Teacher’s Perception of Public Library Services
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Transcript of Teacher’s Perception of Public Library Services
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Group ID: JS-01Lee Ping Verena (G0901687K)
Tan Poh Lay (G1001107C)Ee Min Hoon (G1001087G)
Teacher’s Perception of Public Library Services
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Objectives• To identify the reasons for teachers' use and non-use of NLB services for schools. • To measure teachers' perceptions of the usefulness of NLB services.• To identify the gaps where schools' needs are not met by NLB.• To provide recommendations to improve on NLB-school collaborations.
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MethodologyReach out to all 178 MOE primary schoolsGave out 673 survey forms to 8 schools 327 completed forms
Response rate 49%2% of entire teacher population in Singapore
Questionnaire design Intended to be easy to completePilot tested with 10 teachers
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Demographics75% females, 25% malesAge
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DemographicsTeaching experience
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Findings and Discussion
• Use and non-use of NLB services• Perceptions of the usefulness of NLB
services• Teachers’ unmet needs
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Use and Non-use of NLB ServicesObjectives
Identify use frequency relation between school library services and NLB services
Identify reasons for use and non-use
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Use FrequencySchool Library Services
NLB Services
NoneAbout once a week
About once a month
Several
times a year
Once a year
Others
35 109 67 92 11 10
NoneAbout once a week
About once a month
Several
times a year
Once a year
Others
35 41 87 122 22 6
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Teaching Experience vs. NLB Services Use FrequencyMost indicated that they only used NLB
Services several times a year
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Types of School Library ServicesRespondents can chose more than one type of
servicesOut of the 50 who indicated Others, more than
half cited “borrowing” (either for self or students) as a service that they used
Teachers do not use school library for curriculum planning and teaching (Mokhtar and Majid, 2005)
General aspect of curriculum such as students borrow books or using library space
Information literacy
aid
Storytelling
Curriculum
Others
140 101 124 50
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NLB Services Non-use ReasonsNo time was indicated as the most popular
reason (29%)Reason that school library services use
frequency is higher than NLB servicesMore convenientTime saving
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Findings and Discussion
• Use and non-use of NLB services• Perceptions of the usefulness of NLB
services• Teachers’ unmet needs
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Perceptions of the Usefulness of NLB ServicesObjectives
Whether NLB services helped students to develop reading interest, language and communicative skills
Whether NLB services helped students improve reading ability and academic performance
Which NLB services most usefulWhich NLB services teachers actually
experienced
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Guided by PISA (OECD, 2010) and Minnick (2001), usefulness defined as the impact of NLB services on students’ reading interest, reading ability, language development, communicative skills and academic performance
Usefulness of NLB Services on Students
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Usefulness of NLB Services on Students93% perceived positive impact of NLB services
on students52% on reading interest, ability and language
development, 32% on communicative skills and academic performance
Library’s role in reading advocacy
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Teaching Experience vs. Perception of NLB’s impact on StudentsMore definite and positive as the
number of years of experience increases
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Perception of Individual NLB ServicesReading Promotion Tools
Majority found “KidsRead” very useful* KidsRead – promotes and inculcates the love of
reading among children from low-income families. Children participate in sessions led by volunteers, filled with activities like storytelling, craft, songs and games.
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Perception of Individual NLB ServicesServices to Schools
Majority found “Library membership” drive, “Molly” and “Mass borrowing” very useful
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Experiences with NLB ServicesMost experienced “Library visit” and “Mass
borrowing”Need to do more to expose teachers to all
services due to low percentage rate reported
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Satisfaction with NLB Services93% of the teachers were “satisfied” and
“very satisfied” with NLB’s services
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Findings and Discussion
• Use and non-use of NLB services• Perceptions of the usefulness of NLB
services• Teachers’ unmet needs
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Teachers’ unmet needs63 teachers (20% of all respondents)
answered this open-ended question38% of these teachers would like NLB to
provide more resources that will tie in with the school curriculum
“A website where teacher can immediately find a list of resource related to MOE curriculum, instead of teachers going
'hunting for books' at NLB.”
“Provide a list of books according to units and topics related to the curriculum so that
it would be easier for teachers to obtain them”
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Teachers’ unmet needsSome would like to have more programmes
and collection support in the Mother Tongue languages
“More assistance, programmes and resources for mother tongue (malay)
language”
“Provide more useful teaching resources/references from overseas,
especially for mother tongue language”
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Teachers’ unmet needs21% of all respondents cited programmes
and activities that are already part of NLB’s existing suite of services
93% of all respondents would have experienced NLB services in their schools
Shows that there are teachers who are still in the dark on how NLB can complement their work in school
Likely that NLB services are arranged without involving greater pool of teachers on their needs
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Recommendations
• Reading Promotion Tools• Services to schools
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Reading Promotion Tools
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“KidsRead”Teachers in the Learning Support Program
(LSP)-English and English Language teachers from the lower primary levels (i.e. Primary 1 to 3).
Identify students who need help in reading and recommend these students for the program.
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“H.O.T” newsletterre-looked content supplementary material for the teachers marketing campaign -14% of the teachers
surveyed are familiar with this newsletter.
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“Read-and-Reap”
articles can be supplementary materials for teachers
librarians to share with the teachers on how they can incorporate “Read-and-Reap” into the curriculum and also how this programme will benefit the students.
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“Quest”visit schools to share more information with
students and teachers.
“Raise-a-Reader” teachers need to be convinced of the
benefits of this programme before they will promote it to parents
teachers participate in at least one such session so as to understand how it can help them and this will, in turn, enable them to provide support for the students.
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“Junior Reading Ambassador”JRAs to be given more exposure in schools,
in terms of sharing on good reads, the benefits of reading and promoting library services, their role will be more distinct
Librarians to collaborate more with the teachers-in-charge“Bookcross”
collaborate with interested schools to start the culture of “Bookcrossing” amongst students.
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Services to schools
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“A.S.K.” Advisory Servicedistribute pamphlets during assembly talks
and community outreach programmes (especially those involving teachers)
Have a demonstration, if possible, on how users can access the service.
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“Library Visits”Tailor programme line-up for the visits to
meet needs of teachers and students.
“Showcase”Photographs of various showcases done in
the library can be taken and hosted on NLB ‘s website
more information available on the website-eg info on collaboration
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“Drop-Everything-and-Read”re-evaluate the type of books selected to
cater to the needs of the teachersCondust sharing sessions on how the
D.E.A.R. programme can be incorporated into the curriculum
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“Community Service”NLB’s “Friends of the Library” website
should be promoted more actively Librarians to share on this service during
library visits and assembly talks
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“Library Membership “Drivemainly targeted at Primary One childrenmost teachers would not have experienced
this service before unless they were in-charged/are currently in-charge of the Primary One students.
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“Assembly talks”content to be in line with the objectives
that schools/teachers want to achievetie-in with curriculum eg SEED programme-
thematic approach; post-assembly activities
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“Molly”-the mobile librarya schedule can be drawn up to ensure that
it is able to visit each primary school at least once to allow the students and teachers to experience its service.
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E-Resourcesdistribute pamphlets - step-by-step guide do a demonstration, if possible. Maybe
during info-literacy courses in schools.
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Overallconvenience for teachers “A.S.K.” advisory
service and E-resources“Step-readers”; books which teach maths or
science concepts Mass-borrowing sessions value-added service
existing school channels available for NLB to market its services are not effective lack of a collaborative culture and lack of involvement
alternative avenues Major events involving teachers