers are responsible for teaching, so they need to use the resource centre as much as possible so as to improve the quality of their teaching.
Below is an example of School Resource Centre regulation guidelines: (i) General regulation • The Smart Card application form can be obtained with a fee of RM0.20. • Smart Cards will be charged a fee of RM2.00. The Smart Card is used to borrow books from the General and Reference Sections. • Borrowing durations are as follows: − General Section ă Borrowing duration two weeks − Late return Fine ă RM0.20 per day (including holidays) − Reference Section ă Borrowing duration is three days − Late return Fine is RM0.30 per day (including holidays) • Students can borrow two books from the General Section and one book from the Reference Section. • Teachers, Resource Centre Prefects and school personnel (clerks, laboratory assistants) can borrow three books from the General Section and two Books from the Reference Section. • If the borrower loses the book, a replacement is compulsory in the form of a new copy of the same book or payment of twice the price of the book. • The smart Card is not transferable. • Books in the Red Spot Section are only for reference in the Resource Centre. • Users are not allowed to eat, drink and make noise in the Resource Centre.
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(ii) StudentÊs regulations • Students must wear complete and neat school uniform while in the Resource Centre. • Students must place their bags on the racks provided outside the Resource Centre.
(iii) TeacherÊs regulations • Teachers who wish to use the Resource Centre can make reservations in the Resource Centre Reservation Book. • Teachers who bring their class in must monitor the studentsÊ discipline. • Teachers who use the Resource Centre must fill in the Resource Centre Usage Record.
(iv) The AV room regulations • The subject teacher must accompany the students in the AV room at all times. • Teachers are allowed to borrow teaching aids or books in the AV room. • Teachers who use the AV room must fill in the particulars in the AV room Usage Record Book. • If electronic equipment were used, please switch off the switch of the equipment before leaving the AV room. • Teaching aids borrowed must be recorded in the Teaching Aid Borrowing Record Book before taking them out and upon return. • Students are not allowed to handle equipment in the AV room without permission from their teachers. • Make sure that the AV room is always kept clean and tidy.
(c) Financial Management As a good school resource centre manager, we must be able to manage finance well and efficiently. The main thing regarding finance that needs to be known by a school resource centre manager is its source. The financial source of a school resource centre is:
82 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
(i) Per capita grant for schools The Financial Circular No. 5 in 2002 dated 16 October 2002 provides per capita grant (PCG) to all schools, encompassing all subjects (core, compulsory, additional, foreign language and elective), and PCG is not a subject (resource centre, guidance and counselling as well as LBPT/LPK).
(ii) Claim rate for school resource centre PCG • 100 students and above ă RM500.00. • 101 to 500 students ă RM1,500 + RM14.00 per person over 100 people. • 501 to 1000 students ă RM7,086.00 + RM13.00 per person over 500 people. • 1001 and above ă RM13,573 + RM12.00 per person over 1000 students.
The School Resource CentreÊs per capita grant can be used for the following: (i) To purchase consumable material. (ii) Reference Books, Encyclopaedias, Software. (iii) Equipment Maintenance. (iv) P & P education strengthening programme. (v) Special education integration programme.
Besides PCG, the school resource centre normally gets its funds from the following sources: (i) SUWA money which comes from studentsÊ special fees. (ii) PIBG contribution, donation and others. (iii) SRC activities like the sale of membership cards, late return fines and such.
The resource centre coordinator must be skilled in filling in and understanding information in the cash book. In this way, he would know the total earnings, balance and would be able to come up with the School Resource CentreÊs annual estimated budget.
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A resource centre coordinator also has to prepare the budget estimate at the end of each year, for the following year. For valuation purposes, the estimated budget has to be checked after six months. It is also discussed in the school resource centreÊs working committee meeting for better results. Things that must be discussed are: (i) Current and future needs. (ii) Type of material or equipment that has to be purchased. (iii) Estimated cost of SRCÊs projects and activities. (iv) Estimated cost of equipment maintenance. (v) Estimated cost of decoration, stationery and others. (vi) Compare the current estimated budget with the year afterÊs. (vii) After coming up with the estimated budget, the resource centre coordinator must discuss it with the principal or headmaster for approval.
(d) Managing the SRC Authority File, Filing System and Desktop File Authority file is an important aspect that has to be stressed in managing and administrating a school resource centre (SRC). It is an important record of plans /policies and decisions taken based on the SRC procedure.
It is wrong to assume that the Authority File is the same as the SRC Blue Print. The Blue Print is actually a part of the Authority File. Therefore, all planned services, programme and activity can be carried out based on the path specified in the Authority File.
The Authority File is a record kept on the policies and decisions taken and outlined collectively by the School Resource Centre committee members. The desktop file has to be periodically revised according to the needs of the School Resource Centre. The content of the School Resource Centre Authority File is:
Any amendments or changes in the authority file have to follow procedures. We have to outline the amendments or additions and present them in the SRC central committee meeting for approval. Only then will the amendments or additions be fully effective. (i) Purpose of preparing the SRC authority file The SRC Authority File is prepared for the purpose of: • Not disrupting the SRC management when the post of SRC coordinating Teacher is reshuffled. 84 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
• The new teacher can continue the work and duties by referring to the Authority File available. • Avoiding difference of ideas among the committee members and SRC personnel. • Creating coordination and balance in managing and administrating the SRC.
There are 15 chapters in an Authority File. This file is normally kept in a ring-file so as a decision/amendment can be replaced without affecting the entire original content in case any changes/amendments are made. A complete Authority file is one that has the date of effect of a procedure. This will make it easier for us to identify the procedures that must be stressed on when re-checking is done. This is usually done once every five years or when the need arises.
(ii) The SRC authority file preparation procedure The SRC coordinating teacher is responsible in outlining the content of an Authority File before it is presented to the SRC Central Committee. This is because one of the main functions of the committee is to decide on the regulation plan/policy, working committee appointment, material acquisition and so on. The Authority File will only be fully effective once it has been approved in the meeting.
(iii) The content of the SRC authority file Sections in the Authority File: • The SRC Authority File consists of the following sections: − Topic page − Introduction to the Authority File − Content of the Authority File − Content and amendments according to topic The arrangement of the Authority File content: • The content of the Authority File must be arranged as follows: − Each chapter will be named according to the main topic − The main topic will be followed by the content of the chapter − The authenticated implementation form of the chapter − If there are any amendments, the amendment form will be arranged at the end of the chapter according to number
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(iv) Detailed Content in the SRC Authority File Chapter 1: Introduction to the School Resource Centre Authority File 1.1 Preface 1.2 Aim 1.3 Content 1.4 Amendment procedure
Chapter 2: School Resource Centre Information 2.1 SRC History 2.2 SRC Location (plan) 2.3 SRC Vision 2.4 SRC Mission 2.5 SRC Charter 2.6 SRC Goals 2.7 SRC Objectives 2.8 Function & role of SRC
Chapter 3: School Resource Centre Administration Committee 3.1 SRC Central committee: (a) Organisational structure (b) List of duties 3.2 SRC Working Committee: (a) Organisational structure (b) List of duties
Chapter 4: School Resource Centre Prefect 4.1 SRC Prefect body (organisational structure) 4.2 SRC Prefect appointment procedure: (a) Appointment criteria (b) Uniform (c) Attendance (d) List of duties 86 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
(e) Checklist (f) Permission form (g) Appointment letter 4.3 SRC Prefect merit system
Chapter 5: School Resource Centre Guidelines 5.1 General Guidelines 5.2 Specific Guidelines 5.3 Guidelines on the Use of Equipment/Space (Room) 5.4 Guidelines on Borrowing and Returning Materials/Equipment
Chapter 6: School Resource Centre Management and Administration 6.1 SRC Filing System Management 6.2 Use, Borrow and Return Records 6.3 SRC Annual programmes 6.4 SRC Reports (monthly and annually) 6.5 Work Procedure Manual (MPK) 6.6 Desktop File (FM) 6.7 SRC Development Plans 6.8 Documentation
Chapter 7: School Resource Centre Material Collection 7.1 Book and non-book selection policy 7.2 Book and non-book selection procedure (type, amount, language and so on) 7.3 Selection and acquisition of material/equipment process 7.4 Conserve and Preserve the SRC collection
Chapter 8: School Resource Centre Finances 8.1 Financial procedure 8.2 Financial source 8.3 Estimated budget 8.4 Financial report TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 87 STAGES
Chapter 9: School Resource Centre Material Organisation 9.1 Categorical System 9.2 Technical Process 9.3 Cataloguing 9.4 Material location 9.5 Material arrangement
Chapter 10: School Resource Centre Activities 10.1 Meeting/Briefing 10.2 Courses/Workshops 10.3 Competitions 10.4 Staff Development Programme 10.5 SRC Orientation Programme 10.6 Visits 10.7 Community work (gotong-royong) 10.8 Exhibition 10.9 SRC Week 10.10 SRC Promotion 10.11 Senior subject Teacher Programme 10.12 SRC galak guna Activity
Chapter 11: School Resource CentreÊs Stock and Inventory 11.1 Capital Asset Management (Kew 312) 11.2 Capital Asset Organisation (Kew 312A) 11.3 Inventory List (Kew 313) 11.4 Office Material List (Kew 314) 11.5 Book Acquisition Record 11.6 Non-book material Acquisition Record 11.7 Newspaper Acquisition Record 11.8 Magazine Acquisition Record 11.9 Stock checking (books, non-book materials, furniture and equipment) 88 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
11.10 Disposal 11.11 Write-off 11.12 Capital Asset and Inventory Movement List (Kew 315)
Chapter 12: School Resource Centre Material Circulation 12.1 Circulation system 12.2 Membership 12.3 Group borrowing
Chapter 13: School Resource Centre Services 13.1 Types of services: (a) Borrowing of books (b) Borrowing of reference books (c) Group borrowing (d) Borrowing of non-book materials (e) Borrowing of equipment (f) Borrowing by outsiders (g) Reprography (h) Question bank (i) Audio copying (j) Information dissemination (k) Recreation (l) Advice and guidance services (m) Exhibition (n) Promotion, and so forth 13.2 Operation hours: (a) One specific time for each class (b) Recess (c) Midday (d) Afternoons (e) Saturdays TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 89 STAGES
(f) School holidays (g) According to SRC coordinating teacherÊs timetable
Chapter 14: School Resource Centre Automation 14.1 System used 14.2 Security System 14.3 Main menu 14.4 Output 14.5 Data entering procedure 14.6 Bar code 14.7 Networking 14.8 Report
Chapter 15: Reading Programme (NILAM) 15.1 NILAM Programme concept: (a) Background (b) Rational (c) Deliberation basis (d) Approach (e) NILAM Programme model (f) NILAM Programme standard (Jauhari & Rakan Pembaca) (g) Reward system 15.2 NILAM Programme Implementation Strategy: (a) Introduction (b) Implementation (c) Material (d) Role (e) Data collection (f) Examples of reading records
90 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
(v) Amendment procedure in SRC authority file This procedure is used in making any amendment or changes in the Authority File. The coordinating teacher will outline amendment/addition and present it in the SRC Central Committee meeting for approval. Only then will the amendment/addition be fully effective.
The following are steps in making amendments in the SRC Authority File: • Review sections that might need amendments/additions. • The SRC coordinating teacher will prepare the proposed amendment/addition draft. • The amendment/addition draft needs to be presented in the SRC Central Committee meeting for approval. • Upon approval, the SRC coordinating teacher must fill in the amendment form and obtain signatures for confirmation (Principal/Head Master). • The effective date is the date of approval (date of meeting).
(vi) Filing system Information can be classified, arranged and stored systematically in a filing system. Thus, making them easily accessible when needed. Each file would normally contain a letter or attachment. A filing system is important in all formal government matters. These files will record all actions taken and decisions made.
Table 4.1: Example of a Filing System in a School Resource Centre
Item Code Name of School Acronym SMKBS School Resource Centre Acronym SRC Main Topic 01 Matter ă Educational Resources 04 Activity ă SRC Management and 01 Administration File Topic ă General Circular 001 Volume 1/2 Vol. 1 and so on Number of Letters (01) and so on TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 91 STAGES
Writing a filing system and reference letter procedure is as follows: SMKBS-PSS 01/04/01/001(01) or SMKBS-PSS 01/04/01/001/Jld.2 (01)
Table 4.2: Example of SRC Code and Area File
Code SRC Area File 01 SRC Administration and Management 02 Teacher Activity Centre 03 District Education Office 04 State Education Resource Centre/State Education Department 05 Educational Technology Section 06 School Resource Centre Activity 07 School Resource Centre Collection 08 School Resource Centre Finances 09 Guidelines in Managing a School Resource Centre School Resource Centre Services 10 General (School Resource Centre)
(vii) Desktop file The Desktop File contains the list of duties and responsibilities of the library and media teacher (GPM) of the School Resource centre that are done daily. It will give step by step guidelines to guide the library and media teacher in performing his duties. The desktop file is an official document which must be present in a School Resource Centre. It is a tool to increase productivity and should be placed on the library and media teacherÊs table for easy reference. The desktop file contains: • Objectives of the School Resource centre. • Objectives of every School Resource Centre committee member unit. • The status of each School Resource Centre unit or committee member in the organisational chart. • The School Resource Centre unit or committee member organisational chart and individual status of action in the unit as well as high ranking position members. 92 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
• Area of duty, responsibility and work relation of the library and media teacher (GPM). • All the administrative regulations for main activities. • All necessary work processes under every duty and responsibility. • All related individual who has the authority to approve. • List of related law and regulation. • Job flowchart for every duty. • Checklist for every duty. • Records existing work standard. • List the committees that are participated by individuals. • Format the daily job list and use the present work standard in formatting the work standard schedule.
The Desktop File must be updated if there are changes in the SRC. Unused regulations, work procedures and forms should be taken out to keep it neat and tidy.
(e) Asset Management Asset management means to manage stock and inventory, but for a resource centre, asset refers to the ways stock and inventory is managed in the school resource centre. Asset management aims at improving the level of government property or asset. In managing asset, capital asset, inventory and office supplies are three things that can be updated. This asset involves four types of forms. The use of these forms took effect on 1.5.1991: • Capital Asset Schedule (Kew. 312, Kew. 312A) • Inventory Schedule (Kew. 313) • Office Supplies Stock Schedule (Kew. 314) in book form • Capital Asset and Inventory Movement Schedule (Kew. 315)
(i) Capital asset schedule (Kew. 312) Capital asset refers to things that cannot be lessened and is worth RM500 and above per unit during acquisition. This does not include furniture, carpets, curtains and dining ware regardless of cost.
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Capital asset category includes: • Vehicles like cars, vans and motorcycles. • Plants like the air-conditioning plant and so forth. • Machinery, equipment and office equipment like cameras, computers, typewriters and others.
The procedure in recording Kew. 312 is: • Written in cards • One card per item or equipment • Kept in a hard cover file • Card series are arranged in order and according to purchase
Capital Asset Schedule Kew. 312A is a continuation of Capital asset Schedule Kew. 312. Capital Asset Schedule Kew. 312A is normally used to organise the capital asset and can only be used after column Kew. 312 is full. (ii) Inventory schedule (Kew. 313) Inventory Schedule refers to things that cannot be lessen and is worth RM500 or less per unit during acquisition. This includes furniture, carpets, curtains and dining ware regardless of cost. It is used to record inventory acquisition and allocation. It is written on a card stored in a hard cover ring file. These cards are usually arranged according to type of inventory and in alphabetical order.
(iii) Office supply stock schedule (Kew.314) Office supplies are categorised as all items that can be lessened which includes writing materials that are cheap and not cost-effective to keep track of individually. It is in the form of a book and records all received items in red and those taken out in blue or black. It is updated twice a year in June and December.
(iv) Capital asset and inventory movement (Kew. 315) All movements of capital asset and inventory are recorded in the Capital Asset and Inventory Schedule (Kew. 315). Movement refers to temporary shift of items for more than a day or permanently. The original card must be handed over with the items and equipment in the movement of items or permanent equipment. The card must be photocopied before it is handed over to be kept in a file. The procedure of registering the capital asset and inventory registration serial number is shown in the table below: 94 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
Table 4.3: Procedure of Registering the Capital Asset and Inventory Registration Serial Number
No. Item Item Particulars Item Acronym 1. Name and Code of School SMK Tun Ismail JEA6043 SMKTI JEA6043 2. Section Resource Centre SRC 3. Card + Card serial No. Finance 312, Card No. 8 KEW.31 2(8) 4. Summary of item + No. of item 3rd Television Acquisition TV03 5. Year 2005 2005 6. Place/Location Simulation room 9
Example of Capital asset and inventory registration serial schedule SMKTI- PSS/KEW.31 2 (8)/TV03/2005/9 Or BEA6043/KEW.31 2(8)/TV03/9.
Disposal is used to dispose government property that are still physically present but cannot be used anymore. Write-off is meant to settle government property that is lost and no longer physically in store. Example, to settle money that is lost, debts that cannot be collected and others.
(f) Managing Records, Charts and Schedules for the Resource Centre For the purpose of good management, the school resource centre needs to store and update all material acquisition record, material borrowing record, material use record, related charts and schedules.
Types of record needed: (i) Book acquisition record. (ii) Non-book material acquisition record. (iii) Newspaper acquisition record. (iv) Magazine acquisition record.
Types of stock and inventory record: (i) Kew. 312 (Capital asset). (ii) Kew. 312A (Capital asset Handling). (iii) Kew. 313 (Inventory). (iv) Kew. 314 (Office supplies). (v) Kew. 315 (Capital asset and inventory movement). TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 95 STAGES
Types of usage reports that are normally found in the school resource centre: (i) Use of computer with internet record. (ii) Use of TVP or ASTRO record. (iii) Use of audio-visual equipment. (iv) Use of CD-R record. (v) Use of rooms record. (vi) Use of library record. (vii) Room reservation record. (viii) Group borrowing record. (ix) VisitorsÊ record.
Types of schedules found in the school resource centre are: (i) Library time schedule. (ii) Operation time schedule. (iii) School resource centre prefectÊs duty schedule. (iv) Education TV or ASTRO usage schedule. (v) Room schedule.
Types of charts found in the school resource centre: (i) Vision, mission, aim, objective and customer charter chart. (ii) Central committee organisational chart. (iii) Working committee organisational chart. (iv) School resource centre prefect organisational chart. (v) School resource centre programme chart (Gantt Chart). (vi) Library regulation chart. (vii) Simulation and viewing room regulation chart.
(g) Managing Activities Management duties of a library and media teacher are: (i) Managing meetings and briefings. (ii) Managing courses or workshops. 96 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
(iii) Managing competitions. (iv) Managing staff development programme. (v) Managing SRC orientation programme. (vi) Managing academic visits.
Managing a school resource centre development plan In planning the development of SRC, we need to prepare: • Short-term strategic plan or blue print (1 year). • Long-term development plan (3 to 5 years).
Things that must be included in planning are: • Physical planning. • Developing book and non-book collection. • Skills practice for students and teachers. • Types of services. • Activities that need to be prepared. • Financial implication or estimated budget. • Re-evaluation.
Managing the physical facilities and decoration of the school resource centre Managing physical facilities and decoration of SRC like: • Rearranging and renovating racks, furniture, as well as equipment according to the space needed. • Labelling and displaying guidelines. • Displaying regulation and guide for information search. • Placing posters, pictures and charts in suitable places.
Evaluation and action research: • To study how much of the aims and objectives of SRC were met. • To identify the source of weakness and strength of SRC. • To obtain feedback and information that can assist in improving the SRC organisation. • Use a checklist to identify what has not been acted upon. TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION W 97 STAGES
SELF-CHECK 4.1 1. State the definition of resource centre management. 2. Describe steps and ways of managing an effective resource centre. 3. Explain the basic principles of managing a resource centre.
• A manager is a person who is responsible in leading an organisation, as a whole, towards relevant decision-making in order to create effective resources. • Administrating and managing is a process that integrates management factors of manager, material, manpower and money. • Managing is the most important aspect in establishing an effective resource centre and achieving its objectives. • A school resource centre manager does not only have to manage academic materials in the resource centre by collecting, storing and distributing printed and non-printed materials. • A well-managed and effective school resource centre has a collection of good and current materials, stores its collections and materials well, and provides easy access to materials, collections and equipment for its users. • A resource centre with a well-managed human resource, could provide good service to users. • A resource centreÊs workforce is divided into two categories: professional and support. • Financial management encompasses the process of making and spending money. • In managing an effective school resource centre, a manager has to construct and establish a Central Committee, Working Committee and Prefect Committee. • An Authority file is an important aspect that has to be stressed on in managing and administrating a school resource centre (SRC). • The resource centre regulation guidelines must take into account two aspects; the students and the teachers. 98 X TOPIC 4 MANAGEMENT AND RESOURCE CENTRE ADMINISTRATION STAGES
• As a good school resource centre manager, we must be able to manage finance well and efficiently. • The resource centre coordinator must be skilled in filling in and understanding information in the cash book. • A resource centre coordinator also has to prepare the budget estimate at the end of each year for the following year.
Book acquisition record Management organisation Kew. 312 (Capital asset) Newspaper acquisition record Kew. 312A (Capital asset management) Non-book material acquisition record Kew. 313 (Inventory) Reference section ă Borrowing period is 3 days Kew. 314 (Office supplies) Regulation guideline Kew. 315 (Capital asset and inventory movement) StudentÊs regulation Magazine acquisition record SUWA money Management factors
Azman Larut et al. (2005). Panduan mengurus pusat sumber sekolah: Kuala Lumpur: PTS Professional. Faridah Abdul Manaff, & T. Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995). Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman. Nacional Library of Malaysia. Retrieved June, 1 2010, from http://www.pnm.my/. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan pusat sumber elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia.
TT ooppiicc X Information
Skill 55
Component in
Teaching and
Learning
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. Discuss the characteristics of information literacy; 2. Explain the benefits of information literacy; and 3. List the components of information literacy.
X INTRODUCTION
Teaching and learning using the resource centre would not be effective if students have not mastered the skill of information literacy. Obtaining information and manipulating it are important steps in education. The Encyclopedia Dictionary of Library and Information Science defined information as a product of data processing. The skill of obtaining information in an orderly, systematic manner and explaining it is called information literacy. 100 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
5.1 DEFINITION OF INFORMATION LITERACY
Information literacy is the ability of a person to know when and why information is needed, where it can be obtained, and how it can be evaluated, used and presented ethically.
Information literacy includes an individualÊs skill in: (a) Knowing when information is needed; (b) Identifying the information needed; (c) Searching for and obtaining information; (d) Critically evaluating information obtained; (e) Organising and integrating information into present knowledge; (f) Using the information ethically and legally; and (g) Disseminating.
5.2 INFORMATION LITERACY
In this centuryÊs information age, an individualÊs ability to obtain information is very important and it determines his success. Information literacy could produce an information-savvy society able to use the advantages of information. A person who is information literate could evaluate and use needed information effectively. The development of technology today has deeply affected the teaching and learning process in schools and higher institutions, where information literacy in various forms has changed studentÊs information management system, and library.
An educated person has to be skilled in obtaining and interpreting information. This enables him to be a good and effective contributor to the society, especially in this information age. For example, an employer would be very impressed if his prospective employee could interpret and narrate the latest information regarding the companyÊs products during his interview session. Information literacy enables you to understand ways in obtaining information and knowledge. People with a good information literacy will be able to stimulate the culture of knowledge among them and grow into a developed society.
Today, various sources or mediums are used to obtain information. For example, accessing the Internet, compact discs, conferences, besides books, journals, media, reports, database and interviews previously used. There are a lot of places TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 101 LEARNING where information can be found like cyber cafe, library, book shops, and many more.
Information evaluation is important in information literacy as it safeguards users from false, damaging information. Some informational sources have strong validity like books, magazines and other printed and electronic materials while others are questionable like stories and gossips.
Figure 5.1: The process of obtaining information can take place anywhere and in many ways
5.3 PRODUCTION LEVEL AND EQUILIBRIUM PRICE
Among the benefits of information literacy are as follows: (a) Increases the knowledge of a person. For example, students can improve their knowledge through reading. (b) Helps in decision-making. For example, if we want to further our studies, information literacy would help us to choose the area and place of study. (c) Stimulates our creativity. Reading can help our minds to think creatively. (d) Assists us in improving value judgements. (e) Enables people from all walks of life to increase their productivity and quality. Information will give us ideas to improve productivity. 102 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
(f) Enables us to make detailed planning, especially in risky situations. Research in history or experiences of others could help in reducing risks. (g) Gives and strengthens our self-confidence and reduces uncertainties through the results of historical research or documentation. (h) Helps in creating effective communication relations. (i) Assists in the negotiation process.
SELF-CHECK 5.1
1. State the detailed definition of information literacy. 2. Characterise the benefits of information literacy to an individual.
5.4 COMPONENTS OF INFORMATION LITERACY
The information literacy process is one that classifies and identifies relevant information for a title or topic and proceeds to identify the situation or place where it is kept. It then processes the information obtained to get benefit from it (using learning skills).
Information Literacy is divided into the following components: (a) Library skill. (b) Information tracking skill. (c) Learning skill. (d) Bibliography. (e) Information literacy model. (f) Information literacy lesson.
5.4.1 Library Skill
The library is an important, inexpensive and easy source of information available. In order to obtain information fast, easy and not time consuming, planning and using the library is important. Before going to the library, we need to plan the materials that need to be searched for.
TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 103 LEARNING
(a) Information Material Location To avoid waste of time, we need to first know where the materials we are looking for are located. The arrangement of materials depends on the management and size of the library.
(b) Types of Information Resource In the library, there are printed and non-printed materials. The books available are of various categories as follows: (i) Reference books (ii) Journals (iii) Reports (iv) Atlas (v) Dictionary (vi) Encyclopedia (vii) Magazine
The non-book resources consist of: (i) Chart (ii) Poster (iii) Compact disc (iv) Video tape (v) VCD (vi) Transperancy (vii) Cassette
(c) Information Arrangement There is a systematic way of arranging information. In the sections below you will learn about arrangement of books, non-book resources and the catalogue system.
(i) Book Books are arranged on racks based on their subject. They are kept according to their designated call numbers and arranged according to classification from left to right. 104 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
Figure 5.2: Books in the resource centre are arranged according to classification from left to right
The Dewey Decimal System that is classified in tenths is usually used for call numbers in libraries. Table 5.1 shows the division of the Dewey Decimal System.
Table 5.1: Dewey Decimal System division
000 General Works 100 Discipline and Philosophy 200 Religion 300 Social 400 Languages 500 Pure Science 600 Technology 700 Recreation and Arts 800 Literature 900 Geography, History and Biography TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 105 LEARNING
Figure 5.3: Dewey decimal system as written on the side of the rack
(ii) Non-book resources The non-book resources are usually arranged according to type at suitable places. Abbreviated letters are written in front of the classification number according to the management of the library.
Figure 5.4: Charts are a non-book material placed in certain racks
(iii) Catalogue Catalogues are complete and arranged information on learning owned by the library. It is to facilitate fast recovery of information. It is found in various forms in the library like cards, books, microfiche 106 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
and computer. In looking for information, users are advised to use these catalogues.
Figure 5.5: Catalogue cards are placed in different racks to facilitate information search
Figure 5.6: Information search process using the computerised catalogue
5.4.2 Information Tracking Skill
In the information tracking skill, users must be exposed to the correct ways of searching and obtaining information. They must be introduced to catalogue cards, dictionary, encyclopedia, manuals, bibliography, internet access and other various sources. Types of material and skill will be discussed further in Topic 9.
(a) Type of Information Material (Books) The basic resource material is an important source at the library. It provides specific and reliable explanation. Basic resource material can be divided into two: TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 107 LEARNING
(i) General reference material (ii) Specific reference material
Figure 5.7: Encyclopedia ă found in many volumes
General reference material: (i) Dictionary : Book that is arranged alphabetically and contains explanations. (ii) Biographical : Collection of biographies arranged in alphabetical Dictionary order. (iii) Encyclopedia : Book that gives detailed, overall features of the information and is found in many volumes. (iv) Yearbook : Regarding important and brief data and statistics of countries, organisations or institutions. (v) Directory : Compilation list of people or organisation arranged alphabetically.
Specific reference material: (i) Index : Explains the location of the information that can be obtained. (ii) Annual Report : Book that explains the activities, date and events related to an organisation, government or society. (iii) Atlas : Contains pictorial explanation with interesting graphics on a topic.
108 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
(b) Non-book Resources Besides these, there are also non-book resources like charts, models, compact discs and others as well as audio-visual equipment used to observe and study from an audio-visual perspective. (i) Charts are brief illustrations of mind maps or brief explanations in graphic form on a topic. (ii) Models are 3-dimensional illustrations in picturing an actual situation. (iii) Compact discs can be played as audio, video or computerised teaching and learning material. (iv) OHP slides are used to present information using the Over Head Projector. (v) Cassettes consist of two types: audio and video. (vi) Educational games can also be found in the resource centre. (vii) Writing and flannel boards are used to assist teachers in teaching and learning. (viii) Flashcards on a subject assist students in understanding a lesson using a different method of teaching and learning. (ix) The internet provides a wide range of information.
5.4.3 Learning Skill
Learning skill is the method or technique in obtaining knowledge. Knowledge is important for a student to be excellent in his examinations and life. To obtain knowledge efficiently, we need to know and implement the skills of learning. Those who do not have this skill will find that the time spent on studying is not proportionate to the knowledge obtained. Realising the importance of learning skill, this element has become the main component in smart courses and others: (a) Reading skill (b) Note-taking (c) Listening (d) Memorising TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 109 LEARNING
(a) Reading Skill Reading is meant for: (i) Obtaining information and process it as knowledge (ii) Looking for meanings or definitions (iii) Shaping critical minds (iv) Hobby and entertainment
Reading involves: (i) Senses like sight, to input data from books or other related sources. (ii) The brain, to think and interpret input materials to be processed and stored as information.
There are four techniques in reading which are: (i) Skimming • This method is used to obtain brief and fast information. • The purpose of this method is to obtain complete information in a specific material. • The method used is by reading the title, introduction and summary fast with full concentration.
Figure 5.8: Skimming means to obtain brief and fast information in a specific material 110 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
(ii) Scanning • Information obtained through this method is more specific than skimming. • Meant to answer a specific question or information. • The style of reading in this method is by reading the introduction, summary and topic content fast, and noting the concepts briefly as well as giving attention to figures.
(iii) Receptive • Information obtained through this technique is more in-depth and detailed. • The purpose of this reading is to understand in detail the concepts and ideas that the writer has put forth so as readers could memorise or support them. • This reading needs to be done in detail from one chapter to the next followed by understanding.
Figure 5.9: Reading using the intensive method: reading and note-taking
(iv) Intensive • Intensive reading is similar to receptive reading with the addition of note-taking for easy memorization. • Notes should be brief. • This method is slow but necessary in order to master the knowledge.
TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 111 LEARNING
(b) Note-taking Skill Note-taking is a learning skill that is used to record and arrange information.
Figure 5.10: Note-taking takes place in all situations of learning like experimenting, attending lectures, colloquium and others
Note-taking will facilitate memorising and understanding. Note-taking takes place in all situations of learning like experimenting, attending lectures, colloquium seminars. Reading books, watching videos, listening to audio. Note-taking is also needed for brief, important reference.
Characteristics of a good note-taking are: (i) In clear and legible form. (ii) Uses keywords, symbols, graphic illustrations and abbreviations (make sure that they are consistent). (iii) Made up of only the main idea. (iv) It is best arranged in a book, file or somewhere special that is easily accessible.
How to take good notes? For this, we must think of these factors: (i) Concentrate on information that is heard, read and seen. (ii) Interpret information before noting it down. Take important and new information only.
112 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
There are a lot of different types of note-taking.
(i) Using the regular note form • This form takes down notes word by word. • Written fast using keywords, abbreviations and symbols. • Needs fast and efficient skills in writing, listening and interpreting.
(ii) Using the graphic method • Using the graphic method to take down notes. • For example, fish bone, christmas tree and other graphics. • This is an interesting method. Readers will also find it easier to compare facts or reasons using this method.
(iii) Using mind maps • Mind map is one of the graphic methods in note-taking. • Mind maps will facilitate us in memorising important facts as well as topics and sub-topics learnt.
(iv) Quick writing and easy reading skill • To save time, we need to have the skill of quick writing and easy reading. • The faster we write the more information we can note. • Writing skill is used to form brief and content-packed notes. • Quick writing can assists during examinations. • To get accustomed to quick writing, write as fast as you can and ask a friend to comment on its legibility. Repeat until you are able to write legibly in the shortest time.
(c) Listening Skill Listening is one of the sequence in human communication. In learning, we need to listen in many forms and for various reasons. Among the examples of the listening process in education is through discussion, attend lectures, listen to the radio, listen to news, interpret speeches of leaders, classify music and so on. For effective listening, we must pay attention to what is being said, shown and written. Motivating yourself to listen and considering what you hear as important, are main factors of effective listening. TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 113 LEARNING
Figure 5.11: For effective listening, we must pay attention to what is being said, shown and written
(d) Memorising Skill Memorising is the ability of the brain to store information and present it when needed. It is a process that is linked to the senses and the brain. Memory is divided into two, that is short and long term memory. Memorisation process is in three components; input, processing and storing as well as output.
INPUT Receives information from senses
PROCESS Interpret and store
STORE Retrieves information stored to be presented in various forms and ways
Figure 5.12: Memorising process
Among the various ways in facilitating memorisation are: (i) Creating acrostic. (ii) Creating acronym. (iii) Creating and associating things to be remembered with our hobbies and favourites. (iv) Using graphics and illustrations. 114 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
(v) Memorising in stages. (vi) Drilling. (vii) Repeating.
5.4.4 Bibliography
Bibliography is a list of books, articles, reports, essay reviews and others that are used as reference by the writer. This list is usually found at the end of the writing. It gives credibility and reliability to the writing as it is based on specific references. It is also used to verify certain information.
Bibliography is usually prepared by the lecturer to facilitate students in searching for information in specific books. Therefore, bibliography enables students to find information for reference purposes.
(a) Ways of Writing a Reference List Bibliographic entry consists of specific details. These details are to be stated in a standard form. They are closed and separated using punctuations.
This list is arranged alphabetically. Name, year, title and publisher are separated by a full-stop. As a whole, the arrangement of reference writing is as follows: (i) Reference writing form • Name of writer must be written in full as printed on the title page. • For name of western writers or families, the surname is written in full whereas the first and second names are written in initials. Example: − John Thomas becomes J.Thomas. − John Fitzgerald Kennedy becomes J. F. Kennedy. • The initials are to be written after the surname, example: − J. Thomas becomes Thomas, J. − J. F. Kennedy becomes Kennedy, J. F. • For names of Arab writers, only the family name is written, example: − Abdul Rahman ibn Al Tabrani is written as Al-Tabrani. • For names of Malay and Chinese writers, the names must be written in full. TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 115 LEARNING
5.4.5 Information Literacy Model
Systematic abbreviation to solve problems and obtain information is needed. With this in mind Eistenberg introduced the Literacy Model.
This model consists of six types of skills: • Work definition • Information search strategy • Location and access • Information use • Synthesis • Evaluation
(a) Work Definition (i) Gives a precise picture of the scope of the. (ii) Shapes important memory on things related to information interpretation through charts, information collection and mind maps. (iii) Identifies important and understands information from various sources. (iv) Relates the information to various sources.
(b) Information Search Strategy (i) Knows the location of the source and style of arrangement. (ii) Searches for information from other sources like web sites and compact discs. (iii) Evaluates the advantages and disadvantages of each suitable source.
(c) Accessing (i) Applies the skill of learning and reading. (ii) Chooses and apply suitable strategy to obtain material. (iii) Uses various learning and thinking skills critically and creatively. 116 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
(d) Information Use (i) Makes notes and identifies important contents in your own words. (ii) Collects and arranges information according to your own format. (iii) Applies note-taking skill with interesting and organised graphics.
(e) Synthesis (i) Makes information changes to suit the needs of the task. (ii) Forms effective communication using necessary sources. (iii) Posseses good skill and high motivation at every stage.
(f) Evaluation (i) Identifies skills and discusses strengths and weaknesses with friends, evaluaters and those who are skilled in the area. (ii) Makes journals and notes of experiments from the aspects of experience and satisfaction. (iii) Determines how the effectiveness and solution of the information can be carried out.
5.4.6 Information Literacy Teaching
(a) Integration Method Information Literacy is used by integrating it with other subjects. This is known as merging. This method can be used in two ways that is through regular teaching and project work. It is used to make students understand a lesson besides being skilled in information search. For example, in learning Bahasa Melayu, the teacher will ask students to refer and search for information from various sources like encyclopedia, dictionaries and books concerning the essay to be done.
Here, students have to be skilled in information literacy in order to look for materials and skilled in writing a essay. In project work, the teacher can divide the class into groups and assign group projects. For example, the Kemahiran Hidup teacher can assign each group to create a certain device complete with a written report and a bibliography.
TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 117 LEARNING
Example of an integrated method of teaching plan:
Title: Keranamu Malaysia Target group: Form 5 students Time limit: 30/40 minutes Teaching Staff: Teacher
Instruction: 1. Students are required to write an essay entitled Kerana Mu Malaysia. They are also instructed to search for information, write a bibliography and make codes from the references used.
The Resource Centre Skill Objective used: 1. Students will know the types of information found in the SRC. 2. Students will know methods of information search found in the SRC. 3. Students can apply the skills of coding and writing bibliography.
Place: 1. Library. 2. Teaching aid room (TA). 3. Audio-visual room (AV). 4. Computer room.
(b) Differentiation Methods This method is used when we teach information skill on its own. A specific time is set for this purpose. The information skill curriculum is arranged according to topic and suitability to the level of needs and ability of students. It is usually taught one period per week and is normally used in primary schools. For example:
Introduction to the School Resource Centre (SRC) Title : Introduction to the School Resource Centre (SRC) Target group: Form 5 students Time limit: 30/40 minutes Teaching staff: Teacher 118 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
Activity: 1. Students are brought to visit the situation and location of the rooms in the school resource centre. They are required to make notes write a brief report. 2. Students listen and understand the brief explanation of the function of each room. 3. Question and answer between student and teacher. 4. Students sketch the location of each room in the SRC and state its function.
Visiting Area: 1. Library 2. Teaching Aid room (TA) 3. Audio-visual room (AV) 4. Computer room
Objectives: 1. Students will know the location of the rooms in the SRC. 2. Students will understand the function of each room in the SRC. 3. Students will be able to adept themselves with the learning skill from the aspect of listening, making notes and writing reports.
SELF-CHECK 5.2
1. Discuss five components of information literacy. 2. Explain two methods of teaching and learning using the resource centre.
TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 119 LEARNING
• Teaching and learning using the resource centre would not be effective if students have not mastered the skill of information literacy. • The processes of analysing, arranging and summarising data will produce information. • Information literacy is the ability to know and sense when and why information is needed, where it can be obtained and how to evaluate, use and present it ethically. • In this centuryÊs Information Age, an individualÊs ability to obtain information is very important and it determines his success. • A person who is information literate could evaluate and use needed information effectively. • The ability of a person to obtain and intepret information enables him to be a good and effective contributor to society, especially in this information age. • Good information literacy could stimulate the culture of knowledge among people and help them to grow into a developed society. • There are a lot of places where information can be found like cyber cafe, library, bookshops and many more. • Information evaluation safeguards users from false, damaging information. • Information literacy enables a person to increase his existing knowledge. • The information literacy process classifies and identifies relevant information for a title or topic and proceeds to identify the situation or place where it is kept. • Before visiting the library, we must plan how to search for the materials we need. • The arrangement of materials depends on the management and size of the library. • Non-book resources are usually arranged according to type at suitable places. • Catalogues are complete and arranged information on learning owned by the library. • There are various forms of catalogues in the library like cards, books, microfiche and computer catalogues. 120 X TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND LEARNING
• Besides these, there are also non-book resources like charts, models, compact discs and others as well as audio-visual equipment used to observe and study from an audio-visual perspective. • Learning skill is the method of obtaining knowledge. • Note-taking is a learning skill used to record and arrange information. • Among the examples of the listening process in education is through discussion, attending lectures, listening to the radio and news, interpret speeches of leaders, classify music and so on. • Memorising is the ability of the brain to store information and present it when needed. • Bibliography is a list of books, articles, reports, essay reviews and others that are used as reference by the writer. • Systematic abbreviation to solve problems and obtain information is needed. • Information Literacy is used by integrating it with other subjects. This is known as merging. • The information skill curriculum is arranged according to topic and suitability to the level of needs and ability of students.
Bibliography Learning skill Card Library skill Catalogue Microfiche Chart Model Compact disc Non-book resources General reference resources Specific reference resources Information literacy model Topic sequence Information literasy lesson Visual devices Information search skill
TOPIC 5 INFORMATION SKILL COMPONENT IN TEACHING AND W 121 LEARNING
Faridah Abdul Manaff, & Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995). Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman. Nacional Library of Malaysia. Retrieved June, 1 2010, from http://www.pnm.my/. Fletcher, Patricia (ed.). (2000). World libraries on the information superhighway: Preparing for the challenges of the new millinium. Hershey, PA: Idea Group Publishing. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan pusat sumber elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia.
TTooppiicc X A Good School
Resource 66
Centre Design
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. State the facilities available in a good resource centre; 2. Sketch the layout of a good and effective resource centre; and 3. State the uses of the furniture found in the resource centre.
X INTRODUCTION
A school resource centre accepts, stores and disseminates resource materials like reference books, audio-visual material, compact disc, teaching aids and others. It requires suitable space for these facilities. Therefore, an ideal school resource centre has a building of its own. However, there are several obstacles to this idea.
Figure 6.1: An ideal school resource centre would be in a building of its own TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 123
The resource centre administrator needs to plan the short and long term physical needs of the centre. These needs must always be studied and evaluated from time to time. This process will result in a centre that is able to fulfil the current needs of its users and its objectives. Among the things that must be thought of by the resource centre committee are: (a) How many students use the facilities of the resource centre at one time? (b) What is the number of students in a five-year projection according to census? (c) Which services receive favourable response from the resource centre users based on maturity and age? (d) What are the schoolÊs philosophy and plans for media services? (e) Is the teaching style teacher-centred, student-centred or material-centred? (f) Does the learning style stress on the individual and self-study? (g) Does the school provide fixed and uniformed timetable? (h) Were teachers exposed to briefings or short courses on media? (i) Is the school made up of a single or various separated buildings? (j) Are students involved in preparing media materials? (k) Are the book and non-book resources stored in one or many places? (l) Are safety steps taken in storing and disseminating equipment and resources? (m) Does the school have electric supply, Internet access, telephone, loud speakers, radio and television programmes? (n) What is the centreÊs rate of usage among teachers and students? (o) Will the library be used by the surrounding community? (p) Is there an option to use the library during weekends and school holidays? (q) Are the activities of producing graphic, printed, photographic materials as well as audio and video tapings included in the libraryÊs programme? (r) What are the services offered by the Education Ministry, Education Department, Teacher Activity Centre, State Education Technology Division and Education Technology Division? 124 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
Several things that need to be discussed regarding the physical needs of a resource centre are: (a) Space for facilities in the resource centre; (b) Location and layout of the resource centre; and (c) Furniture.
6.1 RESOURCE CENTRE FACILITY AREAS
A resource centre must have facilities that can be used by its users in seeking knowledge. Among them are:
6.1.1 Library
Libraries can be found in almost every school in our country. The Ministry of Education has incorporated the structure of a library in the blueprint of every proposed school design. Most school libraries are two or three times larger than an ordinary classroom and are used to place collections of reading materials.
They are used to place collections of reading materials and other printed media like books, magazines, journals, newspapers, and more, which are often used by teachers and students. It is also a place of reference and information for both teachers and students. Therefore, it should have various interesting, up-to-date collection of materials and provide enough tables and chairs suitable for teachers and students.
Figure 6.2: A library should provide enough tables and chairs
In some schools, there are audio carrels in the library to facilitate audio referencing. Students who use these carrels can obtain audio materials from the resource centre teacher or the library teacher, and usually, these materials can be borrowed to be used at home. Remedial students can use suitable audio materials TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 125
for self-study while the brighter ones can do so to fortify and widen their knowledge or understanding of a particular lesson.
6.1.2 Access Centre
In this Information Age, the Internet has become the main source of information. The access centre provides students with the opportunuity to surf the Net and use the information technology facilities under the supervision of an officer. Thus, the centre must have Internet access, computers and printing equipment. There should also be suitable and enough computers available for the number of users.
If the centre is unable to cater to the demands of the large number of users, regulations regarding the limitation of time spent on the computer must be established. This centre can be located adjacent to the library or in a suitable room depending on the financial situation and space available. Besides the library, the centre is also a place that is often used.
Another thing that is equally important is electrical supply. This is because the computers and electronic equipment in the access centre are powered by electricity. That is why, the access centre needs to have its own electrical source to allow the equipment to operate well. It is best to incorporate the plan of an access centre with all its facilities and equipment into the blueprint of proposed schools. This will eliminate the need for renovations or huge, extra finances to build an access centre after the school has been built.
Figure 6.3: The access centre and library are the main attractions of the resource centre 126 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
6.1.3 Viewing Room
The viewing room is where users get to use other media like education television, compact disc, film projectors, slide projector and so on. It is a place where teachers can use these resources in their lessons. The viewing room found in todayÊs schools are actually empty classrooms that has been renovated. Classrooms are suitable to be turned into viewing rooms as they can cater for a large number of students at one time. Tables should not be placed in this room in order to safe space and reduce over-crowdedness,.
To be able to fit in a lot more students, the viewing room can be designed like a lecture theatre where the seats are arranged in tiers. This would also deter the people in the front from obstructing the view of those at the back. For this, the floor of this room needs to be tiered. Rows of chairs and tables fixed to the floor are built on the right and left sides of the room, leaving the centre empty as a passageway. This would facilitate and save cost of maintaining the schoolÊs viewing room.
The equipment needed in the viewing room are a television set, slide, overhead and film projectors. Some schools place the television set in a cabinet with a lock for safety purposes. Either a mobile or ceiling-fixed screen is placed in front of the room to project pictures on. A white board must also be in front of the room for the teacherÊs usage. The teacherÊs table and chair are also placed in front for teachers to place their teaching materials.
Figure 6.4: Arrange the furniture in the viewing room according to the capability of the school
While watching television or film, the room needs to be dark in order to obtain clear pictures and images. Thus, the windows of the viewing room must be curtained to deter light from coming in. Thick, black curtains are used for this. As all doors and windows are closed during viewing, the room must be ventilated TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 127
using air-conditioning or exhaust fans for cooling purposes. An exhaust fan is suitable as it brings in fresh air from outside and releases the warm air from within, ventilating the room well and making the viewers comfortable. The air- conditioning not only cools the room but also the equipment so as to prevent them from malfunctioning easily. Ordinary fans are not encouraged as they are noisy.
If the viewing room stores collections of compact discs, special shelves have to be built for them. Each collection of compact discs must be clearly labelled and titled so that they would be easily recognised and accessible to teachers. The discs must be arranged according to title or subject. BorrowerÊs record book must be made available to record the movement of these resources. This book also assists the viewing room management to note the frequency of use of materials and room.
6.1.4 Teaching Aid Materials Room
A teaching aid room stores various collections of instruments and programmes or two and three dimensional equipment and materials. Among them are, cassette radios, audio tapes, films, various projectors, television set, slides, transparencies, charts, pictures, models, maps and figures. Due to this purpose, this room needs to have suitable equipment and furniture.
The furniture needed are shelves to store models, figures and apparatus, open shelves for radios and various projectors, shelves to store maps and rolled-up charts, shelves to place various types of charts and pictures, and special boxes for film slides, transparencies and film strips. Each material must be labelled clearly and neatly to facilitate teachers finding it. The list of collection of materials found in this room must be noted down in the stock book for stock checking at the end of each year. In the front of the room is the distribution counter to facilitate borrowing and returning of resources.
Electrical sources must also be identified and placed on a big table. This is to enable teachers who want to borrow these materials to test them in order to ensure they are in good condition and can be used. An average-sized, working room must also be available in the teaching aid room so that self-repair of equipment and materials can be done. Therefore, instruments for the purpose must be made available like screwdrivers of various sizes, pincers, multimeters and so on. Self-repair can save cost. 128 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
6.1.5 Office Space
The office space consists of the administrative office of the resource centre. It must be divided into two; an operation room and an office. The operation room is where books are restored and catalogued, as well the process of new materials received. It can also be used for small group discussions or coming up with new teaching aids.
Figure 6.5: Office space is necessary in a resource centre
Figure 6.6: The operation room is used to check and process records besides restoring, cataloguing and processing new materials
6.1.6 Seminar Room
The seminar room is a well-equipped place where users hold discussions, tutorials or lectures. It is usually found in a resource centre as an added facility.
TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 129
Figure 6.7: The seminar room is used for discussions, tutorials or lectures
ACTIVITY 6.1
1. As an administrator, you have to plan the development of the resource centre. State the factors that need to be thought of in planning the physical development of the centre. 2. State and explain the facility areas found in a resource centre.
6.2 LOCATION AND LAYOUT
In choosing the location and layout of a resource centre, these factors need to be considered:
(a) Location The resource centre must be in the middle of the school grounds for easy access, besides deterring it from being exposed to noise. Safety must also be a decisive factor.
(b) Space Space that is too cramped and crowded would discourage users. Cramped spaces are uncomfortable.
130 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
Figure 6.8: A good resource centre has to be comfortable
(c) Space to Grow This factor must also be considered as a school resource centre will continuously grow with the increasing number of users and equipment. The ability to renovate space enables it to provide comfort for its users.
A good resource centre must be well-ventilated. It must be equipped with fans, exhaust fans or air-conditioning. This would make the space fresh and comfortable.
Figure 6.9: A resource centre should have enough light, suitable temperature and ventilation as well as neat and well-arranged furniture
(d) Enough Light and Suitable Temperature The resource centre must have enough light either from the sun or lamps. Suitable temperature must be maintained to evoke a feeling of comfort among its users.
(e) Interesting Environment In order to establish a comfortable environment, the arrangement of furniture and equipment must be neat and tidy. Suitable, colourful and TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 131
interesting graphics should be used on the walls and as decoration. The resource centre must also bring about a feeling of comfort among its users.
The environment in a resource centre should stimulate users to use the services and facilities offered. For this, promotions of the services and facilities must be made known to users. Besides that, the bureaucratic redtape should be reduced so as to become user-friendly.
Figure 6.10: The arrangement of furniture and equipment must be neat and tidy (f) Silent and Calm In building an acoustic environment, the resource centre must be free from noise inside and out.
(g) Safety The safety factor of a building must be taken into account when choosing the location of a resource centre. The safety of belongings of users must also be considered.
6.2.1 Layout and Plan of SRC
In designing the layout of a resource centre, factors like width and quantity of things including furniture must be accounted for. The ideal plan of an SRC is one where the audio-visual, teaching aid and seminar rooms are within the same building. Tables and chairs at the reading area are enough for users. Book and magazine shelves must be made available according to the reading material collection. Besides these, newspaper racks with clips are also needed to place newspapers every day.
132 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
A special box should be made available to store borrowing cards. The arrangement of these cards must be according to forms. Today, the processes of borrowing and cataloguing are done on the computer.
Figure 6.11: A special box to store borrowing cards
Figure 6.12: Today, the processes of borrowing and cataloguing are done on the computer
As catalogues facilitate the finding of materials, they should be placed somewhere accessible. Though today, libraries are offering computerised cataloguing. TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 133
Figure 6.13: Catalogues are used to facilitate the finding of materials in the resource centre
The counter must be placed at the entrance to facilitate borrowing and returning of materials. It would also make it easy for users to obtain information and for safety management purposes.
Figure 6.14: The counter must be placed at the entrance to facilitate borrowing and returning of materials
Racks to place userÊs belongings are provided outside the library.
Figure 6.15: Racks to place userÊs belongings
134 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
A notice board must be put up outside the resource centre where information regarding the activities or regulation of the centre are pinned.
Figure 6.16: Notice board outside the resource centre
A resource centre must also have a rest area where users can relax or do light reading. This area is usually furnished with a sofa set and a coffee table with the newspaper rack within reach.
Figure 6.17: A resource centre must also have a rest area where users can relax or do light reading
Exhibition of new books area should be available to promote newly acquired books.
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Figure 6.18: Area for exhibition of new books
To encourage the germination of knowledge, an area for story-telling, book review and theme or event-based exhibition should be provided.
Figure 6.19: Theme or event-based exhibition area
A story-telling corner is important to stimulate studentsÊ creativity. It can also be used to carry out the nilam programme. This corner must be strategic and not disturb the other users of the centre. It should be well-decorated so as to attract the attention of users. This story-telling or public speaking corner must also stimulate the participants. 136 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
Figure 6.20: The story-telling corner should be well-decorated to attract the attention of users
Figure 6.21: The Red Spot collection area is where limited and expensive resources are placed
6.2.2 Red Spot Collection Room
Besides the layout and location, facilities like fans and air-conditioning would have to be provided. This is not only to provide comfort for its users but also to avoid the library collections from being easily destroyed. TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 137
AV Room Viewing Room Seminar Room
Bookshelf Bookshelf Bookshelf
Bookshelf Bookshelf Bookshelf
Tables and Tables and Tables and Chairs Chairs Chairs
Tables and Tables and Tables and Chairs Chairs Chairs
Rest Area
Exhibition of Exhibition New Books Area Area
Counter
TA Room Operation Room Office Red Spot Room
Figure 6.22: Example of a resource centre layout
6.3 FURNITURE
The furniture needed in a SRC are tables, chairs, bookshelves (high and low), counter table with drawers, card catalogue cabinet, notice board, newspaper racks, standing file cabinet, magazine racks, audio carrels, chart and map racks. 138 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
Figure 6.23: Tables, chairs and shelves are the basic furniture in a library
Figure 6.24: Trolleys facilitates the process of arranging
Figure 6.25: Magazine racks TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 139
The ability to own these furniture depends on the schoolÊs finances. Careful deliberation must be given upon chosing furniture that is based on need.
ACTIVITY 6.2
1. Sketch a layout that you think would suit your schoolÊs resource centre. 2. State four types of furniture found in a school resource centre and their uses.
• A school resource centre accepts, stores and disseminate resource materials like reference books, audio-visual material, compact disc, teaching aids and others. • The resource centre administrator needs to plan the short and long term physical needs of the centre. • The Ministry of Education has incorporated the structure of a library in the blueprint of every proposed school design. • They are used to place collections of reading materials and other printed media like books, magazines, journals, newspapers, and more, which are often used by teachers and students. • The library should have various, interesting, up-to-date collection of materials and provide enough tables and chairs suitable for teachers and students to sit, read and write on. • Remedial students can use suitable audio materials for self-study while the brighter ones can do so to fortify and widen their knowledge or understanding of a particular lesson. • The access centre provides students with the opportunuity to surf the Net and use the information technology facilities under the supervision of an officer. • If the centre is unable to cater to the demands of the large number of users, regulations regarding the limitation of time spent on the computer must be established. • The computers and electronic equipment in the access centre are powered by electricity. 140 X TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN
• It is best to incorporate the plan of an access centre with all its facilities and equipment into the blueprint of proposed schools. • The viewing room is where users get to use other media like education television, compact disc, film projectors, slide projector and so on. • The equipment needed in the viewing room are a television set, slide, overhead and film projectors. • A teaching aid room stores various collections of instruments and programmes or two and three dimensional equipment and materials. • The office space consists of the administrative office of the resource centre. It must be divided into two; an operation room and an office. • The resource centre must be in the middle of the school grounds for easy access, besides deterring it from being exposed to noise. • The interior of the resource centre must be equiped with fans, exhaust fans or air-conditioning. • Book and magazine shelves must be made available according to the reading material collection.
Access centre Material processing Audio-visual room Office Automation Operation room Cataloguing books Plan Electronic Seminar room Layout Space/area Library Teaching aid room Location
TOPIC 6 A GOOD SCHOOL RESOURCE CENTRE DESIGN W 141
Azman Larut et al. (2005). Panduan mengurus pusat sumber sekolah. Kuala Lumpur: PTS Profesional. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan pusat sumber elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. Faridah Abdul Manaff, & T. Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Fletcher, Patricia (ed.). (2000). World libraries on the information superhighway: Preparing for the challenges of the new millinium. Hershey, PA: Idea Group Publishing. Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995). Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman. Nacional Library of Malaysia. Retrieved June,1 2010, from http://www.pnm.my/.
TTooppiicc X Digital Library
77
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. Compare a digital library to library automation; 2. Explain factors that influence the development of a digital library;
3. Explain the importance of a digital library; and
4. Discuss the challenges and issues of a digital library.
X INTRODUCTION
The extensive development of information technology and communication in the 21st century has brought forth various changes in all fields. It is certain this development will affect the growth of the world socio-economic and cultural societies. The use of the World Wide Web for communication is not foreign to todayÊs generation. To simplify things, we try to digitise everything. This development has affected the information world, the most obvious of which is the conversion of information from analogue to digital.
In the past, the library was a place that contained printed resources. Now, it is a digital environment where materials can be accessed through the computer. Now users need not physically be in the library to obtain information. The development of information technology has revolutionised the concept of the library from storing printed material to electronic material. Now, every library is advancing step by step towards applying and becoming a digital library. TOPIC 7 DIGITAL LIBRARY W 143
Figure 7.1: If before, students need to go to the library to obtain materials or books, today they do not need to do so due to the presence of the digital library.
Figure 7.2: The Tan Sri Dr Abdullah Sanusi library at OUM is an example of an academic digital library in Malaysia
One of the digital libraries found in Malaysia is the Tan Sri Dr Abdullah Sanusi library at OUM. The library is in line with the concept of an open university and having students from the whole of Malaysia as well as overseas. This library can be accessed anywhere around the world and at any time. Sudents have easy access using the digital library. 144 X TOPIC 7 DIGITAL LIBRARY
In accordance with the universityÊs aim of providing a world-class digital infrastructure for its distance learning programme, the Tan Sri Dr Abdullah Sanusi library has 52,000 titles in electronic form and 22,000 more in the form of e-journals. This library is not only used to search for information for learning by students, but also for research and fortifying the knowledge of its administrative and academic staff.
7.1 DEFINITION
A digital library encompasses all entities and activities of an electronic library including material collections, services and facilities. The staff must be skilled in their own field. A digital library has two types of information sources ă traditional, in the form of printed materials, and electronic, like electronic books, newspapers and virtual library. The information found in the digital library comprises a printed collection that has been digitised, digital information as well as services to enable easy access for users.
The digital library users must have at least a basic knowledge of how to use the computer and surf the Internet. With this, the user is able to access information in floppy or compact discs, or through cyberspace using electronic networks (Jaring and Internet). These networks give users access to information found in databases inside and outside the country. For example, we can access information from the British Library by typing www.bl.uk , the same goes for the National Library of Canada.
The digital library has the potential of encouraging the development of knowledge among its users. The formation of such a library will build the culture of searching for information and developing creativity and innovation among students. It provides educational entertainment encompassing an attractive interface and databases.
The function of a digital library is to choose, arrange, interpret, provides intellectual access as well as spreading and storing data. Data that are processed into information can be economically and easily used by a specific community or society. There might be some confusion between a library that uses an automation system and a digital library. Automation library uses the computer to complete operations or process material collections like collecting and cataloguing as well as circulating materials that were formerly done manually by library staff.
The Digital Resource Centre, on the other hand, prepares text materials electronically and at the same time manages the library automatedly. For TOPIC 7 DIGITAL LIBRARY W 145
example, preparing facilities to access information outside its space through the computer telecommunication network. We can access the digital libraryÊs collection from home through the Internet using the OPAC (Online Public Access Catalogue). This will save time and cost.
7.2 DEVELOPMENT OF DIGITAL LIBRARY
In accordance with the changing times and technology explosion, the concept of a library has also changed. The conventional library stores printed and non- printed collections like audio-visual. This type of library does not facilitate easy access and has limited physical space. Today, with the concept of spreading information and communication with no boundaries, this library seems less relevant. Besides this, due to difficulty in accessing information, not many people benefitted from it.
With the development of computers in the mid-1990s in assisting data management, automated library management was introduced. This gradually changed the process and system of library management. Automated libraries provide computerised acquisition and borrowing system to facilitate booking and recording of borrowed materials, as well as OPAC (Online Public Access Catalogue) to facilitate material search. However, the types of material kept are still the same as conventional libraries.
The development of information technology like Local Area Networking (LAN) enables materials to be accessed electronically. The use of databases that store information in compact discs is able to prepare electronic materials and is also used for storing electronic information. The electronic library is able to store printed and electronic collections. The digital library is the product of the development of electronic library whereby all of its materials are in the electronic form, making them accessible not only from the library but also globally through the Internet. The digital library portal does not only function as a tool to access local materials, but also those from elsewhere.
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7.2.1 Factors Influencing the Development of Digital Library
Today, every institution, local or abroad, dreams of having a digital library. Factors that influence this are:
(a) Users Need of Library Materials Printed materials like books or journals are in constant demand. The increase in the number of users has also increased this demand. Usually, these materials cannot be bought in a large amount. The library has a fixed allocation ratio in determining the number of copies bought. It is impossible for a library to provide a copy for every user based on the factors of space and cost. A digital library is able to provide a database in a network that would enable users to share using the same material at the same time. With this application, users no longer need to wait in line to borrow a book.
Besides not having enough copies, difficulty in searching for materials is also seen as a problem for users. The conventional libraryÊs users must visit the library and search for materials through the catalogues or OPAC. The visit would be a waste if the material has already been taken out by other users. The Internet makes the search easier and faster through the web- based OPAC system. Users can now search for materials and ensure that they are available at the library without being there.
(b) Use of Information Technology and Communication The computer can assist in accelerating processes and solving problems. This has changed socio-economic and cultural needs. The use of information technology and communication has made the presentation of information faster, more accurate and effective. Computers can also store a lot of information. The problem of time and space to store large amounts of information as well as prepare and send information faster, more accurately and easier can be solved with the use of computers at information centres like the library. This has made a lot of library administrators switch to digital libraries.
The development of Internet technology has given birth to a variety of online or electronic activities like e-government, e-education, e-learning and, of course, e-library. With the information explosion in this era, it would be impossible for a library to store all the information or published material found around the world or even within a country. However, the library administration has to provide access to complete information either within the library or others. Based on this, many information centres are starting a collaboration programme between them. TOPIC 7 DIGITAL LIBRARY W 147
Thus, the existence of inter library and document provider borrowing facility. Today, many libraries are collaborating in sharing digital information by creating a joint database. The concept „user oriented‰ has been replaced with „user satisfaction oriented‰ to provide satisfaction to users.
(c) Reducing Cost of Operation The limitation of space and energy can be reduced by digitising the library which would also reduce the cost of operation. The storing of printed and non-printed materials like audio-visual and compact discs, involves large space and manpower to deal with the matter of borrowing and arranging materials. Therefore, the subscription to the database would reduce the daily responsibilities of library staff in managing borrowing, returning and arranging materials to shelves because they can now be obtained through the Internet. This also reduces the cost of taking care and restoring materials, besides providing long-term storage space.
(d) Needs of Present Generation Life in this digital age has stimulated changes in the socio-economy and culture of a society. Libraries need the support of the society, so the management of the libraries must change with the times. More and more people are attracted to digital information because the Internet has made accessing fast and effective. Therefore, based on the present needs of todayÊs generation, libraries need to be digital.
7.3 IMPORTANCE OF DIGITAL LIBRARY
Among the importance of using a digital library are that it: (a) Will strengthen library management; (b) Does not need a wide space and many of shelves to store books; (c) Can be accessed anywhere as long as there is an Internet network available; (d) Can be accessed any time of the day and week; (e) Can allow the sharing of an electronic book among many people; and (f) Has no information limit. 148 X TOPIC 7 DIGITAL LIBRARY
Figure 7.3: A digital library can be accessed anywhere if there is Internet access
7.4 STRATEGIES TO DEVELOP DIGITAL LIBRARY
In developing a digital library, several strategies need to be planned, thought of, and implemented by the administrator and coordinator of the library. Among the strategies are:
(a) Developing Collection Every library needs collections of knowledge-based materials without which it would be meaningless. In developing a digital library, cooperation from teachers and students is important to gather suggestions as to the type of collection the library should have. The library should then subscribe the database in the suitable network according to wants and needs. Just like printed materials, the acquisition of databases is also based on suitable fields in line with the choices made by teachers and students. The library must always subscribe to new databases in order to widen the existing digital collection.
(b) Preparing Infrastructure In developing a digital infrastructure, a high-density mainframe computer is much needed. Besides this, hardwares like microcomputer, minicomputer and computer devices are the main essentials for a digital library. WiFi facility for laptop users must also be provided by the library administrator so that the digital library would be easily accessed anywhere within the network area.
Software to generate the database system of a digital library is also a must. The software provided must include the collection programme used by the computer in the operation system, application programme, and whatever network software if a network is used. TOPIC 7 DIGITAL LIBRARY W 149
(c) Managing User Education Sophisticated infrastructure or facility is of no use if it cannot be used optimally. To further strengthen the use of information in a library, especially in accessing databases in the network, the library should run an information skill workshop on how to use a digital library.
Figure 7.4: An information skill workshop on how to use a digital library
In the workshop, users will be taught on how to access the libraryÊs portal and search for materials through the OPAC and selected databases. Besides this, awareness on the importance of a digital library should also be instilled.
(d) Practising Quality Service In guaranteeing a quality digital library, the administrator must practice quality services. Obtaining certification of quality like the MS ISO must be a goal for the libraryÊs management.
(e) Competent Staff Competent staff are needed to guarantee the fulfilment of the libraryÊs vision, mission, objectives and quality, besides following work procedures. Attention on manpower must be given as competent staff cannot be produced instantly. Series of courses, visits, training workshops and problem-sharing sessions must be a practice among staff. They must be exposed to the use of computers. This is because, in a digital environment, a lot of activities depend on technology. Without this expertise and skill in them, the digital library cannot function effectively. 150 X TOPIC 7 DIGITAL LIBRARY
7.5 SERVICE DIFFERENCES AMONG DIGITAL LIBRARIES
Today, most libraries have provided access to their digital collections. However, what sets them apart are the facilities provided. Among the difference in services between digital libraries are physical boundaries, availability and simultaneous access.
7.5.1 Physical Boundaries
There are two types of access boundaries. One, is where database access is limited to within the campus or library only, like what most most digital libraries have, and two, is where it can be accessed by all registered users globally, like the one in the Tan Sri Dr Abdullah Sanusi OUM library. Therefore, OUM students do not have to be on campus to look for materials.
Figure 7.5: There are digital libraries where database access is limited to within the campus only
7.5.2 Availability
There are digital collections and databases that can be accessed 24 hours a day, seven days a week. However, there are also those which are accessible only during the operation hours of the library or laboratories. TOPIC 7 DIGITAL LIBRARY W 151
7.5.3 Simultaneous Access
For a library that possesses a good network facility, the same database can be accessed and used by multiple users simultaneously. The library does not set a limitation to the number of users doing this.
7.6 MUNSYI NETWORK
The Munsyi network is an electronic library for Malaysian schools. It was created by the collaborative effort of Education Technology division, Telekom Malaysia and Mimos. At the initial stage, 14 schools were chosen for this pilot programme. The schools were: (a) Sekolah Menengah Derma Perlis. (b) Sekolah Menengah Sultanah Asma, Alor Setar, Kedah. (c) Sekolah Menengah Penanti, Bukit Mertajam, Pulau Pinang. (d) Sekolah Menengah Tengku Menteri, Cangkat Jering, Perak. (e) Sekolah Menengah Agama, Kuala Lumpur. (f) Sekolah Menengah Perempuan Sri Aman, Petaling Jaya, Selangor. (g) Sekolah Dato' Sedia Raja, Rembau, Negeri Sembilan. (h) Sekolah Menengah Durian Tunggal, Melaka. (i) Sekolah Menengah Perempuan Sultan Ibrahim, Johor Bahru, Johor. (j) Sekolah Menengah Ahmad, Pekan, Pahang. (k) Sekolah Menengah Sultan Sulaiman, Kuala Terengganu, Terengganu. (l) Sekolah Menengah Dato' Ahmad Maher, Kota Bharu, Kelantan. (m) Maktab Sabah, Kota Kinabalu, Sabah. (n) Sekolah Menengah Patinggi Abdul Gapor, Kuching, Serawak.
Each of these schools were provided with a server and 14 computers of the 486 series or Pentium 60 that were set in the LAN and WAN networks. These schools were connected to the BTP database and 24 other multimedia computer laboratories. They were also provided with the ILMU PRIMA (a computerised resource centre management system), Border Ware, MS-SMTP Gateway 3.0, Internet Navigator (Netscape), Microsoft Windows NT Server 3.51, Microsoft Office 4.3 and titled CD ROM in the Packard Bell package softwares. 152 X TOPIC 7 DIGITAL LIBRARY
One of the speciality of the electronic library is that it has an automated catalogue system that can be accessed in any catalogue system that is operating in the vicinity of the Client-Server that has Graphical User Interface with multimedia facilities. Ilmu Prima can operate in almost all operation systems that supports TCP/IPÊ. The Ilmu Prima module covers basic cataloguing, circulation, acquisition, indexing, abstracting and infotrack.
These softwares, found in the network, would enable teachers and students in schools to enjoy the facility of accessing information from CD ROMs, Internet, and communicating through e-mail. Students are encouraged to use electronic equipment in obtaining information and materials to support their lessons. It is expected that the Electronic Resource Centre will open a new dimension for students to search for knowledge easier, faster, and at minimal cost. With this, learning would be more interesting and does not rely solely on the teachers.
7.6.1 Roles of Munsyi Network
The roles of the Munsyi resource centre are as follows: (a) Providing information literacy for users; (b) Providing information network that can be accessed using the LAN dan WAN networks; (c) Providing a place where professionalism of teachers in teaching and learning can be improved; and (d) Place to build innovation and creativity in the the teaching and learning process.
7.7 USAGE EXAMPLES OF ELECTRONIC RESOURCE CENTRES
The electronic resource centre uses network facility in dealing and communicating by providing electronic materials. The digital library also provides an automated catalogue system that can be accessed anywhere. For example, in order to use the Tan Sri Dr Abdullah Sanusi digital library, we only need to surf the www.oum.edu.my website. TOPIC 7 DIGITAL LIBRARY W 153
Take the following steps:
(a) Step 1
Type in username and password then click to log in.
(b) Step 2
Click on Âmy libraryÊ 154 X TOPIC 7 DIGITAL LIBRARY
(c) Step 3
There are two sources that you can search through; e-book or e-journal. If you want to search through e-book, click on any of the boxes in e-book.
(d) Step 4
Type in the topic or area you want, example sports, in the search for box. TOPIC 7 DIGITAL LIBRARY W 155
(e) Step 5
The search result display will show the relevant books. Click on your selected title.
(f) Step 6
The content of your selected book will be displayed. 156 X TOPIC 7 DIGITAL LIBRARY
E-Journal
(g) Step 7
If you want to read an e-journal, click on whichever e-journal you want.
(h) Step 8
Type in the field or topic you want in the ÂfindÊ box and click ÂsearchÊ. TOPIC 7 DIGITAL LIBRARY W 157
(i) Step 9
You will be shown this display. Click on any of the journalsÊ hyperlinks to access them.
7.8 CHALLENGES AND ISSUES OF DIGITAL LIBRARIES
The digital library is an effort on the part of the management to improve the effectiveness of services. This concept was only introduced towards the end of the last century. Every new thing would have its own challenges, which are as follows:
(a) Digital Divide The resource centre users are from all walks of life, from the old to the young, the low income earner to the high income earner, the lowly educated to the highly educated, the village to the city, and other social groups. There would definitely be a wide difference in the digital divide between them. Therefore, in introducing the digital library, this digital divide between the different social groups must be narrowed so that none will be left out. 158 X TOPIC 7 DIGITAL LIBRARY
(b) Database Subscription Cost The cost of database subscription is very high, so to turn the library into a digital one, an institution needs to have strong financial source and ready to bear with the increasing cost from time to time. Due to this high cost, the management must be alert and careful in choosing the databases so as not to incur losses. The criteria used in choosing include subscripton cost, suitability of database to subject and amount of subjects covered. A database that covers a variety of subjects is better than one that covers only one specific subject.
(c) Infrastructure Facility In developing a relevant digital library that can be used by all social groups, enough infrastructure allocation must be provided. An access centre with enough number of computers is a must to cater for those who do not have a computer. Providing the infrastructure alone is not sufficient if the Internet and library server cannot accommodate the usersÊ access capacity. A digital library must have suitable bandwidth to accommodate the number of users.
Hackers are a serious ongoing problem. The library management must take this problem seriously because any intrusion would disrupt the system and spread viruses easily. This would have a great impact on the data management process and the smooth running of the student information access. For example, any changes in the student data will cause failure for a student to access the library portal. Due to this, the library server management need to suggest a firewall and an anti virus that can overcome various threats from hackers directly and viruses from spreading. The party responsible must also oversee the problem from time to time. Another problem is system or Internet disturbances. The digital collection rely fully on the stability of the Internet and electrical supply. Any sort of disturbances would cause inaccessibility of databases. Therefore, management cost, backup system, server capacity and so on must always be upgraded and this would require a high cost.
(d) Problem of Copyright in Digitising In digitising materials, the problem of copyright must be taken seriously. This is because such action might breach the copyright law as the content produced by the writer can be used and spread freely without verification or authorisation. There are original documents like articles, proposals or thesis that were handed over to the library by the writer, making it the sole property of the library, thus the library has the right to store or display the material. TOPIC 7 DIGITAL LIBRARY W 159
It is advisable that the library provides a clause making it necessary to seek permission from the writer to digitise the material and make it accessible to everyone. This is to avoid future legal problems. There are alot of materials that can be digitised for general use but cannot be done due to lack of copyright authorisation. The cost to obtain this copyright authorisation from the publisher can sometimes be too high and cannot be fulfilled by the library.
Besides this, some electronic book databases are protected using sophisticated systems. These systems limit the amount or does not allow the material to be downloaded.
(e) Cost of Digitising Materials Suitable server size is needed in the material digitising process in a library. Digitising analogue information like books, journals or thesis that are in large quantities cannot be done yet due to the problem of server size. The process of storing documents are usually done in two files; HTML or PDF. PDF uses more space in the server because of its big file size but is easy to change from its original form, whereas digitising in HTML is easier and faster. The library needs to consider the size of the server and its access capacity if it is thinking of digitising all documents.
(f) Material Archives Printed materials that are stored in the library can last forever if kept well. However, materials in databases can only be accessed while still under subscription. When it is no longer subscribed, access will be denied. For example, the E-Brary database that does not allow its materials to be downloaded. If subscription is stopped, the library will lose 40,000 books as it does not have copies of them.
(g) Digitising Local Materials Not many local materials have been digitised. To search for local materials, users still have to search through printed materials in libraries. If there are any in the database, the amount would be small. This could be because of the lack of exposure regarding digitising materials, digitising cost as well as high infrastructure cost.
(h) Need for Printed Materials Although information can be accessed easily and fast in the digital form, printed materials are still needed. Readers are more comfortable reading printed materials than those on the monitor. The glare from the monitor disturbs them. Reading printed materials is 70% easier to understand than reading through a low resolution monitor. Therefore, printed materials are 160 X TOPIC 7 DIGITAL LIBRARY
still relevant and can provide comfort as compared to using the monitor. The digital library still needs to provide both types of materials to fulfil usersÊ needs.
SELF-CHECK 7.1
1. Explain the similarities and differences between the digital library and the automated library. 2. Give the definition of a digital library and an example of one. 3. Explain the factors influencing the development of a digital library.
• In a digital library, materials can be accessed through the computer. • Users do not have to physically be in the digital library to obtain information. • The digital library comprises a printed collection that has been digitised, digital information and services to enable easy access for users. • A digital library chooses, arranges, interprets and provides intellectual access as well as spreading and storing data. • A digital library uses the computer to collect, catalogue and circulate materials, which were previously done manually by library staff. • The Digital Resource Centre prepares text materials electronically. • Databases that store information in compact discs could be used to prepare electronic materials and store electronic information. • The development of information technology like LAN enables materials to be accessed electronically. • Printed materials like books or journals are of constant demand but it is impossible for a library to provide a copy for every user based on the factors of space and cost. • A digital library could provide a database in a network that would enable users to share the same material at the same time. TOPIC 7 DIGITAL LIBRARY W 161
• The problem of time and space to store large amounts of information as well as prepare and send information faster, more accurately and easier can be solved with the use of computers at information centres like the library. • With information explosion in this era, it would be impossible for a library to store all the information or published material found around the world or even within a country. • The limitation of space and energy can be reduced by digitising the library which would also reduce the cost of operation. • Libraries need the support of the society, so the management of the libraries must change with the times. • Every library needs collections of knowledge-based materials without which it would be meaningless. • There are two types of access boundaries. One, is where database access is limited to within the campus or library only and the other is where it can be accessed by all registered users globally. • The electronic library has an automated catalogue system that can be accessed in any catalogue system that is operating in the vicinity of the client- server that has graphical user interface with multimedia facilities.
Client-server Material circulation Digitising Munsyi network E-book Readiness E-journal Simultaneous access Ilmu prima WAN LAN
162 X TOPIC 7 DIGITAL LIBRARY
Arms, W. Y. (2000). Automated digital libraries: How effectively can computers be used for the skilled tasks of professional librarianship? D-Lib Magazine, 6(7/8). Azman Larut et al. (2005). Panduan mengurus pusat sumber sekolah. Kuala Lumpur: PTS Professional. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan pusat sumber elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. Digital library. (2006). Retrieved June, 1 2010 from http://www.liswiki.com/wiki/ Digital Jibrary [2006. May 2]. Faridah Abdul Manaff, & T. Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Lankes, D., McClure, C. R., & Kasowitz, A. S. (2002). Implementing digital reference services: setting standards and making it real. London: Facet. Marchionin, L G., & Maurer, H. (1995). The role of digital libraries in teaching and learning. CACM, 38(4}. 67ă75. Retrieved June, 1 2010 from http://ils.unc.edurmarch/cacm95/sub8.html.[2006. May 2. Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995) Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman. National Library of Malaysia. Retrieved June, 1 2010 from http://www.pnm.my/.
TTooppiicc X School
Resource 88
Centre Services
and Promotion
Programmes
LEARNING OUTCOMES
By the end of this topic, you should be able to: 1. Discuss services available at a School Resource Centre; 2. Explain factors that influence the preparation of services at a School Resource Centre;
3. Propose ways to promote the use of a School Resource Centre; and 4. Describe the resource-based teaching and learning process.
X INTRODUCTION
The School Resource Centre, which forms an integral part of any school today, provides loan services and informed guidance on the use of library resouces. To realise its goal as a functional and effective resource centre, the library has to offer excellent services.
Impressive interior arrangement and first-class services are insignificant factors to a library which is not fully utilised. Thus, library teachers are responsible in planning and creating activities which could attract users to the School Resource Centre. Classroom teachers collaborate efforts with librarians and the latterÊs 164 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
ability to plan resource-based teaching and learning activities will boost studentsÊ interest and promote physical use of the library which leads to optimum library use.
8.1 SERVICES
A School Resource Centre aims to provide efficient services to ensure patrons and members fully utilise its resources to its maximum potential. This ambition is a natural extension of its goal to provide services that encourage library use among students and teachers.
8.1.1 Definition of Services
Service is defined as tasks and other efforts to cater to the needs of specific users or the public at large. Library services can be divided into two major categories: (a) Services based on the objectives of the School Resource Centre; and (b) Support services for users who need them, subject to the capability of the resource centre.
The main concern in providing and developing functional services is that the resource centre must fulfil the educational needs in line with the curriculum. These are the guidelines to develop effective services:
(a) School Resource Centres must provide stimulating activities that encourage and enhance studentsÊ skills in information retrieval which is a catalyst for independant learning and life long education. Excellent library services include: (i) Training and exposure on the effective use of a School Resource Centre; (ii) Guidelines in accessing resources; and (iii) Dissemination of information.
(b) All users must be given equal services (democratisation of information).
(c) Library administrators have to consistently manage and update complete collection records in line with the specification standards to encourage students and teachers to become effective and creative library users. TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 165 PROGRAMMES
8.1.2 Library Services
At the centre of a School Resource Centre is access to reading materials (circulations). It also functions as a reference centre. Therefore, library teachers and assistants have to develop an efficent schedule and comprehensive user guidelines to ensure a conducive reading environment for users. A library handbook must be published for distributions. The objectives of library services are to: (a) Enable users to obtain information from various sources and access authorised information; and (b) Nurture a positive learning culture among the students.
In line with strong emphasis on information technology, books can no longer keep up with the overflow of information. The Internet has reduced dependency on printed materials and fulfils the need for the latest information. It has established its importance and popularity as an electronic source of knowledge.
To raise the standard of library services, resource centres are encouraged to provide Internet services. For faster and efficient information retrieval among users, library administrators must hold information literacy courses and training for students and teachers. At the same time, classroom teachers need to use the teaching and learning process to encourage students to be active library users. Library administrators have to collaborate with these teachers to provide relevant training, courses and guidance in resource-based teaching and learning activities. In addition, exhibitions of current issues at the library also draw usersÊ interest to the resource centre at school.
Figure 8.1: Exhibitions on current issues can attract users to the resource centre 166 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
8.1.3 Reference and Information Services
Reference and information services are central to the service provided by libraries to assist users in their information needs. Users will be taught search strategies in information retrieval, use of catalogues, indexes and abstracts for research purposes. These services are able to optimise the use of and access to information hubs.
Reference and information services provide directions and guidance for users. They are also aimed at giving effective and efficient professional services in handling enquiries. The objectives of these services are to: (a) Assist users in effective information retrieval; (b) Ensure that users are able to maximise resources used; (c) Introduce users to the library; and (d) Provide clear guidelines on library use.
8.1.4 Access Portal Services
The advent of information technology has witnessed fierce demands in fast retrieval of the latest information via the Internet. Knowledge from vast fields of data are available a mouse click away. Catering to the current demand in Internet services, the School Resource Centre has introduced access portal services. These services aim to nurture the use of information and communication technology at school, reduce the students-to-computers ratio and increase studentsÊ contact hours with computers.
Figure 8.2: Access portals are introduced to nurture the use of ICT at school, reduce students-to-computers ratios and increase studentsÊ contact hours with the computers TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 167 PROGRAMMES
8.1.5 Educational Technology Services
Resource centres are not restricted to only library services and access portals. As part of the whole continuum of educational provisions, Teaching Aids Room and Audio Visual Aids (AVA) Room are set up as part of the libraryÊs extension. Teachers are allowed to utilise the materials to facilitate teaching and learning process as well as use the room to conduct activities. Library administration, however, has to distribute user guides to ensure ethical use of the facilities available.
Coordinators for Teaching Aids Room and AVA Room in a collaborative effort with the resource centre coordinators, have to select experienced specialist staff to provide useful advice in using the facilities. This staff will be responsible for preparing necessary equipment for teaching and learning activities as well as taking an active role in creating teaching and learning media. In addition, he has to distribute an educational television programme schedule to teachers so that they could make the necessary arrangements to incorporate media-based teaching and learning activities. Teachers, however, will benefit tremendously from training on using television programmes to create an interactive classroom. Resources in the Teaching Aids Room must be accessible to the teachers with detailed manuals and proper guidance.
Figure 8.3: The library viewing room is equipped with LCD as compared to the use of television in the past 168 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
8.1.6 Publication and Documentation Services
A resource centre should provide support in producing teaching and learning publications and documentations. It should assist in the publication of brochures, magazines, bulletins, flyers, blueprints and any other materials related to school activities. Another crucial task for the resource centre is to record and compile school publications for documentation.
8.1.7 Up-to-Date Information Services
Noticeboards are available in front of libraries for the display of information about forthcoming events and activities. All types of notices, information, announcements and advertisements can be displayed on the noticeboards. Newspaper cuttings on current issues must always be available at the informative outlet.
Figure 8.4: Noticeboards display information about forthcoming events and activities
8.1.8 Other Services
Some School Resource Centres provide other services such as printers, printing and computer use. Photocopying service is vital to users especially for those who need excerpts from reserved items. Selected school resource centres offer circulation of indoor games to encourage studentsÊ use of the library. TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 169 PROGRAMMES
Figure 8.5: Students are allowed to play indoor games in some school resource centres
8.2 SCHOOL RESOURCE CENTRE PROMOTION ACTIVITIES
To ensure that School Resource Centres disseminate information, inculcate reading habits and effectively support teaching-learning activities, the library must first ensure high interest among students and teachers to use the services. Many programmes are implemented to meet this objective. Some of the activities are story-telling and essay-writing competitions, book reviews and other activities which promote optimum library use. The school community will utilise facilities and access resources at the resource centre if it is efficiently managed. Library administrators and coordinators must strive to create a conducive environment in the library. Factors which contribute to the success of a resource centre are friendly staff as well as efficient and effective library management. Therefore, the resource centreÊs staff will benefit from training and motivation to instil professionialism in delivering their duties. 170 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
Figure 8.6: Friendly and efficient staff contribute to effective library management
Another factor which will be appealing to the school community is a clean and cosy resource centre. A School Resource Centre also requires sufficient, up-to- date collections. In order to materialise this, resource centre coordinators have to actively analyse which items are frequently used and keep abreast of the latest teaching-learning materials. It is imperative to understand that some teachers are not trained to handle state-of-the-art facilities in the library. The library administation must come forward with proactive measures to assist teachers in overcoming their technical obstacles.
Figure 8.7: A conducive environment in the library encourages the school community to access its resources
8.2.1 Reading Promotion Programme
The National Reading Month must be introduced at school levels to further intensify various reading programmes and activities which are conducted across the nation. School Resource Centres have to organise their own campaigns in TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 171 PROGRAMMES conjuction with this event. Resource centres can conduct its own activities such as seminars, discussions and workshops which are equally stimulating to promote reading habits. Below are other activities to foster interest in using the library: • Story-telling session • Finding data • Reading together • Public-speaking competition/debates • Quizzes • Book appreciation session • Reading month • NILAM programme
(a) Reading Month The goverment has declared August as The National Reading Month. This is the first step in promoting a reading culture among Malaysians and the goal of this campaign is to create the awareness among the public in the importance of reading as a catalyst in producing knowledgeable society. The National Library of Malaysia , as an institution to provide avenues for the public to be involved in various reading programmes, organised this campaign which was launched for the first time on July 31, 1995.
The grand opening event with the theme „Mari Membaca Bersama‰ was launched by DatoÊ Seri Mohd Najib Tun Rasak, who was then the Minister of Education. The campaign escalated when more programmes and activities were conducted throught the month such as Exhibitions; Photography Contest, Computer Camps; and Asean Story-telling Convention.
In year 2001, July was chosen as The National Reading Month and the campaign was launched by DatoÊ Seri Dr. Siti Hasmah Haji Mohd Ali on 16 July. Various reading activities were carried out to inculcate positive reading habits among Malaysians. Not wanting to be left behind, School Resource Centres around the country organised their own reading campaigns to make reading part of the schoolÊs culture. 172 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
(b) NILAM Programme Schools around the country are still organising campaigns and activities to promote reading. Educational Technology Division introduced and organised a combination of all reading activities that emphasise inculcation of reading habits. This programme, affectionately known as NILAM, emerges from a highly organised body and has successfully been implemented in all schools across Malaysia.
Nilam is the acronym for „Nadi Ilmu Amalan Membaca‰. The NILAM programme is an integration of all reading activities in schools with the aim of encouraging continuos reading in line with Educational Technology DivisionÊs standard plans and recognition. The major objective of this programme is to inculcate reading habits among students. Introduced by ETD, the implementation of this programme is monitored by NETD and Teacher Activity Centres (TAC). It is hoped that NILAM will help solve problems related to development of reading habit.
The objectives of NILAM programme are: (i) To create students who like to read a lot. (ii) To encourage schools to generate creative and innovative ideas to inculcate reading habit.
There are two levels of achievements in the NILAM programme: • The first level aims to develop basic reading skills and create an interest in reading until it becomes a habit. This level is known as JAUHARI. • The second level aims at encouraging studentsÊ active involvement in reading and creative use of materials. This level is known as Fellow Reader Level.
(i) Level one (Jauhari) This level is called JAUHARI. At this level, students have to be involved in reading activities conducted by the School Resource Centre. At this level, students participate in the reading activities as soon as they acquire basic reading skills (Mid Year One). Students are also allowed to borrow books at resource centres for about two weeks.
TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 173 PROGRAMMES
The classification of studentsÊ reading ability is presented in the Tables 8.1 and 8.2:
Table 8.1: Reading Ability ă Primary School
Year Basic Moderate High Advanced 1 9 × 1 = 9 9 × 2 = 18 9 × 3 = 27 9 × 4 = 36 2 18 × 1 = 18 18 × 2 = 36 18 × 3 = 54 18 × 4 = 72 3 18 × 1 = 18 18 × 2 = 36 18 × 3 = 54 18 × 4 = 72 4 18 × 1 = 18 18 × 2 = 36 18 × 3 = 54 18 × 4 = 72 5 18 × 1 = 18 18 × 2 = 36 18 × 3 = 54 18 × 4 = 72 6 18 × ó = 9 18 × 1 = 18 18 × 1ó = 27 18 × 2 = 36 TOTAL 90 180 270 360
Table 8.2: Reading Ability ă Secondary School
Year Basic Moderate High Advanced 1 18 × 1 = 18 18 × 2 = 36 18 × 3 = 54 18 × 4 = 72 2 18 × 1 = 18 18 × 2 = 36 18 × 3 = 54 18 × 4 = 72 3 18 × ó = 9 18 × 1 = 18 18 × 1ó = 27 18 × 2 = 36 4 18 × 1 = 18 18 × 2 = 36 18 × 3 = 54 18 × 4 = 72 5 18 × ó = 9 18 × 1 = 18 18 × 1ó = 27 18 × 2 = 36 TOTAL 72 144 216 288
Notes: Year six pupils and Form 3 and Form 5 have the first 6 months to participate in the programme and the activity is reduced in the 6 next following months.
(ii) Second level (fellow reader) The second level in NILAM programme emphasises on leadership skills in reading. This level is known as Fellow Reader and students must first complete the first level in order to qualify for the next. Students ability to encourage other students to read is the main focus of this level. Students qualify for the Fellow Reader Level after reading 100 books. At the same time, the JAUHARI level is still progressing.
174 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
Students are also given facilitators who provide guidance in carrying out the activities as well as necessary training to ensure the success of this programme. Students are given the opportunity to choose books from resouce centre and bring them back to be read by peers, family members and neighbors. The calculation of marks for this activity is slightly complicated since it encompasess various activities such as story telling, reading together, group discussions on books with friends and family.
Nilam Organisation Chart (i) National schools
Figure 8.8: NILAMÊs organisation chart for national schools TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 175 PROGRAMMES
(ii) Secondary school
Figure 8.9 : NILAMÊs organisational chart for secondary school
The Role of Committee Members (i) Chairman ă Principal/headmaster • To chair meetings. • To ensure implementation of policies and programmeÊs objective. • To deliver speech to teachers and parents. • To ensure programme efficiency through monitoring, meetings with teachers, interviewing students and parents and analysis of progress report. 176 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
(ii) Senior assistant 1 • To assume the role of the Chairman during his absence. • To assist the Chairman in managing and evaluating programme. • To assist Chairman in handling programme, identifying NILAMÊs strength and weakness in order to take necessary action. (iii) Senior assistant (student affairs)/senior assistant (curriculum)/ evening session supervisor • Responsible in executing Chairman and Vice Chairman duties during their absence. (iv) Secretary (school resource centre teacher) • To record documentation, minutes of meeting and correspondence. • To coordinate the meeting in progress and matters related to it. • To prepare printed progress report and annual report to be submitted to state committee and a copy for the Chairman. • To prepare database and information related to the programme. • To analyse NILAM programme based on accumulated data and to be in charge of ongoing data entry and up-dates. • To be involved in the committee incharge of NILAM award ceremony at school level. • To organise NILAM activities at schools. (v) Library teacher • To assist school administration in book grading. • To distribute text books according to groups (for year 1, primary school). • To circulate Reading Record Book to students. • To assist the secretary to organise activities for NILAM. (vi) PTA representative/old student • To attend all NILAM committee meetings. • These are ideas in inculcating reading habits among children. (a) Provide useful guidance and motivation in childrenÊs reading activity. TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 177 PROGRAMMES
(b) Provide sufficient reading materials at home. (c) Encourage children to loan books from other resource centres such as public library, town library, mobile library and etc. (d) Ensure that children have new supplies of reading materials to read and record. • To be involved in donation drive which contributes to the success of the programme. • PTA acts as agent in promoting the programme to other institutions to achieve desired outcome. (vii) Subject leader/head of language • To contribute to choosing suitable materials for students. • To plan, train and coordinate teachers to implement teaching- learning activities which advocate quality reading. • To plan and estimate expenses for NILAM programme. • To supervise the implementation of NILAM programme. (viii) Classroom teachers • To provide reading corner in classes. • To distribute studentsÊ NILAM Reading Record Book from the School Resource Centres. • To mark and record studentsÊ reading data. • To keep record, update, verify and sign studentsÊ Reading Record Book. • To ensure that NILAM programme is executed as planned. (ix) Record Students are required to record their reading activities by filling in the Reading Record Book, guided by the teachers. Later, the teacher has to verify each reading activity. (x) Recognition The students who succesfully complete NILAM programme will have an advantage when they apply for admission into Controlled Schools, Fully Residential School, Express Classes and Institutions of Higher Learning. The two types of recognition includes:
178 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
• Annual ă recorded in: Progress record book and cumulative card. • Overall: School leaving certificate and letter of recognition from school.
Table 8.3: Jauhari Level ă Primary School
Year Basic Moderate High Advanced 1 9 18 27 36 2 18 36 54 72 3 18 36 54 72 4 18 36 54 72 5 18 36 54 72 6 9 18 27 36 TOTAL 90 180 270 360
Total of books read Awards 90ă179 BRONZE 180ă269 SILVER 270ă359 GOLD 360 AND ABOVE NILAM
Table 8.4: Jauhari Level ă Secondary School
Form Basic Moderate High Advanced 1 18 36 54 72 2 18 36 54 72 3 9 18 27 36 4 18 36 54 72 5 9 18 27 36 TOTAL 72 144 216 288
TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 179 PROGRAMMES
Total of books read Awards 72ă143 BRONZE 144ă215 SILVER 216ă287 GOLD 288 AND ABOVE NILAM
Fellow Reader Level Each Fellow Reader activity is recorded in a special book or card which will be constantly monitored by the teachers. Reading promotion activities are given recognition and standard based on standard NILAM classification. For students, this recognition acts as catalyst to life-long, positive reading habits.
Marks Recognition
100ă199 BRONZE
200ă299 SILVER
300ă399 GOLD
400 AND ABOVE NILAM
(c) Newspaper in Classroom Programme Another concerted effort taken to promote reading among students is the implementation of newspaper in classroom programme with support from the resource centre and the newspaper agency.
(i) Goal The goal is to create an informal learning environment for the students. Using newspapers provide opportunities for students to enhance their speaking, reading and writing skills. • Speaking skills ă Students are encouraged to voice their opinion and discuss any possible topic. • Reading skills ă Students will be able to read and interpret their reading based on the articles in the newspaper. • Writing skills ă Students will be able to re-write what they have learned from the newspaper articles. 180 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
(ii) Objective Incorporating newspaper in teaching and learning process brings changes to traditional classroom activities. Newspapers in classroom becomes the platform for students to develop multiple skills in searching, selecting, adapting, evaluating, thinking and reacting as required by the teachers. (iii) Activities Teachers are allowed to use old or current newspapers. However, it is best to use the latest newspapers so that students are able to analyse current issues. These newspaper based activities have to adhere to the syllabus such as speaking skills, reading and language application like phrases, sentences, punctuation and sentence pattern. The success of this programme depends on the well-planned activities which take into consideration issues such as time, location and syllabus. Classroom observation will determine the effectiveness of ideas from the workshop.
Planning/Preparation for the class includes: • Subject • Topic • Skills • Objective • Lesson plan
8.3 TEACHING AND LEARNING THROUGH RESOURCE CENTRES
Resource centre offers enormous amount of knowledge and it should be utilised to the maximum. Innovations based on learning resources are designed to improve teaching and learning and to provide an operational benefit such as improved access to education. Teachers have to guide students in creating effective strategies for locating and using library resource. TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 181 PROGRAMMES
8.3.1 Resource-based Teaching and Learning Materials
Resource-based teaching and learning materials is a method which can be applied on one subject or an integration of various knowledge. It is learner- centred and can be conducted individually or in a group work.
8.3.2 Components in Resource-based Teaching and Learning
The components are: (a) Form objectives, purpose and search target. (b) Find materials in the resource centre for any study. (c) Constructive use of books and other materials in the process of obtaining resource for a study. (d) The use of AVA equipment and other facilities. (e) Evaluation, comprehension and literature search. (f) Answering questions, objectives, purpose and objective of study. (g) Charismatic presentation of information which involves the use of codes from books and bibliography.
8.3.3 Examples of Methods
Two examples of methods are:
(a) Collaborative Method A teacher plans a lesson on New ZealandÊs climate and population. Students are divided into groups and these groups are instructed to search for information from different sources available in the resource centre. For instance, each group will be assigned different resource material such as books, encyclopedia, atlas and dictionaries. All these groups will present their findings to the class.
(b) Project Method Projects can be carried out individually or in a group. Students are required to complete a project and they have to provide bibliography and literature search. This method is suitable for tertiary level. 182 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
8.3.4 Characteristics of Resource-based Teaching and Learning
Teaching and learning materials available in the resource centre are fully utilised in lessons. StudentsÊ thinking capability and skills develop to a significant level when teachers use printed and non-printed materials in conducting lessons. The following are characteristics of resource-based teaching and learning: (a) StudentsÊ comprehension of input is increased and they are able to apply them based on the materials provided by the resource centre. (b) Resource-based teaching and learning which manipulates a variety of materials brings more benefits to students. They are able to get actively involved in interactive lessons and acquire more skills in using the materials, creating a more meaningful learning experience for them. (c) Selective variety of resources made accessible to the students through different teaching and learning approaches, activities and information sources enhances studentsÊ motivation. (d) Enable the students to learn at their own pace and capabilities. (e) Resource-based teaching and learning nurtures studentsÊ self-confidence and provides them life-long learning skills.
8.3.5 Relevant Skills in Resource-based Teaching and Learning
Let us look at the relevant skills now.
(a) Information Retrieval Skill (i) Students must be exposed to information search and retrieval skills. (ii) They have to be introduced to catalog cards, dictionaries, encyclopedia, user guides/handbooks, bibliography, access to the internet and any relevant source of information.
(b) Dictionary Consultation Skills (i) Dictionary is useful not only for finding meaning. It can be used to obtain information, pronunciation, speech registers, grammar and sample of sentences. TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 183 PROGRAMMES
(ii) Words in the dictionary are arranged in alphabetical order. (iii) Dictionaries come in different types and specifications. Other than language dictionaries, there are general academic dictionaries which cater for the needs of terms and jargons of different field of studies such as Scientific, Economic, and Geological dictionary. Biographical dictionary, however, contains selected individualsÊ background information.
(c) Encyclopedia Reference Skills (i) Contains short articles on a subject or title. (ii) The list of main topics and sub-topics available in an Encyclopedia enable students to access the information effectively.
(d) Atlas Reference Skills (i) Atlas contains interesting graphical explanations for selected topics. (ii) Figures and explanations are arranged in alphabetical order. (iii) Students are able to trace information in an atlas based on the alphabetically-ordered listing.
(e) Book Reference Skills (i) Books are inclusive of academic texts, fictions, religious books, almanacs, magazines and many other relevant materials. (ii) Students have to be taught strategies to find information from the right books.
(f) Evaluation and Action Research (i) Evaluate whether the School Resource CentreÊs goals and objectives have been achieved. (ii) Identify the strength and weaknesses of School Resource Centre. (iii) Obtain feedback from administrators and users to develop School Resource Centre. (iv) Use checklist to search and identify issues which require immediate action. 184 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
SELF-CHECK 8.1
1. Describe services that School Resource Centre administrators have to provide. 2. Explain factors which influence the preparation of school resource centreÊs services. 3. Describe ways of promoting the use of resource centre that the administrators can take. 4. Explain rescource-based teaching and learning method.
• Service is defined as tasks and efforts to cater for the needs of a specific group or the public at large. • Library services can be divided into two major categories: services which are based on the objective of the School Resource Centre and support services for users. • The main concern in providing and developing functional services is that the resource centre must fulfill the studentsÊ educational needs based on the curriculum. • At the center of School Resource Centre is access to reading materials (circulations). • Resource centre also provides reference services. Therefore, specific rules and regulations have to be established in order to provide efficient services to the users. • Library user guides or handbook must be published for distributions. • Resource centres are encouraged to provide internet services. • Users will be assisted and taught skills in information retrieval, use of catalogs, indexes and abstracts for research purposes. • School Resource Centre introduces access portal services to nurture the use of Information Communication Technology at school, reduce students-to- computers ratios and increase studentsÊ contact hours with the computers. • Other than library services and access portals, Teaching Aids Room and Audio Visual Aids (AVA) Room as well as a viewing room, are set up as part of the libraryÊs extension. TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION W 185 PROGRAMMES
• Teaching Aids loan services equipped with their manual guides and necessary training in utilising these aids must be given to the teachers. • Selected school resource centres offer circulation of indoor games to encourage studentsÊ use of the library. • Resource centre coordinators have to analyse itemsÊ usage frequency and keep abreast of the latest development in teaching aids. • National Reading Month has to be introduced to the school community in an effort to boost more interest in reading campaigns. • One of the reading promotion campaigns organised by ETD for all schools nationwide is NILAM programme. • Newspaper in Classroom Programme aims to develop more interest in reading among students. It is a collobrative programme between the resource centre and the newspaper agency. • Newspapers in classroom becomes the platform for students to develop multiple skills in searching, selecting, adapting, evaluating, thinking and reacting as required by the teachers.
Access portal Jauhari Atlas reference skill Nilam Audio visual room Project method Collaborative method Reading month Dictionary consultation skill Reading skill Digital library Speaking skill Fellow reader Writing skill
Azman Larut et al. (2005). Panduan mengurus pusat sumber sekolah. Kuala Lumpur: PTS Professional. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan pusat sumber elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. 186 X TOPIC 8 SCHOOL RESOURCE CENTRE SERVICES AND PROMOTION PROGRAMMES
Faridah Abdul Manaff, & T. Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995). Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman. National Library of Malaysia. Retrieved June, 1 2010, from http://www.pnm.my/
TTooppiicc X Classification,
Cataloguing and 99
Automation
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. Describe the process involved in classification and cataloguing resource materials;
2. Name types of cataloguing and classification; 3. Explain the definition and principles of automation; and
4. Describe the process of automation.
X INTRODUCTION
A school library management must take note of the rapid generation and growth of information and the importance of properly disseminated information resources to users. In order to ensure efficient information access and circulation of resources, all the materials in resource centres need to be systematically arranged. Thus, these materials require classification and cataloguing so that is easier to locate them.
Classification and cataloguing materials are time-consuming tasks but these are imperative to the improvement of library functions. These processes enable the library management to monitor the circulation of resources, missing items and overall use of resources. Other than that, classification and cataloguing are useful to keep track of available stocks and statistics of items available in the resource centres. 188 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
9.1 CLASSIFICATION Classification means to arrange in classes or to assign in categories according to established criteria such as shapes, sizes, colours, alphabets or titles. Systematic classification aids in information search and the monitoring of material use. Classification of library items, however, has to be standardised to avoid confusion.
9.1.1 Definition of Classification
Classification involves arranging and organising resource centre materials. These materials are arranged according to topics, field of studies, topics and subjects. A librarian may shelve books together and other related items in one place. In libraries, classification of materials is based on subjects which are arranged in alphabetical order.
For instance, classification of books in the library is done by assigning specific call numbers to books which are accepted on a certain standard. A call number is at the bottom of the book on the spine. (Figure 9.1)
Figure 9.1: Call number is at the bottom of the book on the spine
9.1.2 Objectives of Classification
The objectives of classifications are to: (a) Create classification for items of different disciplines according to the standard classification procedure; (b) Offer library users familiarity and consistency in looking for reference materials; TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 189
(c) Make it convenient for the library management to record and create a standard classification of materials; (d) Arrange resource materials for efficient access; (e) Arrange materials systematically for greater success in locating resources according to types and shapes; (f) Identify number of collections in an organised classification system; (g) Provide extensive reporting services in selecting and adding collections as well as disposal of materials; (h) Provide efficient stock listing and record of circulation; and (i) Ensure that users do not waste time in looking for materials.
Figure 9.2: Books are arranged on the shelves according to classification of numbers
9.1.3 Classification Systems
Some of the classification systems used are: (a) Dewey Decimal Classification System; (b) Library of Congress Classification System; (c) Universal Decimal Classification; (d) Bibliographic Classification System; (e) Colon Classification System; (f) National Library of Medicine Classification; (g) Islam Outline of Classification Scheme; and (h) Classification Scheme for Government Documents. 190 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
9.1.4 Dewey Decimal System of Classification
The most widely used system in School Resource Centres is the Dewey Decimal System of Classification. Dewey is the most popular and accessible system for school libraries. The system was invented by American librarian Mevil Dewey in 1873. The first edition in 1876 contained 14 pages. Now, most School Resource Centres use the 19th edition system which is published in four main volumes.
Figure 9.3: The most widely used classification system in school resource centres is the Dewey Decimal System of classification
9.1.5 Use of Classification System
The system is based on 10 classes of subjects which are then further sub-divided before and after the decimal point. There are nine classes which represent nine fields of studies and one classification for general materials such as encyclopaedia, newspaper and publications. Each major class is identified by the use of serial numbers to a hundred as listed below: (a) 000 ă Generalities (b) 100 ă Philosophy (c) 200 ă Religion (d) 300 ă Social Science (e) 400 ă Language TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 191
(f) 500 ă Natural Science (g) 600 ă Technology (h) 700 ă Arts (i) 800 ă Literature (j) 900 ă Geography, Exploration, History and Biography
These nine classifications are divided into other subdivisions according to separate numbers and units. For instance, take a look at a book entitled Buku Sejarah Langkawi which is classified as 935.95.
Figure 9.4: An example of the Dewey Classification System 192 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
9.1.6 Dewey Classification System’s Method of Classification
The Dewey Decimal Classification (DDC) is arranged from general to specific numbers. This system is flexible because it can be related to other disciplines. In choosing decimals for its categories, DDC is both purely numerical and infinitely hierarchical. The notation (symbol) is long and exclusive, pure, specific and perfect in its own identity.
In order to avoid confusion, the classification of books does not depend entirely on a bookÊs title. To illustrate, a book entitled Research Data may be classified as academic material if the content only revolves around educational issues. In creating a classification system for books, there are things which must be taken into consideration: (a) The title on the cover and the title page represent the content of the books purchased. (b) The title alone cannot represent the content. Thus, one has to refer to the content pages. (c) For books that do not have a content page, the title of chapters can be referred to in determining the classification of books. (d) In the process of classifying information, the individual responsible for this procedure must refer to the abstract, introduction or synopsis if available before the actual classification is done. (e) The foreword section can also contribute to classification of books. (f) The most efficient way of determining book classification is to read the contents. However, this is time consuming and requires expertise in the field. (g) The National Library of Malaysia publishes a bibliography which is useful to the process of classification. (h) Other sources such as reference books and professionals in their respective fields are also able to provide information for classification.
9.1.7 Steps to Build DDC Class Number
The steps are: (a) Arrange the texts for classifications from the aspects of title, foreword, content pages and others. (b) Use DDC arrangements to determine suitable parts in class or subject beginning from first summary, second summary and third summary. TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 193
(c) Check specific class numbers and carefully study each class number to be used. (d) Put any book or material in the right class number. (e) The number must be accessible to library users. (f) There must be a sound reason for giving a call number to any book or material.
Examples of classification process: (a) Ensure that the book, for instance, „Teknologi Maklumat Untuk Institusi Perguruan‰ is listed under the correct subject class: Social Science (300). (b) Choose suitable division in the subject class. „Teknologi Maklumat Untuk Institusi Maklumat‰ is subjected to the sub-division of (370). (c) If there are more than one issue or there is only one aspect discussed in the book, choose classification based on: (i) General ideas which encompasses all aspects in the book. (ii) The most widely discussed topic referring to number of pages. (iii) The most relevant issue which portrays the writerÊs intention. (iv) If it remains the same, choose items which appear first in classification table.
9.2 CATALOGUE
Cataloguing is the process of storing detailed information on the collection of books available in a library. The catalogue describes each title and attaches it to the classification shelf location assigned to it so that users can efficiently locate a text. On a catalogue, users can find the call number, authorÊs name, title, publisher, year of publication, number of pages and price. The most widely used catalogue is based on the Anglo Cataloguing Rule (AACR).
9.2.1 Objectives of Cataloguing
Resource centre catalogues are the key to each titles available in the library. The objectives of cataloguing are to: (a) Guide users in searching for information at the library. (b) Reduce the time spent in locating books on the shelves. (c) Enable initial research on a book. 194 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
9.2.2 Methods of Cataloguing
Cataloguing methods can be divided into two:
(a) Traditional Cataloguing Librarians catalogue materials based on the cataloguing system.
(b) Copy Cataloguing This method is based on the records copied from The Library of Congress, Malaysian National Library or librarians from different libraries.
The advantages of copy cataloguing are: (i) Fast and accurate record of bibliography; (ii) Reduce time in cataloguing; and (iii) Provide experience to resource centresÊ teachers in cataloguing process.
9.2.3 Types of Catalogue
Catalogues come in many different designs. The common design is in the form of catalogue cards which are arranged in catalogue shelves.
Figure 9.5: Author catalogue cards
There are also catalogues in the form of papers which are displayed or stored in files according to subject class, titles and authors. Libraries also provide catalogues in the form of a microfiche machine. TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 195
Figure 9.6: Catalogues listed in a book
Most resource centres use Online Public Access Catalogue (OPAC). This catalogue uses computer and network.
Figure 9.7: OPAC is widely used in the libraries
Online Public Access Catalogue (OPAC) allows users to access bibliographic information in the libraryÊs database.
OPAC, in its most simple form, should be able to: (a) Be used by inexperienced users with the assistance of HELP interfaces; (b) Enable users to find general or specific information in the libraryÊs database entry; (c) Assist users in finding indexed terms; 196 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
(d) List the libraryÊs exact status of data (for example: items on order); (e) Save previous search records for future use; and (f) Provide integrative access between modules ă Users could trace their circulation records.
Some of the search techniques which must be available in an OPAC are: (a) The ability to provide search limits for certain fields such as author, title, subject and keyword search modes; (b) The ability to provide truncation search; (c) The ability to use Boolean Operators (AND, OR, and NOT); (d) The ability to browse through indexes and create a list of data; (e) The ability to begin and end a search at any time; (f) The ability to obtain information directly from the database entry; and (g) The ability to be accessed by many users at one time.
9.2.4 Catalogue Card
Author Catalogue enables users to find items according to the authorÊs or editorÊs name in the entries. The authors are inclusive of individuals, statutory bodies, organisations, companies, government departments, seminars, conferences and others that are involved in producing written materials.
371.2 Shaifol Bahary Sulaiman
SHA Teknologi Maklumat Untuk Perguruan. KL: Federal Publication 2003 200 ms
0502 RM12.50 Harfa 4.5.2003
Figure 9.8: An example of author catalogue card
White cards are for non-book materials and pink cards are for books. These cards measure 3 inches × 5 inches (7.6 cm × 12 cm). As for title cards, these are sorted alphabetically according to the title of the entries (Figure 9.9). Title catalogue is useful for users who know the titles of the books that they are looking for. TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 197
371.3 Teknologi Maklumat Untuk Perguruan.
SHA Shaifol Bahary Sulaiman KL: Federal Pubication 2003 200 ms
0502 RM12.50 Harfa 4.5.2003
Figure 9.9: Title catalogue card
Subject cards contain subjects as the main search key. These cards are useful for users who lack information in author and title of a material. The title is often printed in capital letters (Figure 9.10).
PENDIDIKAN
371.2 Teknologi Maklumat Untuk Perguruan.
SHA Shaifol Bahary Sulaiman KL: Federal Pubication 2003 200 ms
0502 RM12.50 Harfa 4.5.2003
Figure 9.10: Subject catalogue card
All these catalog cards have to be arranged according to their categories in alphabetical order. This would assist users in locating the exact material they wish to find.
9.2.5 Book and Non-book Catalogues
Cataloguing of books and non-books is rather similar. Non-book cataloguing, however, includes non-book material such as transparencies, CDs and others. Figures 9.11, 9.12, 9.13 and 9.14 illustrate non-book catalogues. 198 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
Cakera Padat
369.01 SHAIFOL BAHARY SULAIMAN
SHA Penggunaan TMK dalam P&P KL: SHZA Multimedia; 2003 2 keping + buku panduan
video contoh P&P menggunakan TMK sesuai untuk peserta kursus bestari
007 Rm 50.00 31/12/2003
Figure 9.11: Non-book catalogue with the material as title
PENGUNAAN TMK DALAM P&P
Cakera Padat
369.01 SHAIFOL BAHARY SULAIMAN
SHA KL: SHZA Multimedia; 2003 2 keping + buku panduan
video contoh P&P menggunakan TMK sesuai untuk peserta kursus bestari
007 Rm 50.00 31/12/2003
Figure 9.12: Non-book catalogue that uses material as title TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 199
SHAIFOL BAHARY SULAIMAN
Cakera Padat
369.01
SHA Penggunaan TMK dalam P&P KL: SHZA Multimedia; 2003 2 keping + buku panduan
video contoh P&P menggunakan TMK sesuai untuk peserta kursus bestari
007 Rm 50.00 31/12/2003
Figure 9.13: Non-book catalogue that uses author as title
PENDIDIKAN Cakera Padat
369.01 SHAIFOL BAHARY SULAIMAN
SHA Penggunaan TMK dalam P&P KL: SHZA Multimedia; 2003 2 keping + buku panduan
video contoh P&P menggunakan TMK Sesuai untuk peserta kursus bestari
007 RM50.00 31/12/2003
Figure 9.14: Non-book catalogue that uses subject as title 200 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
9.3 RESOURCE CENTRE AUTOMATION
Rapid growth of technology has influenced the demand for efficient library services. However, complications arise due to efforts taken to fulfil the needs of technology-based library services. One of the best solutions is the automation of library functions. Most School Resource Centres have adopted automation to cope with the changes brought by technology.
9.3.1 Definition of School Resource Centre Automation
School Resource Centre automation can be defined simply as the use of computer and networking technologies in the library. Library automation also means using the computer to store, display and process data as reports or reference.
The automation system is designed to facilitate library functions and communication with the management. Thus, automation takes place when there is integration of information technology and computers with the library management team. This process is extended in a service that enables users to access remote electronic resources which enhance a schoolÊs educational quality.
9.3.2 Goal of School Resource Centre Automation
The ultimate goal of school library automation is to upgrade the resource centreÊs level from a traditional system to an electronic centre which effectively improves the teaching and learning process in schools.
9.3.3 Objectives of School Resource Centre
The objectives of school library automation are to: (a) Improve level of service in terms of obtaining materials, cataloguing, circulation and clientsÊ services; (b) Enhance the administration and management system in human resource, and development of facilities; (c) Develop computer literacy among all school community members; (d) Facilitate access to information or collection of data in the library; and (e) Facilitate data analysis and school library evaluation. TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 201
9.3.4 Automation Software
Automation software is designed to improve the level of service and output of a library. In general, the modules available in this software are: (a) Information on books and non-book materials; (b) Catalogue; (c) Circulation; (d) Membership Records; (e) Statistics and Reports; and (f) Access to Information.
Some of the international and local companies which provide this software are: (a) Applied Library System (Applied Computer System Sdn Bhd); (b) Pustaka (ASR Synergy Sdn Bhd); (c) e-Khutub Khanah (NVE Solution Sdn Bhd); (d) Pustakawan (Multiple Pootpolio Sdn Bhd); (e) Library Urus (medan Intelek Sdn Bhd); (f) Clarice (Pintaran IT Sdn Bhd); (g) Softrade Library System (Software Trading Sdn Bhd); (h) Sistem Maklumat Pusat Sumber (Institut Gemencheh); and (i) Sistem Maklumat Perpustakaan Permata (Permata Software Dot Com).
Figure 9.15: Example of automation software used in school libraries 202 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
9.3.5 Library Automation Steps
Choosing an automation software is crucial for the library. The following factors must be considered before purchasing an automation software: (a) Read and evaluate catalogues or manual from the supplier; (b) Identify libraryÊs needs and services offered by the supplier; (c) Discuss with the supplier on needs and the use of automation software installed; (d) Request for software demonstration; (e) Test the critical part of a software during demonstration; (f) To discuss with colleagues who have used the software; (g) Ensure that the supplier provides adequate training; and (h) The supplier offers efficient customer service.
9.3.6 Automation Designs
There are various automation designs available in the Information Technology market. However, the School Resource Centre usually develops automation based on the school system or Local Area Network (LAN). This automation is applicable for the school community only.
Figure 9.16: Client-server connections in LAN TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 203
Figure 9.16 illustrates five clients connected to a server in a LAN system at a school. The server functions as a database storage facility while other computers serve as input and output devices. For instance, client computers in the working room will receive data, classification and cataloguing (example of interface in Figure 9.17). Catalogue client computer will produce catalogue as output and classification from the server (example of interface in Figure 9.18). Other client computersÊ interface will be developed according to their needs and functions.
Figure 9.17: An example of interface display of working room computer 204 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
Figure 9.18: An example of catalogue client computer interface
Figure 9.19 displays the interface used when a student borrows a book. The details of the book, date of return, the studentÊs name and number are stored in the database. The teacher could retrieve information on the number of books that the student has borrowed from the computer. The computer will process the data and display it in the form of output in hard copy or on the screen. Other information is also available for the teacherÊs reference. The database enables the process of integrating information and producing this information in different types of output (Figure 9.20).
Figure 9.19: The process of automation TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 205
Figure 9.20: The connection between database and the platform
(a) Integration Integration is the relationship between one another including the process of transferring and receiving information. School Resource Centres can create integration with other resource centres by using the Wide Area Network (WAN) as illustrated in Figure 9.21. The Munsyi Network Project has been used to link 14 resource centres via a server in the Education Technology Department. This server holds the database and others computers are clients.
Figure 9.21: Integration between resource centres using WAN
9.3.7 Advantages and Disadvantages of Automation
The advantages of library automation are: (a) Efficient data update without repetition of entry from different modules; (b) Data is shared by all registered users; 206 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
(c) The administration could efficiently trace any weakness in the school libraryÊs system; and (d) Develop userÊs trust and enhance the libraryÊs image.
The disadvantages of library automation are: (a) It is expensive to purchase computer and networking devices; (b) Cost and maintenance must be included in school budget and annual plans; and (c) Dependency on computer and its devices.
SELF-CHECK 9.1
1. Give the definitions of classification and cataloguing. 2. Explain the steps in classification using DDC. 3. Describe two automation designs.
• Classification and cataloguing help users in searching for information available in the library and making the process of keeping stock records and statistics efficient for the administration. • Classification means to arrange in classes or to assign in categories according to established criteria such as shapes, sizes, colours, alphabet or titles. • Systematic classification eases the search for information and monitoring. • The library classification system must be standardised to avoid confusion among the users. • Classification involves arranging and organising resource centre materials. • Materials of the same subjects must be arranged together and materials related to these subjects must be put near them. • In the library, the classification of books is done by giving a call number to books according to a certain standard. • The most widely used classification system in the school library is the Dewey Decimal Classification System. TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION W 207
• Cataloguing is the process of keeping detailed information on the libraryÊs collection of books and other reading materials. • Catalogue cards display call numbers, authorÊs name, title, publisher, year of publication, pages and price. • The most widely used catalogue in the library now is the Online Public Access Catalogue (OPAC). • OPAC allows users to access bibliographic information in the libraryÊs database. • School Resource Centre automation is the use of computer and networking technologies in the library which replaces basic library operations that were previously done manually. • Automation system is designed to facilitate daily library tasks and to enhance communication from traditional administration to electronic library so that teaching and learning process can be further developed. • School libraries usually do automation by using an internal system known as Local Area Network (LAN). • School libraries can create integration among each other by using Wide Area Networking (WAN). • School library integration is used in the Munsyi Network Project which brings together 14 resource centres.
Anglo American Cataloguing Rule Local Area Network (LAN) (AACR) Munsyi network programme Bibliography Online Public Access Catalogue Dewey Decimal Classification (OPAC) System (DDC) Wide Area Networking (WAN) Learning trove
208 X TOPIC 9 CLASSIFICATION CATALOGUING AND AUTOMATION
Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. National Library of Malaysia. Retrieved on June, 1 2010, from http://www.pnm.my/. Fletcher, Patricia (ed.). (2000). World libraries on the information superhighway: Preparing for the challenges of the new millennium. Hershey, PA: Idea Group Publishing. Education Technology Division, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan resource centre elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. Desberg, P., & Fisher, F. (1995). Teaching with technology. Boston: Allyn & Bacon. Frenzel, C. W. (1996). Management of information technology. Massachussets: Boyd & Fraser Publishing Company. Newby, T. J. (1996). Instructional technology for teaching and learning. New Jersey: Prentice Hall. Raizen, S. A., Sellwood, P., Todd, R.D., & Vickers, M. (1995). Technology education in the classroom: Understanding the designed world. San Francisco: Jossey-Bas Publishers. Schrum, L., & Berenfeld, B. (1997). Teaching and learning in the information age: A guide to educational telecommunications. Massachusets: Allyn & Bacon.
TTooppiicc X Teacher As
Media Expert 1100
and Agent for
Change
LEARNING OUTCOMES By the end of this topic, you should be able to:
1. Determine the media teacherÊs work profile; 2. Elaborate on duties of the media teacher as an agent for change; and 3. Explain the agenda of change needed in a resource centre.
X INTRODUCTION
A large number of media teachers today are somewhat torn between directives from the school management and the duties stipulated by the parameters of their work. It has come to the extent that media teachers are left grappling for a way to determine the exact definition of their role in bringing progress and fulfilment to the crucial aspect of 21st century education. The question remains ă can the media teacher take on the challenges of change in reaching Vision 2020; and are they prepared in all aspects, not only in terms of technological equipment but also in ethics and paradigm? 210 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
10.1 MEDIA TEACHER A media teacher needs to be both capable and adaptable. Therefore, the teacher should fulfil the following criteria:
(a) Ability to Organise (i) Certain of the objectives and general purpose of the school resource centre; (ii) Able to determine the role of the resource centre essentially towards its users; (iii) Knows the intricate workings of the administrative and managerial mechanism to fulfil specific tasks and meeting specific goals; (iv) Able to locate and access all forms of material, specifically in print, digital (CD) and database format and make these available to users; (v) Able to adapt traditional methods of information access and management to the needs and capabilities of the current standards of information technology; (vi) Alert to and aware of advancement in the field of information or any other area concerning users and society in general; (vii) Apt in strategic planning and implementation to lead the resource centre towards progress; (viii) Values and produces quality and productivity in all areas of duty; (ix) Capable of leading a team to work through organisational constraints; and (x) Has a powerful sense of time management.
(b) Ability to Communicate, Interact and Persuade (i) Possesses effective communication skills as this allows for understanding and meeting the needs of users; (ii) Has a strong command of language, is well-spoken and well- mannered; (iii) Skilled in customer care; (iv) At ease with users and able to form a healthy working relationship with them;
TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 211
(v) Apt at interpersonal or face-to-face communication; and (vi) Able to promote products and services.
(c) Knowledgeable and Ambitious (i) Keeps abreast of current issues and developments in the related areas; (ii) Aware of and at pace with technological advancement in areas such as database management, information technology and communication as well as in various other related fields of information access; (iii) Skilled at technology or at least able to handle basic modern technological appliances; (iv) Apt at conducting thorough analysis into related or necessary areas and is able to draw relation and reference from relevant sources; (v) Resourceful and able to derive information from alternative sources besides the mainstream source; and (vi) Has keen foresight, is a good planner and open to discussion and change.
(d) Helpful (i) Prepared to meet the needs of users, irrespective of their multi-faceted characteristics or habits; (ii) Patient and orderly in dealing with usersÊ needs; (iii) Diligent and always ready to provide assistance to users; (iv) Does not turn away from the needs of a user, but instead makes every effort to provide the material or information sought; (v) Provides alternative methods of obtaining information in the case of specific information not being available at the resource centre; and (vi) Sympathetic towards the needs of all users and works hard and selflessly towards fulfilling their needs.
(e) Technology-savvy (i) Adept in the use of not only printed material but also electronic databases and learning media such as CD-ROMs and other forms that are related to usersÊ needs; (ii) Proficient in drawing up plans to facilitate search strategies in order to be cost effective; 212 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
(iii) Able to guide users in the use of the database to locate materials; (iv) Up to date with advancements in information and communication technology (ICT) and aware of its significance in serving usersÊ needs; and (v) Proficient in defining usersÊ needs, able to select suitable and relevant material to meet those needs and to provide alternative sources where necessary.
(f) Librarian Skills Possesses expert knowledge in the field of library management and is able to organise all material under the necessary structured codes or numbering.
(g) Preservation and Restoration of Material (i) Has the required expertise and experience in restoring or repairing damaged material or appliances in the resource centre; and (ii) Able to provide guidance and clear advice to other staff and users on the proper use of material and appliances.
10.1.1 Media Teacher’s Qualifications
The media teacherÊs post is a relatively new addition in the countryÊs education system. The media teacher is one who is both professional and expert in the field of library management. In view of this, the Malaysian Education Ministry has stipulated certain criteria in appointing a media teacher. The media teacher should: (a) Hold either Grade DGA 29 or DG 41; (b) Is a confirmed staff; (c) Has had a minimum of three years of teaching; and (d) Qualifications; (i) Diploma or BachelorÊs Degree • Diploma in Library Science • Degree in Library Science or Degree in Information System • Masters in Library Science or Masters in Information System • Degree in Educational Technology • Masters in Educational Technology TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 213
Or (ii) Certificate in Teacher Training (KSPK) in these fields: • Library Science • Resource Centre Management • Teaching and Learning Resource Management • Educational Technology • Masters in Educational Technology Or (iii) Has completed at least 14 weeks of training or instruction in any field regarding resource centre management/library science/educational technology and currently holds the position of teacher-in-charge of the school resource centre (Certificates of participation and declaration of attendance at the courses must be produced). Or (iv) Has attended at least three weeks of training provided by Institut Aminuddin Baki (IAB) in relation to school resource centres and is currently the teacher-in-charge of the school resource centre. (Certificates of participation and declaration of attendance at the courses must be produced). Or (v) A minimum of three years experience as Facilitator of TeachersÊ Activity Centre or Educational Resource Centre. Or (vi) Has attended higher and advanced level courses in School Resource Centre Management organised by Educational Technology Division or StateÊs Educational Technology Division and currently holds the position of teacher in charge of the school resource centre (Certificates of participation and declaration of attendance at the courses must be produced).
It is important to consider and understand all aspects of duties and responsibilities stipulated as part of the media teacherÊs job description. He must be ready and willing to strive to improve himself and the resource centre in order to fulfil the objectives of the school resource centre. A media teacher is responsible for ensuring that all activities and programmes conducted are done in an organised manner.
214 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
The media teacher also analyses and determines the steps to take so that the resource centre helps to increase the morale of students and the professionalism of teachers. The media teacher is the individual who drives the resource centre towards a specific objective.
Figure 10.1: The media teacher is an expert in every aspect of the resource centre right from the first step through its doors
The appointment of the media teacher may be a relatively new aspect of the countryÊs education system but there exists a large pool of experience and expertise from other countries, which can be used effectively as a means for benchmarking in the administration of the media teacherÊs duties. In general, the media teacher plays the part of: (a) Educator ă Teach and guide learners; (b) Information specialist ă Expert in utilising various forms of information media to aid in the process of teaching and learning; (c) Instructional partner ă Assist fellow staff/teachers in preparing teaching aids and all forms of support material to benefit both the teacher and student in the classroom environment; and (d) Programme Administrator ă Plan and administer all activities of the resource centre.
10.1.2 Media Teacher’s Duties
A media teacherÊs duties are as follows:
(a) Core Duties The media teacher implements all policies regarding resource centre management that have been formed by the advising committee (main), Educational Technology Division agencies and the Ministry of Education. TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 215
Based on these, the media teacher will develop the vision, mission and objectives of the resource centre to support the governmentÊs strategies for effective teaching and learning, resource-based learning, smart teaching and learning and other methods that have been introduced into the system.
Apart from that, the media teacher as resource centre facilitator, must work continuously to achieve an optimum level of information management and resource availability to ensure that the resource centre remains a vital part to every userÊs learning and teaching experience. It is also his duty to develop and adhere to policies based on the guidelines of the Malaysian schoolsÊ resource centres.
(b) Planning and facilitating towards a well-equipped and self-sufficient resource centre, with the assistance of school administration and management The media teacher must plan and facilitate towards a well-equipped and self-sufficient resource centre, with the assistance of the school administration and management. His ability to develop and utilise concepts and ideas of a physically well-structured resource centre is a necessity.
The media teacher must be able to negotiate with and convince the school management of the viability of his concepts and ideas about the physical structure and arrangement of the resource centre.
Therefore, it is important that the media teacher be knowledgeable in the areas of planning, structuring and the general requirements of space in accordance with the physical conditions of the resource centre. These include specific locations to be used for installation of electrical points and computer wiring and cables.
Besides that, he must be aware of the needs of the resource centre in terms of book racks, cabinets, desks, chairs, bulletin boards, computer cubicles and other furnishing needs. These are necessary in creating the best possible resource centre atmosphere for the school.
(c) Planning, facilitating and administering tasks related to the functionality of the school resource centre The media teacher must do the following: (i) Be responsible for all orders, purchases, delivery, acceptance and payment modes related to printed material such as books, periodicals and journals. Quotations, contracts and various other necessary details pertaining to purchasing must be the media teacherÊs duty and based on the guidelines or instructions of the school treasury board; 216 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
(ii) Deal with all marketing, ordering, purchasing and payment pertaining to non-printed items such as computer software, audio- visual appliances and other necessary equipment (suited to the needs of an electronic and computerised resource centre); (iii) Constantly monitor the state and development of the resource centre collection while ensuring all display and preservation processes run by an organised and dependable system based on specific discipline or theories ă seek and obtain relevant information on new material from advertisements, catalogues, brochures, publication, suppliers and distributors; (iv) Obtain information on educational resources within and out of the country; (v) Liaise with academic staff regarding new materials needed or recommended in accordance with the latest national curriculum and proceed to obtain these from publishers; (vi) Check books and other resource materials upon delivery, as well as all invoices and purchase orders, to ensure no discrepancy in quality, quantity or title or edition; (vii) Record all material received as well as prepare an inventory list of all computer equipment and software; (viii) Facilitate and run all processing tasks for resource materials including rubber stamping, Dewey decimal system classification and cataloguing;
Figure 10.2: Books should be systematically organised according to the Dewey decimal system TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 217
(ix) Facilitate and run all mechanical processes of preparation and classification; (x) Supervise and assist data processing operators in all tasks of data input to ensure accuracy and speed; (xi) Determine the suitable location for materials based on classification and type; (xii) Ensure that all resource materials are arranged systematically, neatly and in a user-friendly way so that the user knows how and where to locate a resource material; (xiii) Ensure that a fixed and systematic circulation system is used in the circulation of resource materials. This system must be controlled and without error to provide for the needs of all users. Data of users and resource materials must be updated and accurate; (xiv) Provide over-the-counter service, rules and regulations of the resource centre, indices and bibliographies and any related documents as well as assist in circulation of material; (xv) Check stock, facilitate the selection and weeding of materials to be rid of as well as identify materials that need to be restored, repaired or preserved in the archives; (xvi) Prepare archive collection records and indices for newspaper (or other periodicals) cutting for usersÊ reference; (xvii) Sort printed materials according to edition and publication; (xviii) Supervise all maintenance and upgrading tasks in relation to equipment such as audio-visual items, computers and software to ensure that performance is always optimum, as well as conduct careful checks to detect and address any problem areas (e.g. virus infection in computers); (xix) Be responsible for all monitoring and repair work to be done on computers and equipment; (xx) Conducting periodic evaluation of all resource materials to ensure that usersÊ needs are being met; (xxi) Maintain proper records and run ongoing evaluation of the frequency and methods of usage of resource equipment and aids in school and in terms of how their relevance to the teaching and learning process can be enhanced; and (xxii) Be responsible for the safety of the resource centre, equipment, software and all material and property of the resource centre. 218 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
• Ensuring a comprehensive system of security is in place to safeguard against the occurrence of theft, vandalism, fire, flood or any other unwanted circumstances; and • Installing and monitoring a mechanism to detect abuse of equipment, software, material and other property of the resource centre.
(d) Planning and Implementing Effective Customer Service (i) Provide consultation and advice in locating materials and using the various resource centre equipment; (ii) Organise and maintain an efficient system of internal loan and external lending between resource centres (inter-library loan), reservation and reference; (iii) Assist users in using OPAC and seeking information via the Internet, online databases, CD-ROMs and electronic journals (help desk); (iv) Distribute selected information to generate awareness of current issues among users towards areas or fields of interest via manual systems and the resource centreÊs web portal; (v) Attract interest and attention towards the resource centre by implementing suitable programmes and activities; (vi) Organise user education programmes and implement activities to encourage information sourcing, locating and thinking skills in relation to resource centre needs for new users or whenever necessary; (vii) Generate healthy reading habits among users through activities like workshops, seminars, conferences, book-readings and various competitions and activities such as oratory presentations, debates, creative writing as well as through teaching and learning activities; and (viii) Be alert and responsive towards comments and feedback from users (obtained through a suggestion box, for instance) to be able to provide an atmosphere and experience that is both fruitful and attractive to users.
(e) Developing a publication service in print and electronic forms to enrich the resource centre collection (i) Provide photocopying services for users who need copies of internal reference materials; TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 219
(ii) Assist academic staff in developing and creating cost-effective teaching aids that may benefit from use of unwanted items such as cardboard, CD ROMs and various other recyclable items; (iii) Assist staff and other users in organising material to be published in various forms ranging from audio to print to visual. Guide staff and users in producing slides, presentations, scanning and other tasks related to computer software and hardware; (iv) Advise teachers on developing teaching aids to enrich the teaching and learning process; (iv) Supervise all graphic and print publication tasks as well as keep abreast of developments in multimedia and publication issues and techniques; and (v) Maintain records and run evaluation exercises to determine the functionality of the media material that have been developed.
(f) Preparing a yearly estimate budget of allocation needed to run the resource centre (i) Produce a statement of funds for all purchases of printed material, stationery, equipment, devices, audio-visual and computer software; (ii) Produce an estimate of all maintenance costs for audio-visual and computer equipment and devices; (iii) Produce a budget requirement for all refurbishing and expansion activities for the resource centre; and (iv) Plan a budget requirement for internal and external professional development training for resource centre staff.
(g) Determining the duties and tasks of resource centre staff, supervising and planning professional development training programmes for resource centre staff (i) Identify all aspects and details of tasks and duties of resource centre staff including that of clerks and operators of data processing machines; (ii) Develop and maintain a manual for all filing procedures that are followed by resource centre staff as well as organise and supervise a task-oriented work environment; (iii) Organise in-house training programmes and oversee participation in national and international training programmes when needed; 220 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
(iv) Be concerned about the role of public relations in the resource centre to ensure a high quality of work and positive relationship between staff as well as to promote a healthy working environment that involves the spirit of teamwork; and
(v) Delegate tasks effectively so as not to cause overlapping of duties.
Figure 10.3: Tasks should be delegated effectively
(h) Evaluating the effectiveness of the school resource centre management and producing annual reports of the school resource centre (i) Conduct research and analysis into the effectiveness and functionality of the resource centre by using systematic methodology and data collection; (ii) Accumulate statistics consisting of physical data, usage of time, service, material, existing records and feedback analysis through questionnaires and case as well as case studies; (iii) Analyse all acquired data, prepare relevant research reports and summaries as well as form suggestions and action plans to address areas of weakness; (iv) Prepare the annual report for the attention of the School Management Council and Teacher Training Division; (v) Function as the chief assessor for the resource centreÊs annual staff performance; (vi) Attend and participate in the School Professional Management Council and School Administration; and (vii) Facilitate in-house courses and training programmes for the school. TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 221
10.2 MEDIA SPECIALIST AND AGENT OF CHANGE
The media teacher is perceived to be an individual who has gained expertise in all matters pertaining to managing and running a resource centre. Therefore, he holds the responsibility of planning, implementing and evaluating the resource centreÊs goals and objectives. The media teacher of today is no longer solely a source of information but is also the vital agent for change; one who forges towards a future based on a global outlook.
10.2.1 Definition of Agent of Change
In facing the challenges of attaining Vision 2020, the role and values of the media teacher should be reconsidered. The society of 2020 is expected to be an industrial community of advanced technological levels. Therefore, the media teacher must adapt his duties and services to the conditions of a society that is advanced in all areas of skills and expertise. They must be aware of the importance of information as a commodity and are active in keeping up with the advancing world of information and information technology. Besides being able to adapt to changes, the media teacher is also expected to affect change in those around him. This is what is referred to as their role as agent of change.
In short, an agent of change can bring about change for the better in efficiency of methodology, practice or process. The role of the media teacher should therefore be re-evaluated in view of taking on the duties as an agent of change.
The school resource centre functions as an agent of change capable of instilling interest and encouraging the potential in users in relation to the field of learning. To aid in this process, the media teacher should furnish himself with current and vital information besides striving to set an example as a role model. It is necessary for the media teacher to affect change by setting an example rather than merely preaching theories.
10.2.2 Agent of Change among Teachers, District Education Officers and Community
The media teacher must form a healthy working relationship among all parties of the school to ensure that the importance of the resource centre is always upheld and kept as an area of focus. He must make his presence felt among all users and members of management by utilising good public relations skills and forming a positive identity in everyoneÊs mind. This can be achieved by providing the latest 222 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
and most sophisticated services possible to meet usersÊ needs regardless of whether they are teachers, students or the general public.
An effective two-way communication must be forged to attain a harmonious relationship to ensure that only positive awareness and identity is generated among all layers of users and the community regardless of position or rank. It is important for the media teacher to be given exposure to all forms of meetings, conferences, workshops and other opportunities for development of networking and personal contacts.
In short, the media teacher acts as a bridge between the school resource centre and the community. He is therefore responsible for the schoolÊs and the general publicÊs perception of the resource centre. This is how he functions as an agent of change between the teachers, education officers and the community.
10.2.3 Agent of Change in Updating Teaching and Learning Methods via Educational Technology
Educational technology tools are placed under the care of the School Resource Centre. These forms of equipment are constantly changing and becoming more sophisticated. It can be said that the resource centre acts as the facilitating body of modern educational needs. The media teacher has to play his part in the safekeeping, maintenance, provision of advice, guidance and expertise to all users with regards to educational technology. At all times, the media teacher is expected to be up to date with current knowledge and information on educational technology. There are two aspects of technology that the media teacher must master ă technical aspects and methods of teaching. In other words, as a guidance instructor for the use of educational technology, the media teacher must be on hand with expertise and experience.
10.2.4 Agent of Change in Improving the Standards of Teaching and Learning
The media teacher must play a part in the learning process of the students in school by bringing the resource centre to a stage where it becomes the core of all learning and teaching activities in the school. He needs to have the experience and know-how in all processes related to obtaining and selecting materials for teaching and learning. Therefore, he must be an expert in the area of relating material to the process of teaching and learning.
The media teacher must be ready and able to provide advice and assistance to teachers and students in any technical aspect or those related to the functions and TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 223
usage of educational equipment. The media teacher should be apt at identifying and making available various collections of material to be used as part of the curriculum and also in extra-curricular activities. An effective media teacher is one who provides full cooperation in planning and implementing teaching and learning activities based on available and relevant material. These aspects point to the media teacherÊs vital role in improving the standard of the schoolÊs teaching and learning.
10.2.5 Agent of Change in Self Development
The resource centre needs to have an atmosphere that is conducive for self-study. It should be able to motivate users to actively pursue knowledge. An effective and well-developed resource centre not only promotes self-study but also group study and discussion activities. By providing the proper atmosphere for studying and reading, the media teacher could enhance the teaching and learning process as well as individual values and perceptions. He also provides various forms of educational and informative material for all users.
10.2.6 Agent of Information Distribution
To the general public, the media teacher is expected to act as an information and knowledge resource while the resource centre is seen as an information and knowledge centre. This level of expectation comes with an element of respect and trust and must therefore be appreciated by the media teacher and it is his responsibility to act as the distributor of information in all areas and aspects.
By the use of sophisticated infrastructure such as networking and the World Wide Web, the media teacher is expected to constantly source for information and find ways to spread or distribute it to all users. Distribution of information can be done in various ways ranging from formal to less formal. Notices, articles and presentations are some effective ways of giving out information to users.
10.2.7 Agent of Idea Generation, Innovation and Creativity
Besides being a place to locate and acquire information, the school resource centre should also strive to be a platform for the generation, development and implementation of ideas while encouraging innovation and creative thinking. The general atmosphere of the resource centre, together with all available material and equipment, should seek to enhance this ability in users. In addition, activities and programmes could be formed and carried out to bring focus to the crucial areas of creativity and innovation. Poetry recitals, reading and writing 224 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
competitions and many other such activities are good ways of promoting creativity.
The media teacher also exhibits a strong sense of creativity in producing educational tools for teaching and learning such as graphic presentations, photography, audio and visual displays.
10.2.8 Agent of Assessment and Evaluation of Material
The resource centre is where all information and materials are assessed and evaluated before being made available to the users. The atmosphere that is created by way of a systematic display and availability of material will in turn encourage all users to select and assess material for themselves in terms of relevance, importance and accuracy. The media teacher is one who has been trained in the processes of skimming and scanning, as well as selecting material based on a systematic method of assessment and evaluation. As such, users should be able to obtain guidance and assistance on locating, selecting and evaluating material based on the needs of the curriculum.
Apart from that, interesting activities can be organised to promote the skills required for selection and assessment of material among users. These activities can take the form of quizzes and contests among others. He could also present articles or presentations as well as organise workshops to promote these skills.
10.3 AGENDA OF CHANGE
The ever advancing world of information technology makes it necessary for a highly motivated and resourceful media teacher who is able to adapt the school resource centre to meet the changes taking place in the world. This constant change or development of the resource centre is vital to ensure that it remains relevant and up to date as well as directly connected to the information needs of the users. The media teacher is therefore required to develop an agenda for change in the formation of policies and activities pertaining to the resource centre. Among the agenda of change are:
(a) Providing Access to Information The resource centre should be re-defined in terms of its role as a modern day one-stop centre for information and no longer a mere location where printed material is stored. The resource centre must also provide services to its users to enable them to access the World Wide Web on a local and an international scale. Comprehensive interactive or multimedia products and services are a crucial aspect in the resource centres of today. This has TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 225
become necessary due to the wide range of information made available in non-print form. As such, the resource centre must operate an online system or web portal that can be accessed by users anywhere at any time.
(b) Translation of Information to Knowledge ă The Media Teacher as Advisor or Guide The Internet is boundless in its provision of information. It is therefore the media teacherÊs responsibility to master the skills needed to seek, locate and select information required by specific fields and industries. There is also a need to educate users on strategies for learning that can be applied to future employment areas or career needs. It is now the media teacherÊs duty to build a knowledge-based workforce that is equipped with skills of information management, collaborative problem solving and critical thinking.
(c) From Media Teacher to Knowledge Manager Users needs must always be met or at least seen to immediately and it becomes the media teacherÊs duty to be on hand at all times to deal with the ever-changing needs of users. He needs to be dynamic and capable of using modern technology and methodology to attain the desired results. With the apparent glut of information, the media teacher must strive to lead users towards effective methods of information location and selection. This is to say that he needs to be able to analyse and assess all forms of information that are available and proceed to repackage and present them in the form of localised web portals and content, built specifically with the needs of local users in mind. This may mean that the media teacher has to acquire expertise in web content development, web hosting and web publishing, among others.
(d) Equipping the Media Teacher with Learning Skills As teacher or guide, the media teacher also needs to be adept in areas related to pedagogy, andragogy and other aspects of cognitive and learning processes. Both adult and child users of the resource centre come with varying levels of attitudes, preferences, capabilities and learning abilities. While children need to be given close guidance and examples in order for them to learn, adults may require hands-on practice and case studies in their lessons. The media teacher has to be creative enough to keep the process of locating information and gaining knowledge beneficial yet enjoyable for the users. 226 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
(e) Keeping Abreast with the Development of Information Technology Information technology has become an integral part of the management and operations of the school resource centre. Therefore, the media teacher must not only be an expert in utilising information technology to attain optimum results for the resource centre but also constantly seek to upgrade his technological skills so that accuracy, productivity and competence can be ensured. The media teacher is expected to develop expertise in consolidating key information from various sources and all forms of information pertinent to any of the varying layers of society.
(f) Managing Change Change is inescapable. It is a vital part of any organisation and the resource centre is no exception. There must be constant analysis and evaluation of services provided based on the ever-changing needs of the users and community. Socio-economic development, politics and technological advancement can all lend an effect to societyÊs needs as a whole, which in turn brings about a shift in societyÊs demand for information. Statistics and all relevant information regarding the changes in societyÊs information needs must be mapped out through sufficient research. These results can be a valuable tool in planning the kind of services to be provided in future.
(g) Creating a Healthy Reading Environment The reading culture must be inculcated in order to allow both parties, the resource centre and its users, to arrive at an understanding of each partyÊs needs and capabilities. To further enhance the reading environment for the users, the resource centre should have special programmes which cater to the needs of students in the aspect of their study skills or scheduling their time. There could also be attractive exhibitions to promote the resource centreÊs collections, book launching programmes and forums on current issues. August would be ideal for these programmes as it is the national reading month.
(h) Documentation and Preservation of Digital Information The print media that was once mainstream media is now increasingly being replaced by electronic media such as CD-ROMs and optical discs. The media teacher faces the challenge of storing, managing and protecting various forms of audio-visual and other electronic media in line with the rapid growth in technology. Another area of concern in terms of information resources is the Internet, in which information is constantly being updated. This poses a problem in trying to keep track of information history and origins. Studies and research are still being carried out to determine the most viable media to preserve the countryÊs cultural and intellectual heritage. TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 227
(i) Utilisation of information on the Internet In order to fully utilise the information made available through and on the Internet, the media teacher must be skilled at using all Internet search engines effectively and able to analyse web content for relevance. He should be able to develop interactive and multimedia information resources that can be accessed via the Internet. Although the Internet offers a wide array of information, a majority of this information is posted and managed by groups or individuals outside the country. As such, the resource centre has the responsibility of striving to develop local web content to benefit the community.
(j) Creating Local Content The information available may be limitless but information pertaining to localised content is comparatively limited. The media teacher is responsible for the development of databases and information pools connected to their areas of expertise and interest in order to enrich the void of local information and content.
The „Connected Learning House‰ project that connects all public libraries, school resource centres and the community by a network manned by the National Library is a step ahead in the initiative to build a pool of local content and information. The digitalisation of local information resources is another crucial step towards enriching the availability and accessibility to local Internet content.
All resource centres must have a well-planned system for creating digital forms of important publications in efforts to build the centreÊs digital resource. Digitalisation of information is also a means of building local content on the World Wide Web. However, most digitalisation projects require a large fund especially when a large quantity of documents in involved. As such, priority must be given to emergency-access documents and those under classified under the high-risk category in terms of security.
In addition, the media teacher also faces the problem of red tape, policies and copyright laws which usually require some liaising between the media teacher and the owner of the copyright. This can complicate matters to a great extent in cases where writers are out of reach or when copyright owners refuse to co-operate.
(k) Bridging the Gap between the Rich and Poor, the Urban and the Rural It is a fact that only individuals who have access to computers and the World Wide Web could be part of the information generation. Therefore, participation in the society of the information era is dependent upon 228 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
whether or not they own a computer at home or have access at work, school or elsewhere. Inaccessibility or limitations in access must be overcome. Without fair and equal access, our community is likely to lose its democratic values and there will exist a rift between those who own information and those who do not. As such, the resource centre needs to complement formal education requirements by providing access to information to anyone who seeks it regardless of social rank or status.
(l) User Education Programme Systematic educational programmes must be organised for users to learn the correct and effective ways to locate information that is required so that they can utilise the resource centre to its fullest potential. The resource centre should be developed and perceived as a hub for the information and communication technology culture where users can acquire and enrich skills at information management, conduct individual or group study and learn the efficient use of the Internet as a tool for information access.
SELF-CHECK 10.1 1. Define the media teacher in terms of service and duties. 2. List the factors that influence an agenda of change. 3. State the ways in which the usage of the resource centre can be promoted or encouraged. 4. Define the media teacher as an agent of change.
• A media teacher is responsible for planning and ensuring that the resource centre plays its part to the fullest in an orderly and organised way. • The media teacher determines the methods to be used to ensure that the resource centre benefits students in terms of improving their standards and teachers in terms of increasing professionalism. • As resource centre facilitator, the media teacher must work continuously towards achieving optimum level of information management and resource availability. • The media teacher deals with all marketing, ordering, purchasing and payment pertaining to non-printed items. TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE W 229
• The media teacher must facilitate and run all mechanical processes of preparation and classification. • An agent of change can bring about change for the better in efficiency of methodology, practice or process. • The media teacher must make their presence felt among all users and members of management by utilising good public relations skills and forming a positive identity in everyoneÊs mind. • The school resource centre collection must be kept up to date to fulfil the needs of students, teachers and the general public. • Effective two-way communication must be forged to attain a harmonious relationship to ensure that only positive awareness and identity is generated among all layers of users and the community. • The media teacher is responsible for the safekeeping, maintenance, provision of advice, guidance and expertise to all users with regard to educational technology. • The media teacher is expected to be at all times updated with current knowledge and information regarding educational technology. • The media teacher can affect positive change in the methods of learning and teaching as well as in individual values by providing educational material and developing activities. • The media teacher could hold activities that lead to the development of ideas, motivation and creativity such as poetry writing and recitation and designing competitions. • The media teacher should exhibit a strong sense of creativity in producing educational tools for teaching and learning such as graphic presentations, photography, audio and visual displays. • The resource centre should be re-defined in terms of its role as a modern day one-stop centre for information. • There is a need to educate users on strategies for learning and instil in them the importance of determining a career or educational pathway. • The media teacher must develop expertise in consolidating key information from various sources of information and all forms of information pertinent to any the varying layers of society. • The resource centre must continuously evaluate and analyse its service in relation to the ever-changing information needs of society. 230 X TOPIC 10 TEACHER AS MEDIA EXPERT AND AGENT FOR CHANGE
• The reading culture must be inculcated in order to allow both parties, the resource centre and its users to arrive at an understanding of each partyÊs needs and capabilities. • Systematic educational programmes can be organised for users to learn the correct and effective ways to locate information.
Agent of change Information services Agent of development of ideas, Library science innovation and creativity Masters in educational technology Agent of information Media teacher dissemination Resource centre management Change agenda Teaching and learning resource management Educational technology
Azman Larut et al. (2005). Panduan mengurus pusat sumber sekolah. Kuala Lumpur: PTS Professional. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. (1977). Garis panduan pengurusan pusat sumber elektronik sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. Faridah Abdul Manaff, & T. Subahan Mohd Meerah. (1993). Strategi pusat sumber dalam pendidikan. Kuala Lumpur: Penerbit Fajar Bakti. Shaifol Bahary Sulaiman. (2002). Sains perpustakaan untuk institusi perguruan. Shah Alam: Federal Publication Sdn. Bhd. Siti Hajar Abdul Aziz, & Kamarudin Husin. (1995). Pusat sumber sekolah. Kuala Lumpur: Kumpulan Budiman. National Library of Malaysia. Retrieved on June, 1 2010, from http://www.pnm.my/.
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