1

CHAPTER I

THE PROBLEM--ITS BACKGROUND

This chapter includes the introduction, significance of the study,

conceptual framework, statement of the problem, hypothesis,

operational definition of variables used, and scope and delimitation.

Introduction

“Library is a growing organism” – one of the laws of Dr. S. R.

Ranganathan. As libraries grow, changes are inevitable. Changes

sweeping across libraries have never been so pronounced as seen in

recent times with the advent of information technology applications in

libraries. Phenomenal changes are seen in the way user’s access

information and how libraries are managing their information

resources in the present era. These changes are also affecting library

professionals in new ways as never before. The professionals of today

need to be skilled in many ways.

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In recent years the library information science field and practice

of librarianship have undergone tremendous changes due to the

growth of information technology and the resulting changes in the

methods of acquiring, collecting, organizing, retrieving and

disseminating information there has been a fundamental shift in

libraries from ownership to access and a corresponding shift in the

skills librarians need.

Hence, contemporary library professionals have seen changes

from advances in information technology and communication to

increase needs of library users. A significant skills, knowledge and

attributes are needed by librarians to embrace technologies. Although

information technology is the major force behind the changes, such

changes have an impact on libraries and professionals. It has become

necessary for those in this profession to learn and adjust them to the

new environment, and catch up with the technological advances, in

order to adopt these changes to the library work. As a result,

professional librarians must learn to acquire various skills, knowledge,

and attributes.

Library and information professionals require knowledge gained

through education to deliver quality library and information services.

By meeting the information needs of their clients and encouraging

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them to acquire information literacy skills to seek, locate and use

information they also facilitate knowledge creation.

In the face of the many changes taking place, library

professionals are expected to cope by updating their skills, knowledge

and attributes, especially on the use and application of various

technologies. As stressed by the Canadian Association of Research

Libraries, “The 21st century librarians are expected to be

technologically-savvy. They are expected to thrive in the digital

environment. They are expected to be actively engaged in the

exploration and implementation of new technologies on their libraries.

By implementing a variety of digital web-based projects, initiatives and

infrastructures, librarians preserve, extend, and facilitate access to

information and knowledge comprising humankind’s cultural, scientific

and intellectual

heritage.”(http://www.carlabrc.ca/project/human_resources)”

Today, with the ubiquity of the internet, information is no longer

confined to printed materials accessible only in a single, physical

location. Printed books still play a critical role in supporting learners,

but digital technologies offer additional pathways to learning and

content acquisition. As the electronic information era further direct the

course of libraries and information and media center, librarians and

information professionals must re-assess their roles and

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responsibilities completely accepting of the fact that there is a need to

realign their skills, knowledge and attributes with the requirements of

the electronic age because the traditional librarian perception's of their

roles and responsibilities may no longer be appropriate to the needs of

the electronic age (Buenrostro, 2009).

The library and Library professional ensures a high standard of

library and information practice through education and training, while

continuing to evolve and develop with the overall framework of core

knowledge, skills, attributes and encompassing the changing nature of

the discipline to ensure a flexible, adaptable and innovative profession.

Apparently, expectations from professional librarians have

increased as a result of changes brought about by the electronic world.

There is a pressing need for professionals to re-assess themselves and

the competencies expected of them. The most disturbing questions

that surface include: Have professional librarians been updating

themselves over the years? Or have they chosen to remain traditional

and continue to embrace the old practices of librarianship? These

foregoing questions and other queries provided the germ of idea for

the researcher to look into the competencies of professional librarians

in the Philippines with the end view of proposing a training and

development program for this group of professionals.

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In addition to the library skills and knowledge, many practicing

professional librarians are expected to posses additional knowledge

and skills required to work within the library world. It is in this

connection that this study tried to investigate or identify the current

and anticipated skills, knowledge and attributes which have been

acquired by library professionals as the outcome can help them

address their shortcomings for the contemporary period.

SIGNIFICANCE OF THE STUDY

The results of this study will help the following:

Library Professional. This study may help professional librarians

to develop new skills, and new knowledge to become more competent

and confident in their own ability.

Library Clients. This study may provide insights into burgeoning

library professional identities.

Library Information Science faculty. This study may provide

insights into their role as library information science educators. The

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foundation of professional identity is laid in library information science

classroom.

Libraries. This study provides specific services towards the

library as the place that facilitates lifelong learning and to manage the

information rich environment that now surrounds them.

Library Information Science Researcher. This study provides

new perspective from which to approach the study of library services.

And also serves as foundation or reference to her studies connected to

this.

Future Library Information Science Researchers. This study

provides them other information and ideas in relation to their topic to

be research.

CONCEPTUAL FRAMEWORK

According to PAARL (Philippine Association for Academic

Research Librarians) these competencies are the underpinning of all

the other domains of the National Competency-based Standards for

Librarians. Professional Librarians who possess all of these qualities

will build a vibrant and relevant library.

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Communication - The success of a Library depends on the

librarian’s ability to communicate clearly and effectively.

Communication competency leads to fruitful relationships with library

colleagues, management, clients and stakeholders. The image of a

Library is boosted by effective communication.

Customer Service - Customer Service should be given top

priority in a library as it is mainly a service enterprise. It is customer

satisfaction that uplifts the image of a Library and earns respect for

the Librarian. Although Libraries and business enterprises differ in

goals and objectives, user expectations and behaviors are universal.

Leadership- in order to exercise leadership or management, one

need not be a “manager, director, or chief”. There are many small to

large opportunities to demonstrate leadership and build these skills

through experience. Practicing sound management processes and

approaches will score points with co-workers of all levels and positions.

Lifelong Learning and Personal Growth - No matter what position

a librarian occupies or what employment future or career path he/she

looks forward to, an embrace of lifelong learning and continuous

improvement will enrich a librarian’s professional life and personal

growth.
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Ethics and Values- The library plays a crucial role in society and

the community. Library ethics and values have been carefully

formulated in the Librarian’s Code of Ethics to fulfill our professional

commitments to the community and to guide the practice of

librarianship in the Philippines.

Interpersonal Skills- are the life skills that we use every day to

communicate and interact with other people, both individually and in

groups. People with interpersonal skills work well in a team and are

able to interact effectively with colleagues, customers and senior

management.

When applying these standards, it is best to be reminded that

rapid changes in information and technology in recent years involve

increasing expectations. With the increase in the availability of

information in multiple formats and the revolutionary changes in

library operations and services, academic libraries are reasonably

expected to rise above these standards.

In line with the Revised Policies, Standards and Guidelines for

the Bachelor of Library and Information Science (BLIS) Program, the

Professional Regulatory Board (PRB) for Librarians, Director of the

National Library, Atty. Antonio M. Santos, presidents of library

organizations led by the Philippine Librarians Association’s President

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Elizabeth R. Peralejo, library school faculty led by UP School of Library

and Information Science Dean Johann F. Cabbab, Dr. Juan Buenrostro,

and Dr. Teresita H. Calma. The competency-based standards adopted

and prescribed defined the core competencies of skills and knowledge

possessed by a professional in the practice of librarianship as

embodied in RA 9246. The professional competencies formulated into

model statements following the four domains under the SLA (Special

Library Association) model as shown below:

Managing library information resources - includes

selection/acquisition and processing, collection management, e-

resource management, preservation/deselection or weeding,

Digitization and Publication.

Managing library information services- includes access services

(direct, online), reader's advisory, reference/information, public

services/outreach, patron training services/information literacy skills,

and librarys services.

Managing library tools and technologies- includes email/report

management, basic computer software application, database

management, Internet search management, library automation

networking and web development.

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Managing library information organization- includes strategic

planning/policy formulation, financial management/ budgeting and

funding, project management, public relations/marketing and

promotion, collaboration/networking, and facilities management.

In accordance with pertinent provisions of Republic Act (RA)

772 otherwise known as the “Higher Education Act”, vesting the

Commission in Higher Education (CHED) through its office of

Programs and Standards and Institutions of higher learning and

pursuant in the provisions provided for under RA 9246 otherwise

known as “The Philippine Librarianship Act of 2003” the following

policies and standards as recommended b the Task Force on Library

and Information Science, are hereby adopted and promulgated by

the Commission, thus Article IV Competency Standards Section 6.

The LIS (Library Information Science) program provides for the

study of theory, principles, and practices necessary for the provision

of quality and professional library and information services. Within

that context, competency standards is measured in terms of the

following core competencies: Professional competencies which relate

to the LIS student’s knowledge of information sources, services,

access, technology and management, and the ability to use this

knowledge as a basis for providing the highest information services.

Personal competencies which represent a set of attitudes, skills and

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values that will enable students to work effectively and contribute

positively to their future organization, clients and profession.

Competencies for a profession generally list or group a series of

knowledge, skills, abilities and behaviors that define and contribute to

performance. Competencies can be used to design and develop job

postings, position descriptions, training and education programmes

and performance evaluation programmes (Federal Librarian

Competencies, 2008).

According to Mila M. Ramos, Head Librarian, CARD-MRI

Development Institute Arabella M. Ananoria, Library Director,

University of Negros Occidental –Recoletos Corazon M. Nera, Library

Director, Lyceum of the Philippines University Former Members and

Chair, Board for Librarians; Librarians Need to Upgrade Skills. Library

automation and the ever-increasing volume of information resources

available via the WWW requires advanced computer and Internet-

searching skills in addition to basic professional knowledge. Clients

want information available to them, anytime, anywhere. Librarians

must be able to cater to the needs of the computer-savvy users lest

they be replaced by Google or other search engines. One of the major

challenges is the need to improve the professional and technical

competencies of the librarian. More demands are placed on librarians

by the more sophisticated breed of information seekers. A computer-

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illiterate librarian has no place in the digital age. Complex library tasks

dictate that IT skills be improved to reach the same level, if not higher

than that of the users. Resistance to change is one barrier that

hampers the profession to a large extent. Some librarians, especially

those working in the provinces, are still afraid to use computers. More

so, there are many more who are not keen on pursuing continuous

professional development.

Librarians are expected to be able to cope with changes in

technology. They are likewise expected to be able to implement web-

based projects and through technology, facilitate access to information

and knowledge. The professional knowledge, skills and attributes use

it as a self-assessment tool for library professional development and to

demonstrate unique skill set to employers. It is also a framework for

skills analysis, staff training and development plans. The knowledge,

skills and personal attributes that should be possessed by information

professionals can be concluded and conceptualized as follows:

1. Skills;

2. Knowledge;

3. Attributes
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Fig. 1 Paradigm of the study:

INPUT PROCESS OUTPUT

Input Process Output

Demographic profile of the
respondents:
 Age
 gender
• position status
• years in library service
• educational qualification
• trainings on librarianship Survey The
attended Data Gatherings
Contemporary
Data Analysis
Data Librarians in
The Contemporary Library Interpretations
Professionals in terms of terms of;
their; Skills
Knowledge
SKILLS
• technology skills Attributes
• communication skills
• customer service skills
• Leadership skills
• Interpersonal skills
• teaching/training skills

KNOWLEDGE
• library and information
resources
• library and information
services
• information Tools and
Technologies
• library information
organization
• continuing education/ life-
long learning

ATTRIBUTES
• professional ethics and
values
• public service attitude
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Figure 1. Conceptual paradigm shows the anticipate skills,

knowledge and attributes of the present library professionals.

The input box includes four components: demographic profiles of

the respondents, their skills, knowledge and attributes at present time.

The second box shows the process in correlating the respondent’s

skills, knowledge and attributes. The third box identifies the present

respondents’ status on their skills, knowledge and attributes integrates

the contemporary libraries.

STATEMENT OF THE PROBLEM

This research will focus on answering the major problem: What

skills, knowledge and attributes acquired and possessed by the library

professionals and to what extent have they acquired such areas of

skills, knowledge and attributes. What training and development

program may be proposed to enhance their competencies as

Professional Librarians?

Specifically, this paper sought answers to the following

problems:
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1. What is the profile of the respondents of the contemporary

library Professionals as to:

1.1 age

1.2 gender

1.3 years in library service

1.4 Position status

1.5 educational qualifications

1.6 trainings on librarianship attended?

2. What skills acquired and possessed by the professional

librarians in terms of;

2.1 technology skills,

2.2 communication skills,

2.3 customer service skills,

2.4 leadership skills,

2.5 interpersonal skills,

2.6 teaching/ training skills?

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As assess by the;

1. Students

2. teachers

3. What knowledge acquired and possessed by the professional

librarians in terms of;

3.1 library information resources,

3.2 library information services,

3.3 information tools and technologies,

3.4 library information organizations,

3.5 continuing education/life-long learning?

As assess by the;

1. School Administrators/Directors

2. School Deans

4. What personal attributes possessed by the professional

librarians in terms of;

4.1 professional ethics and values?

4.2 public service attitude

As assessed by;
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1. students

2. teachers

5. What training and development program may be proposed to

enhance the professional growth of the professional librarians in the

Philippines?

HYPOTHESIS

To give direction to the study, the following hypothesis will be

tested that:

Ho1. There is positive correlation between extent of acquired

knowledge from library schools and the extent of application of such

competencies to their duties.

Ho2. There is no correlation between extent of acquired skills

and attributes from library schools and the extent of application of

such competencies to their duties. It is expected that graduates of

library schools should have gained enough competencies to enable

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them perform creditably in their various institutions and as required by

the labor market.

OPERATIONAL DEFINITION OF VARIABLES

For purposes of clarification and better understanding of the

study, the following terms are hereby defined:

Attributes. Refer to thoughts, feelings, opinions, attitudes,

motivation, and personal needs of the library professionals that are

related to the work in libraries.

Communication Skills- ability to communicate and exchange

information, and correctly perceive and understand library users, by

using communication techniques appropriate for each individuals,

ability to negotiate, a good listener, and use language correctly.

Continuing Education and Lifelong Learning - Knowledge

and understanding of the necessity of continual profession

development of library professional.

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Contemporary- existing, occurring, or living at the same time;

belonging to the same time.

Customer Service Skills - Ability to apply information service

knowledge in order to foster quality service, as required by library

users.

Information Technology Skills - Ability to efficiently apply

information technology in operation and provision of services to users.

Interpersonal skills. The set of abilities enabling a person to

interact positively and work effectively with others

(businessdictionary.com).

Knowledge. is the knowledge and understanding of library

professionals that is derived from their own accumulated experiences

or from self-learning and development. It consists of information,

knowledge, experiences related to the work in libraries.

Leadership Skills- Ability to influence people, ability to work

with others by building reliability and encouraging unity and good

relationship, determine to set directions achieve goals, be a good

model in terms of responsibility.

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Library Information Organization. is defined in this study as

the process of acquiring, collecting, organizing, retrieving and

disseminating, or description information and information objects.

Library Information Resources. Any information in electronic,

audio-visual or physical form, or any hardware or software that makes

possible the storage and use of information.

Library Information Services - Knowledge and understanding

of service principles, theories, and techniques; proactive services and

roles of libraries in providing services to users; efficient library and

information services; selection of appropriate services for users needs;

application of theories or innovations in services for best

achievements; and evaluation of efficiency and effectiveness of

services in order to improve services.

Library Information Tools and Technology - refers to

anything related to computing technology, such as networking,

hardware, software, the Internet, or the people that work with these

technologies that use in the libraries.

Library Professionals. In this study, refers to a registered

librarian who is working either in academic and school library. The

professional librarian is also called librarian or information

professional.
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Professional Ethics and Values- Exhibit virtue and correctness

in the course of operation both to oneself and to others for the growth

of the library, carry out duties according to the professional code of

ethics.

Public Service Attitude- a librarian who has positive optimistic

attitude and pleasant demeanors, flexible enough to bend roles in the

interest of good services.

Skills. Refer to the ability of the library professionals derived

from practices to the level of expertise in the work related to the

operation of libraries.

Teaching and Training Skills - Ability to understand

expectations of learners, answer questions related to taught topics,

select techniques and teaching and training approaches accurately and

suitable to individuals.

SCOPE AND DELIMITATION

This is a study exploring the understandings and perceptions of

library professionals in regard to their skills knowledge and attributes

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of professional librarian. It is important that the participants had

diverse and rich experiences within the broad Library Information

Science field.

This would help to reveal the range of views and experiences

that exist about librarian’s skills, knowledge and attributes.

Participants will be drawn from academic and school library in the

Philippines and were employed in a variety of roles, from library

assistant through to senior managers.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the ideas, finished thesis, generalization

and conclusion, methodologies and others. Those that were included in

this chapter helps in familiarizing information that are relevant and

similar to the study.

FOREIGN RELATED STUDIES

21st Century librarians are expected to be technologically-savvy;

thrive in the digital environment and be explorer and hunters in new

technologies. They should be good at web page designing and

maintenance, database managers and designers; system builders and

analysts (Belzile, 2010).

To become an essential librarian at your library, you will need to

assume leadership roles. One of the most highly sought after

qualifications I saw repeatedly when applying for jobs was good

leadership skills, including initiative, innovation, being proactive, and

being results oriented. Managers look highly upon librarians who can

lead when the need arises. According to DeLong (2009), “leadership is

not just a matter of position or authority; it should occur at multiple

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levels within an organization” (p. 445). In other words, all librarians

should strive to be Endnotes: The Journal of the New Members Round

Table | Volume 2, Number 1 | Nov 2011 How to Become An Essential

Librarian | Breanne Kirsch 11 leaders regardless of your current

position or title. Cromer (2009) states that “good leadership skills will

enhance any librarian’s individual career and the profession as a

whole” (p. 888).

It is apparent from the ongoing that information environment is

completely transformed today, so 21st century academic libraries and

librarians have to revamp accordingly with new skills and

competencies to equip themselves to assume new roles fitting to 21st

century academic library world. This is not an option anymore but the

only way to survive and thrive. As Matthews (2011) has accurately

emphasized, “what can libraries do to remain relevant in their

communities in the 21st Century environment – except become 21st

Century libraries?”.

Ferreira et al. (2007) pointed out that, “knowledge could be

acquired through formal education and training”. They also observed

from their study of core library professional competencies in Brazil and

in contemporary society that, “there is a gap between the knowledge

acquired from library schools and those required by the labor market”.
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Not surprisingly, there has been increasing focus on the impact

of information technology on the knowledge, skills and attributes

needed by Library Information Science professionals. It was a feature

of the project by Partridge et al. (2011),

In the present scenario knowledge management is a powerful

tool for promoting innovation, realizing and re-engineering the various

aspects of day-to-day activities of an organization. Knowledge is

growing very fast in every aspect of life and it is becoming very

difficult for knowledge professionals to capture and disseminate the

available information to the deserving person without using the

emerging technologies. The utility of knowledge management in an

academic library cannot be ignored. For example, knowledge

management helps library professionals in improving the services

being rendered to their users. Information professionals have to recast

their roles as knowledge professional, librarian's roles should not be

limited to being the custodians of information but to acquire skills to

keep themselves afloat to cope intelligently and objectively with the

effective and efficient knowledge management in academic

institutions. This is achievable by retooling and re-skilling with modern

facilities required in contemporary library environment.

Academic librarians have great opportunities to provide

leadership in knowledge management, open access, institutional

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repositories, education and digitization initiatives and projects.

Academic libraries can embed library value in the mission of their

universities. They can influence their future positively by exercising

service leadership, and create new roles for themselves which can

enhance the academic mission. Library staff are already playing a vital

role in meta-data and preservation and taking a lead in advocating

change (Cox, 2010).

Priestly (2009), who works at both the Long Branch Public

Library and Monmouth University in New Jersey, notes: The reference

librarian must have a broad and deep knowledge about the areas of

specialization within librarianship. There are specialized positions such

as collection development librarian, acquisitions librarian, catalog

librarian, interlibrary loan librarian, and serials librarian. Then there is

the general reference librarian who must have a general command of

all these specialties. It is necessary to pay for this additional

knowledge.

Hirsh (2012) opines that positive attitude of librarians should

include demonstration of ability to adapt to a changing library

environment.

Attitudes are enduring systems of positive or negative

evaluations, emotional feeling and tendencies with respect to social

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objects. Attitude can be described as settled behavior or manner of

acting, as representation of feeling or opinion. It refers to certain

predisposition to act or react in a positive or negative way towards

certain situations and ideas. Reactions can be pre-conceived notions,

ideas, fears, convictions etc. Behavioral scientists have given high

importance to the study of human beings and his surroundings in the

context of attitude.

Jordan (2011) contended that competencies comprised

knowledge, skills, abilities and less tangibly measurable attainments

important to a library manager. Other contemporary Library and

Information Science professionals such as ( Patridge, Lee & Munro,

2010 ; Hayati, 2008 ; Cullen, 2008 ; Ferreira et al., 2007 ; Cohen,

2006 ; Khoo, 2005 ; & Abels et al., 2003) have articulated that

competencies comprise knowledge, skills and attitudes. The paper

reviewed literature on professional competencies expected of library

professionals in the 21st century. Whitlatch et al. (2003) describe

competencies as, “behaviors that excellent performers exhibit more

consistently and effectively than average performers and that these

competencies are focused on abilities, skills and knowledge” (p.1).

Ferreira et al. (2007) believe that competencies comprise three

elements, knowledge, skills or abilities and attitudes, while Abels et al.

(2003) opine that information professionals require two types of

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competencies namely, professional competencies which relate to

practitioners’ knowledge of information resources, access, technology

and management. They state that others are personal competencies

which represent a set of attitudes, skills and values that enable

practitioners work effectively.

According to the study of Asogwa (2012) the major trust of

Knowledge Management in librarianship is to enhance accessibility of

information, and customize to the professional needs. In view of this

therefore, the ability to work across organizational boundaries, and the

willingness to take opportunities to try different roles and ways of

working are essential for the information professionals in knowledge

economy environments

A significant attribute needed by librarians in the Library

environment is to view the Web environment as a social web

(Alexander, 2006). Stephen Abram (cited in Partridge, Lee and Munro,

2010) suggests that information professionals who are able to acquire

a conceptual understanding of the needs of their audiences and

address them using their technology skills will be have addressed the

attributes of a Librarian and be seen as a ‘guru of the information age’.

Cohen (cited in Kingrss, 2006) outlines a range of socially proactive

attributes that should guide a the actions of a librarian. including an

embracement of Web technologies and the development of a user

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focused online presence. Harvey (2009) has further identified RSS

feeds, chat, podcasting, tagging and voice thread application skills as

necessary for the Librarian to develop more user focused social

attributes that better serve and collaborate with their community.

Despite the initial confusion among librarians about what Library

means for them (liseducation, 2009), Farkas (2007) has outlined the

skills and attributes needed for librarians to develop their use of social

software and advocates for a balanced approach to funding (Farkas,

2007) for the training of information professionals of institutions who

are seeking to address the modern needs of their communities.

FORIEGN LITERATURE

The guidelines from the American Association of School

Librarians (2009) reiterate the belief that the librarians should act as

leaders within their libraries, ensuring that the current generation of

learners are equipped with the skills and knowledge they need to

succeed and participate in the technological society of the twenty-first

century. Librarians are charged ―to play a leading role in weaving

such skills throughout the curriculum so that all members of the school

community are effective users of ideas and information (AASL 2009,

46).
 30

In library and information science, Ranganathan (2011) was the

first to advocate that a universe of subjects is synonymous to a

universe of knowledge and therefore proposed the concept of

knowledge management in libraries. The contributions of knowledge

management to libraries is seen where: i) libraries as organizations

can tremendously benefit by adapting relevant knowledge

management applications, ii) by creating knowledge sharing

atmosphere, and iii) by adopting seamless or non hierarchical

organization culture and structures in order to facilitate communication

and sharing of knowledge vertically and horizontally. Every

organization and institution generates and acquires huge amounts of

data and information, and without effective management it is difficult

to identify the information required and therefore useless. Knowledge

management therefore comes as a strategy to harness organizational

knowledge and enhance the capacity to derive relevant knowledge

from information.

Most professional-level librarian positions require a master’s

degree in library and information science from a program accredited

by the American Library Association (ALA). These are variously

referred to as an MLS, MLIS, MSIS, MSLS, MA in LIS, or MS in LIS).

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For example, a recent study of academic job postings found that 90

percent of them required an ALA-accredited MLS.2013.

Knowledge has been described as "a fluid combination of actual

experiences, values, practical-based information and professional

findings in an organization which provide a framework for evaluating

and increasing new information and experiences. It originates from

mind of knower persons and is also applied by their mind. In

organizations not only documents and resources, but also most of the

current styles, processes, activities and norms have connection with

knowledge" (Davenport 1998 cited in Afshar and Nozari, 2006). These

elements express specifications for a knowledge-based society.

Society includes people with different experiences, values, and

information. Much personal knowledge is hidden in the mind of

individuals and out of reach of other people. There are tools and

resources for sharing and exchanging knowledge and preventing

duplication and repetition of the same mistakes. Knowledge and

experience are valuable wealth for developing and improving society.

In such a society, the major activities of social, cultural, and economic

organizations depend on knowledge.

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Consequently, these challenges encountered by library

professionals with respect to competencies could be attributed to non-

currency of the library schools’ curricula.

From the challenges encountered by professional librarians and

strategies geared toward enhancing their competencies, it is concluded

that library professionals are yet to become information and

communication technologically savvy.

Canadian Association of Research Libraries (2010) reeled out

seven areas of competencies designed specially for academic

librarians. They are foundational knowledge, interpersonal skills,

leadership and management, collections development, information

literacy, research and contributions to the profession and information

technology skills.

The other comprises personal competencies which represent a

set of skills, attitudes and values “that enable librarians to work

effectively, be good communicators, be able to focus on continuing

learning throughout their careers, be able to demonstrate the value

added nature of their contributions, and survive in the new world of

work” (Marshal et al., 2003, p.2). Gulati and Raina (2000) added

unique competencies of the librarian to include in-depth knowledge of

print and electronic information resources in management of

 33

information services that meet strategic information needs of the

individual or group being served. Canadian Association of Research

Libraries (CARL) (2010) defines competencies for a profession as, “a

list or group of a series of knowledge, skills, abilities and behaviors

that define and contribute to performance.” (p.5). Choi and

Rasmussen (2006) and Ferreira et al. (2007) concur that competencies

comprise knowledge, skills (abilities) and attitudes. They pointed out

that knowledge should be acquired through formal education and

training, while abilities could be acquired through practice CARL (2010)

presents holistic compendium of competencies for librarians working in

an intense research environment. The competencies are encapsulated

under seven areas of the following 1. foundational knowledge 2.

interpersonal skills 3. leadership and management 4. collections

development 5. information literacy 6. research and contributions to

the profession and 7 information technology skills.

LOCAL RELATED LITERATURE

(Ramos, 2013): Library automation and the ever-increasing

volume of information resources available via the WWW requires

advanced computer and Internet-searching skills in addition to basic

professional knowledge. Clients want information available to them,

 34

anytime, anywhere. Librarians must be able to cater to the needs of

the computer-savvy users lest they be replaced by Google or other

search engines.

One of the major challenges embodied in the road map is the

need to improve the professional and technical competencies of the

librarian. More demands are placed on librarians by the more

sophisticated breed of information seekers. A computer-illiterate

librarian has no place in the digital age. Complex library tasks dictate

that IT skills be improved to reach the same level, if not higher than

that of the users. Resistance to change is one barrier that hampers the

profession to a large extent. Some librarians, especially those working

in the provinces, are still afraid to use computers. More so, there are

many more who are not keen on pursuing continuous professional

development.

These competencies are compelling on librarians. Although the

essential roles of librarians have not changed since the central

mandate continues to be bringing information seekers and information

sources together, the environment within which they execute their

mission has changed dramatically. Researchers are turning away from

traditional libraries in favor of emerging digital/electronic libraries.

New and more sophisticated information and communication

technology products are being introduced and appropriated into the

 35

profession. Students arrive on campus with their information seeking

habits of new sources and new technologies.

Most of the research that has examined the knowledge, skills

and attributes needed by Library Information Science professionals

has collected data which reflects the current environment rather than

future possibilities.

The objective of the librarian will continue to be to bring in

together human beings and recorded knowledge as fruitful relationship

as is humanly possible. However, it is important to recognise that the

advent of electronic libraries will not solve all problems.

As shown above, Library professionals need a variety of skills,

knowledge and attributes and various authors have through different

studies attempted to identify these. categorizes them broadly as

professional skills and personal skill.

 36

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the methods and techniques used,

population and sample of the study, instruments of the study, data

gatherings and procedures, and data processing and statistical

treatment.

METHODS AND TECHNIQUES USED

This study will be employed the quantitative-descriptive method

of research, with the questionnaire as its data-gathering instrument.

The instrument consisted of a listing of personal and professional

competencies of librarians, which was formulated by the members of

the Board of Librarians of the Philippine Regulation Commission. The

interview method will be also followed to collect further data from the

respondents.

To determine the level at which the respondents have acquired

and possessed such competencies, the respondent-librarians are ask

to indicate such extent/level by checking one of the choices, namely:

Excellent (5), Very Good (4), Good (3), Satisfactorily (2),

Unsatisfactorily (1). Their perceptions on the extent of their

 37

competencies were statistically treated using the weighted mean. On

the other hand, the description of their profile is analyze using

percentage.

The study resorted to complete enumeration of respondents’

data since the researcher reached out to all professional/licensed

librarians in Philippines.

INSTRUMENT OF THE STUDY

The researchers will use a structured survey questionnaire in

detecting, identifying and measuring the factors. The respondents of

this research consisted of Professional librarians in the Philippines who

is currently employed/ working in the Philippines.

POPULATION AND SAMPLING OF THE STUDY

The Library Professionals will be obtained using convenience

sampling to maximize the number of respondents which the

researchers assume that this will represent the population of the

study. This paper is a springboard for further study of the whole

 38

librarians. With these, the researchers assure the readers that the

statistical treatments done in this study are still reliable.

DATA GATHERINGS AND PROCEDURES

Questionnaire

The questionnaire as the primary instrument will be used in this

study to gather the needed data and information from professional

librarians.

Construction. The researcher will be used of e-journals,

internet sources and unpublished theses in constructing the

questionnaire. Items will be carefully prepared based on the sequence

of the questions cited in chapter 1.

Validation. To validate the tools, the main instrument will

be referred to the researcher’s Library Science professor and other

colleagues for comments and suggestions. The final draft will be

checked by Researcher’s Adviser.

Unstructured Interview
 39

The researchers will also conduct an interview with the

respondents to clarify and address the respondents’ inquiries and

further explanation of their answers. Moreover, it also geared towards

gathering more information about the study.

Interview

Interview method will be followed to collect further data

from the professional librarians.

DATA PROCESSING AND STATISTICAL TREATMENT

The data to be gathered by the researcher will be tabulated and

analyzed statistically.

Frequency count and Percentage – This will be used in describing

the profile of the respondents.

Statistical treatment will be employed to interpret the data for

the study.
 40

Items will be tallied and results will be presented in a tabular

form. The tabulated data will be subjected to the following statistical

method:

Percentage. This statistical measure enabled the researchers

the percentage of the profile of the respondents in terms of, years in

library service, Position status educational qualifications, nature of

work (academic, school, special and public), trainings on librarianship

attended. Age and gender. It was computed in this manner:

% = ____f____ x 100

Where:

% = percentage

f = frequency of distribution

N = total number of respondents

 41

Weighted Mean- This was used in measuring the skills,

knowledge and attributes of professional librarians.

The formula is:

WM = ∑wf

Where:

Wm = is the weighted mean

Wf = is the sum of the weighted frequencies

f = is the sum of the frequency of responses

Obtained weighted mean were interpreted based on the

following scale:

To classify the skills, knowledge and attributes of library

professionals the researcher used the scale:

Assigned Scale Description Interpretation

Weighted
 42

5 4.01-5 Excellent

4 3.01- Very Good

4.00

3 2.01- Good

3.00

2 1.01- Satisfactorily

2.00

1 0.01- Unsatisfactorily

1.00

Likert scale. This was used to scale the responses of the

respondents from the survey given. The researcher used the 5 point

scale.
 43

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Mei-Ling Wang.2012 A Study Of The Core Competencies For Taiwan’s

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Institute Of Library, Information And Archival Studies National
Cheng-Chi University

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 44

Ramos, M.M., Ananoria, A.M., & Nera, C.M. (2014). Beyond The Book
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COMMISSIONManila

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http://www.theguardian.com/careers/job-of-21st-century-
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professionals Pussadee Nonthacumjane Lecturer, Chiang Mai

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