COMPETENCIES FOR TEACHER LIBRARIANS IN MALAYSIA Abrizah Haji Abdullah Educational ...

20 Pages·2000·0.11 MB·English

Malaysian Journal of Library & Information Science, Vol.4, no.2, December 1999:21 -40
*COMPETENCIES FOR TEACHER LIBRARIANS IN MALAYSIA

Abrizah Haji Abdullah
lanoitac ugdnEinnalP dna hcraeseRnoisiviD
,noitac uyfdroEtsiniM
50604 Kuala Lumpur, Malaysia.
E - ym.mpk.drpe@haz il ri:baam

ABSTRACT

The study identifies the role of teacher librarians in secondary schools as perceived by
three groups of people directly involved in school librarianship - teacher librarians,
library educators and education officers. The study also determines the essential
competencies and the type of education required by teacher librarians to perform their
role. A Likert-type questionnaire comprising 10 role statements, 61 competency
statements and 9 personal competency statements was mailed to three groups of 20
teacher librarians, library educators and education officers. The ratings given identify
the roles and competencies considered essential. Based on the C.O.T.E standards, 17
out of the 61 proposed competencies were considered essential by at least 51% of the
survey respondents. The study also identifies areas for future planning in the training
and education of teacher librarians in Malaysia.

Keywords: rehcaeT ;snairarbil loohcS ;seirarbil eloR ;seicnetepmoc noitacudE fo l oohcs
librarians .

INTRODUCTION taht fi ti si ot eevb itt tscnroeiocfpfpeus -
gni ytilauq ,noitacude eht nosrep n i
ehT noitaraperp rof gnimoceb ar ehcaet
egrahc fo eh tyrarb itlsum eb a nosrep fo
librarian in ord re ot eganam al oohcs
evoba egareva seitilibapac ohw sah a
yrarbil seriuqer hcum .noitnettaaretiL -
elbaredisnoc eerged fo esitrepxe nie ht
erut ni eht dleif fo rehcaetp ihsnairarbil
sdleif fo yrarbilcneics e dnan oitacude
evah detpmetta ot yfitnedi eht selord na
,edalsniW( .)9791 esohT ni egrahc foa
snoitcnuf fo eht rehcaet snairarbil nie ht
loohcs yrarbil tsum osla dnatsrednue ht
loohcs .txetnoc ehT rehcaet s nairarbil
lanoitacude esoprup fo eht .yrarbily ehT
evah na tnatropmi noitcnufi n aiding the
tsum wonk woh ot esinagro eht, yrarbil
loohcs srotartsinimda ot ezilamrof e ht
etacol dna eriuqca tnaveler slairetamo s
elor fo eht .yrarbil yehT etaerc n a
taht ti nac yelbe v didetnscaueeflfbea to
ssenerawa fo eht eulav fo eht yrarbil dna
tcurtsni eht stneduts sa llew sa r ieht
etareneg troppus ot etomorp sti esu sa na
seugaelloc no sti reporp .esu
lanoitacude loot dna lanoitaercery tilicaf

nihtiw eht loohcs .ytinummoc e hT etipseD gnitsixe snoitairav fo eht ,selor ti
yrarbiL noitaicossA fo aisyalaM s leef si elbissop ot yfitnedi eerht cisabopmoc -

* cnSoitamrof ndI nyararb i nLriets aeM hrt odfettimb ussise h natdoes aB fyotisrevi neU h tteacnei
.899 1ya M,ayalaM
Abrizah H.A.
stnen fo yrarbil sksat hcihw era rep - ohw era detsurtne htiw eht boj foeved -
demrof yb rehcaet snairarbil dna e ra gnipol eht loohcs ecruoser ertnec r of
deredisnoclaitnesse rof ehtt nempoleved htob eht 'srehcaet dna 'stneduts esu elihw
fo na evitceffe loohcs yrarbil ,.zivarbil - gnimrofrep ieht r seitud sa a lluf - emit
,pihsnair tnemeganam dna n oitacude .rehcaet rehcaeT snairarbil yam e vah
(Hannesdottir, 1996). Teacher librarians sdoirep no rieht elbatemit dekramraer of
deen ot tsensgeedisecsliowfp ofdnunksa library administration but this is not
slliks ot etarepo dna eganam ehtl oohcs syawla eht esac dna nehw yeht ode vah
yrar byilllufsseccus rof ehtlifluf tnemlf o ,yna eht rebmun fo sdoirep detacolla era
eseht .selor yehT deen ot ebt netepmoc .etauqedani gnomA eht rehcaet arbil -
ni eht suoirav stnenopmoc fo y rarbil ,snair a rotanidrooc ohw dluow ebser -
.krow elbisnop rof eht llarevo n oitartsinimda
dna tnemeganam fo eht loohcse cruoser
TRENDS AND ISSUES .det nd i leoeurpbotpwnaec

A wef loohcs yrarbil ,snoitaicossaniam - rehcaeT snairarbil ni aisyalaM od t on
yl morf depoleved ,seirtnuoc evahg nol evah ot teem ffits .stnemeriuqers ediseB
neeb detseretni ni eht egdelwonk er - gnissessop noitacifilauq niacude tion, it
stnemeriuq fo loohcsnairarbil ship. Many si dednemmocer taht eht rehcaetarbil -
srebmem evah derolpxe rieht noisivf o snair tsum dnetta eht cisab 53 - hours
eht seicnetepmoc dna slliks deriuqerr of esruoc ni yrarbil ecneics( Kursus Asas
pi hlsonoahicr sanribil ynam smurof revo Sains Perpustakaan). yb dewollof si sihT
eht sraey dna aisyalaM si on. noitpecxe a 48 - ruoh ,esruoc hcihw yeht d netta
Winslade (1979) presented a blueprint erofeb ro retfa rieht tnemtnioppa sa a
rof l ot onyhercmasprobli elnviedyalaM - yrarbiltanidrooc .ro desaB no eht irw -
sia and desoporp taht rehcaets nairarbil s’ret ,ecneirepxe snoitavresbo dna sid -
dluohs evah tneiciffus gniniart ni loohcs snoissuc htiw ,sreep ti saw dnuoft aht
.tnemegana myrarbil tsom rehcaet snairarbil eriuqca ehtiforp -
ycneic ni eht cisab yrarbil sllikssecen -
tsoM sloohcs ni aisyalaM yadot eraam - yras rof eht krow yb .sevlesmeh tsihT si
degan yb rehcaet snairarbil ohw odt on enod rehtie aiv etavirp seiduts o r y b
ssessop yna gniniart ni loohcs arbil - gnidnetta .sesruoc hguohtlA ereht sin a
,pihsnair ro yb esoht ohw evahd eviecer sseneraw ani sih tyrtnuoc fo eht deen rof
htie re erp - ro ni - ecivres gniniart n i a desilamrof gniniart rof rehcaetarbil -
loohcs yrarbil .krow ,revewoH yehto d ,esrn eaehi rt ryra sneeeahrsmceaahcewt
ton yojne lanoisseforp sutatsh amilaH( librarians have no prior knowledge on
Badioze Zaman, 1991; Fauziah Mohd. woh ot eganam a loohcs .yrarbil lareveS
Taib, 1992; Zohra Ibrahim, 1995). seiduts c detcudno ni aisyalaM . dhoM(
,yllacipyT eht loohcs yrarbil si nur noa Aduri Sidin, 1981; Halimah Badioze
part - emit sisab yb a rebmem fo eht Zaman 1991; Zohra Ibrahim 1995) have
gnihcaet ffats ohw sah a gnihcaetemit - delaever ,taht hguohtla yllarenegr ehcaet
elbat hcihw si ton yltcerid devlovni htiw librarians do possess the basic skills to
eht .yrarbil yehT era deniart s rehcaet eganam a loohcs ,yrarbil ehte gdelwonk
22
Competencies for Teacher Librarians
si ton etauqeda rof meht otanam ege ht desirp fo 71 rehcaet ,snairarbil 21 yrarbil
yrarbil ylevitceffe dna .yltneiciffe tI s i tacude .sre cl iasfn rfodooint aa8c1ude
deveileb taht siht si thguorb tuoba yb eht
ecnesba fo ycnetepmoc sdradnats r of ehT de reurticaunrntositseu qsaw dedivid
rehcae tsnairarbil ni .aisya l,ayMltnerruC into 4 parts (Appendix 1). Section A fo -
ereht era on lanoitan senilediug ro a desuc no eht elor fo rehcae tsnairarbil sa
evisneherpmoc noitpircsed fo ehtirtta - deviecrep yb eht .stnednopser noitceSB
butes. hcihw a rehcaet nairarbil sdeeno t desuco fn osdeeir cienu heqrtteoerfpmoc
.ssessop sihT yduts saw deirrac tuoo t rehcaetnairarbil .s ehT smeti rednus iht
ticile noitamrofni morf esoht ohw e ra noitces sesirpmoc 07 ycnetepmocetats -
railimaf htiw eht seitud dna snoitcnuf fo stnem taht rehcaet snairarbil dluohs evah
rehcaet ,snairarbil rieht lanoitacuded na demrofrep dna era depuorg otni 5d aorb
g n.isndieaernt .saera ehT ycne tsetpnmeomcetatsh cihw
dere veoecrh tdaor bsaera - librarianship,
METHODOLOGY AND SAMPLE tnemeg a dnnnaoamitacude - erew adapt -
de morf eht naciremA yrarbiL ossA -
ehT ydutsdeyolpme a yevrusd ohtem s’noitaic desoporp senilediug rof e ht
taht sticile cihpargomed n oitamrofni cisab noitaraperp fo eht loohcsy rarbil
tuoba stnednopser dna rieht s edutitta aidem stsilai c,empuslucirruC( )9891 dna
gninrecnoc eht selor sa llew sa e ht School Librarians: Guidelines to Com-
seicnetepmoc dedeen yb rehcaet arbil - petency Requirements ,rittodsennaH(
snair ot mrofrep eseht .selor ehTupop - .)6991 ehT rehcraeser h sa osla d edda
noital nesohc rof siht yduts eray ltcerid reht oaneara y cfnoetepmoc rof ehthcaet -
devlovni i n eht dleif fo loohcs arbil - re ,snairarbil .e.i ,ygolonhcet rof ti s i
rianship - rehca estnairarbil sa ehtitcarp - detcepxe taht eht rehcaet snairarbill liw
,renoit yrarbil srotacude sa eht, sreniart eb ta eht tnorferof fo mulucirrucd na
dna eht noitacude ,sreciffo ohw e ra ffats ,tnempoleved dna dluohse rofereht
demussa ot evah tsrif d neaghdelwon kfo eb railimaf htiw eht lluf egnar focude a -
eht selor s e didnceanreitueqpemr oycb a lanoit dna noitamrofni .ygolonhcete hT
. nraeihrcaarebtil htfi f,aer a s.e eil.cainneo tsserapewmpoc
delipmoc desab no eht snoitseggus ni eht
ehT liam eriannoitseuq hcaorppa s aw lan oeirsusteafroertpi lhtiw sdrager ot eht
detpoda rof eht atad .noitcelloc tIs aw ytilanosrep fo rehcaet .snairarbil gnisU a
dettimbus ot a elpmas fo 02 r ehcaet evif - point Likert - ,elacs stnednopsere rew
snairarbil morf naisyalaM y radnoces as dek ot ezitiroirp eht elor dnaepmoc -
,sloohcs 02 yrarbil noitamrofnie cneics ycnet stnemetats .detsil noitceS Csucof -
ro lanoitacude ygolonhcet srotacuden i de no eht noitacude demeedy rassecen
re hgcn aisenetigaerltlo cdnainu ,seitisrev rof rehcaet snairarbil dna noitces D
dna 02 sreciffo morf eht l anoitacude detpmetta ot ticile cihpargomed a tad
ygolonhcet tinu fo eht tcirtsid dnae tats tuoba eht .tnednopser ehT atad detcelloc
noitacude stnemtraped sa llew sa e ht erew desylana gnisu SSPS7 .5 for Win -
e tnaot isetca rc.uusodeseretrn eyclnO 74 swod dna detroper ni smret fo ycneuqerf
sesnopser )%3.87( erew ,denrutermoc - .no i ,tsdsanrt iaandvedunemnoadacts
23
Abrizah H.A.
FINDINGS AND DISCUSSIONS Esential Competencies for Teacher
Librarians
Roles of Teacher Librarians
oT enimreted eht laitnesses eicnetepmoc
,yltsriF ti saw dnuof taht ta tsael %57 fo
rof rehcaet ,snairarbil eht snrutere rew
eht stnednopser deerga htiw eht tsilf o
denimaxe dna hca eycnetepmo ctahtt em
selor fo rehcaet .snairarbil ehTy tirojam
ehtC E.T.O. licnuoC( no rehcaeTacudE -
fo meht ylgnorts deerga htiw eht elorf o
tion) (Pfister, 1981;Curriculum, 1989)
assisting students in the traditional and
dradnats saw deredisnocse - .laitnee hT
cinortcele dohtem fo gniyfitnedi d na
dradnats seriuqer taht %58" fo llaser -
gnissessa noitamrofni ni eht . loohcs
stnednop tsum redisnoc eht netepmoc -
nehW derapmoc ybbus - groups, this role
seic y rtenvatr oyprme iv)(lufes uhtiw 15
saw osla deknar tsrif yb htob eht yrarbil
% gniredisnoc ti "laitnesse rof ti ote b
acude srot dna noitacude sreciffoe lbaT(
dedrager sa na laitne s.syecnetepmoc A
.)1 tI nac osla eb nees taht ereht si a hgih
yrammus fo eht sgnidnif si detneserpn i
level fo tnemeerga neewteb eseht o wt
Table 2.
sub - spuorg no eht tnatropmi selor foe ht

r.eshncaaiertarbi lA hgi hytirojam fo eht Based on the C.O.T.E standard, only 17
stnednopser ylgnorts deerga tahtr ehcaet tuo fo eht 16 seicnetepmoc erewisnoc -
librarians pla y tnatropmi selor dnad een dered laitnesse yb ta tsael %15 foe ht
cificeps slliks ot mrofrep eseht s elor yevrus .stnednopser ehT %58 eriuqer -
nihtiw eht .loohcs tnem saw ton tem ta ,lla ekilnu eht yduts

s rnd eae ndikeirrnl O aabsr:rRaee1 bTlhfiocoLRaeT
STATEMENT Rank order
The teacher librarians TL* LE* EO*
.1 Assist students in the traditional and electronic methods of
noiitamr ogfnniiss egdsnnsiaayfitnedi yr alnr obeoihhltcs 2 1 1
.2 Assist students in interpreting information. 4 6 10
.3 mrofnI ,srehcaet stneduts dna srotartsinimda fo wens lairetam
.secivres/tnempiuqe/ 2 1 1
.4 tcurtsn Istneduts ni gnit.ancooiltamrofni 1 6 1
.5 tcu rsttsnneIduts n i.gnnoiittaaumlraovfeni 8 9 7
.6 Instruct students i .noitamro fgnniitacinum mnoc 10 10 9
.7 edivorP srehcaet htiwni - ecivr esseitinutroppo .g.e( noitcudortni ot
.) an iofdioetmcudorp /,eysguolon hwceent 4 1 1
.8 hcaeT htiw yteirav fo sedom dna ,aidem suht gn inloeidtocmurtsni
seuqinhcet rof rehto.srehcaet 4 6 1
.9 etapicitraP ni oohcs l dna tcirtsid mulucirruc tnempolevedd na
.tnemssessa 8 1 7
10. tlusnoC htiw srehcaet tuoba gnitaroprocni noitamrofnis lairetam
dn aslli kostni. meohotrssalc 4 1 1

L T* -r arre bhiclaeT ians; LE - ;sr o ytra acrubdieL OE -sr encoii ftfaocudE

24
Competencies for Teacher Librarians
detcudnoc yb retsifP .)1891( ylnO 21 tuo %03 fo eht stnednopser deredisnoc meht
fo eht gniniamer 44 desoporpnetepmoc - .laitnesse ehT ycnetepmoc s tnemetats
seic erew thguoht ot eb laitnesse yby na taht tem eht E.T.O.C noitinifed fonesse -
sub - .puorg erehT era rehtegotla 23moc - lait .e.i( %15 ,)tnemeriuqer dna r ieht
seicnetep taht erew ton detar satnesse ial ycneuqerf dna egatnecrep sesnopsern i
by ynabus - .puorg ,revoeroM rewefn aht e grraed rdoeknar nevi ni elbaT .3

la i dtdnneaenrsoe sNdsEies inecolnCbe at:Te2pmoC - laitnesse

tlulbar edveotcejeR dlnlaar edveotcejeR
Essential (17of 16) la iy tb entne hosrgsoueoht b uysre v yedbetcejer -
b uesrom - groups (12 of 44) group (32)

seicnetep me:ol3CbaT Rated Most Frequently as Essential (N=47)

Competency Freq. %
.1 ehT ytiliba ot ezi lniotiutaci fsieslspailccnirp dna ezinagro ehts lairetam 37 78.7
.eme hncositacifiss adlrcadn agotntsidrocca
.2 ehT ytiliba ot y leptpa aisrdproardpnpaats dn asenilediug ot polevedna d 35 74.5
.noitcello cyrarbi letaulave
.3 gnidro cncoaitcel l eeofhucotgol an tiaaactn i daenmraap eyorttpil iebhaT 34 72.3
.selpicn igrnpiugola tdarcadn aettsairpor popta
.4 ehT ytiliba ot xedni eht elbaliava lairetam dna ekam ehtn oitamrofni 32 68.1
yll unfoitcell oec h ntsiecruos .gnihcrae seltit/rohtua/tcejbu sro felbaliava
.5 e hyTtilib aotoc - no its tnr ea eed tuhmhnnaltpcaira ioaevewlepehetotved 31 66.0
of resources.
.6 e hyTtili b nao oteizt ia ,lmrgioonttfi uu ur asgoynojrolaaiamrttbcainclu(f 31 66.0
).c tneoitalucr i,cnoitisiuqca
.7 ehT ytiliba ot esu noitamrofn iygolonhcet nitneduts - gninraels eitivitca 29 61.7
.mulucir resuhsctorca
.8 l anoitcurts nri osfecruos ecrifice pescudo rdp nnaa l,pngis e odyttili beahT 29 6 1.7
.elbali a t veosarneacruo seetrairpor pepra eshewsopruP
.9 ehT ytiliba ot poleved serudecorp rofro ,gni rgendiviecer dnag nissecorp 27 57.4
.secru ogsneirn reahetl
.01 o st ecivr eds nsaeitilic a,fsnoitcell opcolev edd neasinag r ooyttili beahT 27 57.4
.se vi t ce j beov e ih ca
.11 ,hcr a,egsnild n,aehgar o etynhsgitolonh cdeetcna vydla pyopttail iebhaT 26 55.3
a vei rter .noitamrofn if oes udn al
.21 hDcCr ayelsevitce fyoftteil iebhaT -.tenretn Ieh tdn asMOR 26 55.3
.31 oetmmarg o nragpis ed dn,aycil oyprarb illooh cesnilt uoyottili beahT 26 55.3
.ycil oep h tt n e m e l p mi
.41 ehT ytiliba ot ylppa etairporppa selpicnirp ot deew dnaesirotnevni 25 53.2
.tnempiuq edn aslairetam
.51 ehT ytiliba ot poleved sediug ot secruos dna seihpargoilbib tahtt sissa 25 53.2
.noitamrof neitairporp pr aohfcra ersie hnstitnedu trsie hd tnsarehcaet
.61 ehT ytiliba ot poleved etairporppa secivres rof srehcaet dnas tneduts 24 51.1
gontgidrocca .sevitcej bd onsalao
17. ehT ytiliba ot etaulave dna esu sretupmoc dna detaler TI ygolonhcetr of 24 51.1
)slaudividn Idn aspuor gtcurtsn io t.e.i (noitcurtsni
25
Malaysian Journal of Library & Information Science, Vol.4, no.2, December 1999:21 - 40
evlewT tuo fo 71 lait nseesiscenetepmoc erew ton detar hgih hguone ot ebnoc -
erew ni eht aera fo pihsnairarbile lbaT( .llare vloaitnes sdeeredis
3, items 1, .)5 1,4 1,2 1,1 1, 9, 8, 6, 5, 4, 3, 2
erehT era 3reganam - detneironetepmoc - nehW seicnetepmoc detar laitnessee rew
cies (Table 3, items 10,13,1 6) and 2 desylana ybbus - ,spuorgemos variations
lacigolonhcet seicnetepmoc elbaT( , 3 nac eb neelebs a.T)( 4rhetahorcBbaielt -
smeti 7 dna )71 taht erewd eredisnoc snair dna noitacude sreciffo desucofn o
.laitnesse rehcaeT detneiros eicnetepmoc et eppimhoscnairarbil icn y.t sieeolhtiTba

la idyyteb blntsuteaaSnsRes uEsqeeircFn eetl eb:pa4mToC - groups
Competency %
Teacher librarians (N=17)
.1 ehTytiliba ot ylppa etairporppa sdradnats dna senilediug ot poleved dna etaulave 82.4
.n oyirtacreblilloc
.2 ehT ytiliba ot ezilitu noitacifissalc selpicnirp dna ezinagro eht slairetam gnidrocca 70.6
noi. teo amtdcerihafcdisnsastaslc
.3 ehT ytiliba ot eraperp dna niatniam aolatac eug fo eht noitcelloc gnidroccao t 70.6
.selpic nginripugol adtraacd neattasirporppa
.4 ehT ytiliba ot xedni eht elba lliaaivraetam dna ekam e hntoita msreocfrnuios ni eht 70.6
neo liybtlac l lerutilofcalfevojacbu s/ rohtua ./g neilhtcirtaes
.5 ehT ytiliba otoc -etarepo htiw srehcaet ni eht tnempoleved dna noitaulavef o 70.6
.secruoser
Library educators (N=12)
.1 ehT ytiliba ot ezilitu noitamotua rof rojam yrarbil snoitcnuf , gniugolatac( 83.3
acquisition, circulation etc.)
.2 ehT ytiliba ot hsilbatsegnol -term and short - mret slaog rof eht tnempolevedf o 75.0
.eyhrtarbil
.3 eh Tytiliba ot yduts dna sses sna oeiht tasmdreoefnn idsntaseret nf iosrehca edtna 75.0
students.
.4 hDcCr ayelsevitc e yfotftiel iebhaT - sMOR dna eht.tenretnI 75.0
.5 ehT ytiliba ot es unoitagmorloofnnhicet y in student - gninrael seitivitca ssorca eht
mulucirruc 66.7
Education officers (N=18)
.1 ehT ytiliba ot ezilitu noitacifissalc selpicnirp dna ezinagro eht slairetam gnidrocca 88.9
noi. teo amtdcerihafcdisnsastaslc
.2 ehT ytiliba ot eraperp dna niatniam a eugolatac fo eht noitcelloc gnidroccao t 77.8
.selpic nginripugol adtraacd neattasirporppa
.3 ehT ytiliba ot ylppa etairporppa sdradnats dna senilediug ot poleved dna etaulave 72.2
.n oyirtacreblilloc
.4 ehT ytiliba ot ,ngised nalp dna ecudorp cificeps oser secru rof l anoitcurtsni 72.2
.elbali atesvoreanacruo seetrairpor pepr aeshewsoprup
.5 ehT ytiliba otoc - etarepo htiw srehcaet ni eht tnempoleved dna noitaulavef o 66.7
.secruoser
Competencies for Teacher Librarians
ot ylppa sdradnats dna senilediug o t siht egatnecrep esohc hgih level fol liks
poleved yrarbilc ,noitcello ezilituissalc - rof eht tepmoc .seicne nehW level f o
noitacif selpicnirp dna ezinagro etam - slliks rof laitnesse seicnetepmoc e rew
,slair eraperp dna niatniam eugolatac dna des yylbabnuas - groups, it was noted that
etarepooc htiw srehcaet ni ehtpoleved - lla 71 seicnetepmoc erew detar saiuqer -
tnem dna noitaulave fo ,secruoser e ra gnir hgih level fo lliks yb erom naht %05
seicnetepmoc hcihw era ton detar nie ht f.o snr oeeic htittafA cftuosdaee l%05 fo
pot evif tsil fo yrarbilrotacude .s nI ,tcaf eht yrarbil srotacude detar 15 out of 17
yrarbil srotacude decalp hgih ytiroirp no laitnesse seicnetepmoc sa gniriuqerh gih
gnizilitu noitamotua rof rojam y rarbil level fo .lliks ,revewoH ylno 9epmoc -
.snoitcnuf tI saw dnuof taht yrarbilude - seicnet erew deweiv sa gniriuqerh gih
'srotac sgnitar era erom tpa ot r effid level fo lliks yb ta tsael %05 fo e ht
yltnacifingis dna siht dluoc ebt hguorb rehcaet .snairarbil elbaT 5 swohs e ht
tuoba yb rieht cimedacas noitacifilauq sesnopser fo eht 71 laitnesse slliksiuqer -
dna experience in librarianship. Skills ring hi hg level fo slliks yb eht bus -
detaler ot ,tnemeganam noitamrofnires - .spuorg A ytirojam fo hcae bus - group
seciv dna ygolonhcet era deknarr ehgih deviecrep e hsteicnetep mtoacht deriuqer
.srotac uydrear bbyil a hgih level fo ycnetepmoc era e soht
hcihw era detaler ot .pihsnairarbile hT
fO eht 44 seicnetepmoc taht erewt on stluser osla wohs taht erom yrarbilude -
detar hgih hguone ot eb d eredisnoc srotac dna noitacude sreciffop deviecre
laitnesse ,llarevo 21 erew d eredisnoc eht seicnetepmoc sa gniriuqer hgihl evel
aitnesse l yb eno ro erombus - groups. Of .snaira rr bedih elcorata eplt mlfoiocks
eht 21 ,seicnetepmoc noitacudes reciffo
deviecrep ,6 yrarbil srotacude 5 d na
Personal Competencies for Teacher
rehcaet snairarbil 3 fo ehts eicnetepmoc
Librarians
sa .laitnesse owT seicnetepmoc e rew

deredisnoc laitnesse yb htobn oitacude ehT stluser fo siht yduts ni smret f o
.srotac uydrear bdsinrlaeciffo lanosrep seicnetepmoc era ralimis o t
those of Jowkar (1992). In Jowkar's
ydutsp lanosre seicnetepmd oeczirogetac
Level of Skills for Essential
sa ’edutitta‘ dewohs taht tsom fo e ht
Competencies
lanosr e,pseicnetepmoc hcihw evahn eeb

ehT yevrus demia ot enimreted ehtl evel detseggus yb eht ,stnednopser era tsomla
fo ycnetepmo ctaht eht reh csaneatirarbil ralimis ot siht .yduts ehT rehcaetarbil -
tsum teem ot mrofrep rieht .selore hT snair ni siht yduts evag hgih eulav ot eht
stluser desucof ylno no eht 71l aitnesse yrogetac fo lanosrep ,seicnetepmocidni -
seicnetepmoc taht tem eht noitinifedf o gnitac eht suoires deen rof siht epytf o
aitnesse“ l” by C.O.T.E. standard. It is ycnetepmoc ni eht noitacude for ehcaet
gnitseretni ot eton taht tuoba %09 fo eht librarians. Table 6 shows these findings.
stnednopser tlef taht eht level fos lliks
rof eht 71 laitnesse seicnetepmoc sit a emoS stnednopser osla detseggusidda -
t se,atle ae ltivdaden elafemlhrateh tfnoi lanoit lanosr espeicnetepmoc taht yeht
27
Malaysian Journal of Library & Information Science, Vol.4, no.2, December 1999:21 - 40

seelibca nTl ea:tiR5etpnmeosCsE gniriuqe hgiH leveL fo llikS ybbuS - groups
Competency Teacher Library Education
Librarians educators Officers
(%) (%) (%)

.1 ehT ytiliba ot ezi lniotiutaci fsieslspailccnirp dna ezinagroe ht 82.4 91.7 94.4
.emeh cnsoitacifissa ldcradna t osgtnidroc csalairetam
.2 ehTytiliba ot ylppa etairporppa sdradnats dna senilediugo t 64.7 91.7 83.3
.noitcello cyrarbi letaulav edn apoleved
.3 noit ce eu f lgeonlohiolt acaa tt enad ricnyaa atpmoie tlreiphbTa 82.4 91.7 83.3
.selpicn igrnpiugola tdarcadn aettsairpor pgopntaidrocca
.4 ehT ytiliba ot xedni eht elbaliavairetam la dna ekame ht 64.7 66.7 88.9
tc e /ejrlbobufasl iy alnvloauift cs ee nlce ilrhnoutocoistamrofni
.gnihcr ae elrs to/ihttua
.5 ehT ytiliba otoc - etarepo htiw srehcaet ni eh ttnempoleve ddna 58.8 91.7 66.7
.secruos efnrooitaulave
.6 ehT ytiliba ot ezilitu noitamotua rof rojam yrarbilitcnuf sno 64.7 50.0 72.2
.).c tneoitalucr i,cnoitisiuq c,agniugolatac(
.7 ehT ytiliba ot esu noitamrofni ygolonhcet nitneduts - gninrael 47.1 66.7 77.8
.mulucirr ue chstsor csaeitivitca
.8 ehT ytiliba ot ,ngised nalp dna ecudorp cificeps secruoserr of 23.5 58.3 77.8
lanoitcurtsni sesoprup erehw etairporppauoser secr era t on
.elbaliava
.9 ehT ytiliba ot poleved serudecorp rof ,gniredro gniviecerd na 47.1 66.7 50.0
.secruo sgenrinr a eeghlntissecorp
.01 ehT ytiliba ot esinagro dna poleved ,snoitcelloc seitilicafd na 52.9 83.3 61.1
.sevitce jebvoei hsocetacivres
.11 ehT ytiliba ot ylppa decnavdaolonhcet yg ni eht , egarots 3 5.3 50.0 61.1
.noitamrofn if oes udn alaveirte r,hcrae s,gnildnah
.21 hDcCr ayelsevitce fyoftteil i ebhaT -.tenretn Ieh tdn asMOR 41.2 50.0 66.7
.31 ehT ytiliba ot eniltuo loohcs yrarbil ,ycilop dna ngiseda 29.4 83.3 66.7
.ycilo peh ttnemelpm io temmargorp
.41 ehT ytiliba ot ylppa rporppa etai selpicnirp ot deew d n a 58.8 33.3 61.1
.tnempiu qde nsalairet aemzirotnevni
.51 eyhtTili bop atoslee dvsieeu dig oshttepacahr rtudgonosailbib 47.1 58.3 61.1
tsissa srehcaet dna rieht stneduts ni rieht hcraes rof etairporppa
.noitamrofni
.61 ehT ytiliba ot poleved etairporppaivres sec rof srehcaetd na 52.9 100.0 77.8
.sevitcej bdo nsala o oggtnidroc csatneduts
.71 ehT ytiliba ot etaulave dna esu sretupmoc dna detalerT I 35.3 41.7 72.2
ygolonhcet rof noitcurtsni .e.i( ot tcurtsni spuorg d na
)slaudividni
Competencies for Teacher Librarians

Tabl "dede etNahwemo S r""odedee N s"daesserp xsEeicnetepm olCanosr e :Pe6
Personal competencies Needed Somewhat Mean SD
(%) needed
(%)
.1 ecnelle cexcei v droeettstimmoC 87.2 12.8 2.8723 0.3373
.2 etacinum myoottcil i ebehavtaH
,stro pgenrit iynrliwevitceffe 87.2 12.8 2.8723 0.3599
nednopse rsdrlnoaacsoporp .ec
.3 d nsako orb omfsaisuht n neeavaH
a ifrdo eegdrhmnnotiafodaer 87.2 12.8 2.8723 0.3373
.noitacinummoc
.4 .sl lniokistacinu m dmeoovocagH 85.1 14.9 2.8511 0.6226
.5 ret u epT rmI/Aoc -literate. 85.1 14.9 2.8511 0.5787
.6 .pihsr e ededal iebovlAtorp 76.6 21.3 2.7324 0.3373
.7 .ytili beavitartsinim deavaH 76.6 19.1 2.7021 0.6509
.8 dnamm oeclbanosa e rrdoo oeagvaH 51.1 48.9 2.5106 0.5053
fo g haesuhigtlnganLE .e
.9 la udtncae l,ll eaet rvnyuaintHalmuc 48.9 46.8 2.4255 0.3599
recreational interests.

tlef era dedeen yb rehcaet , snairarbil rof rehcaet .snairarbil ,revewoH n ehw
hcus sa gnissessop ,ytirgetni , ecneitap dezylana ybbus - ,spuorg ti saw nees taht
,ytilibisnopser ,evitaitini ssengnilliw o t eht y rsarrobtialcu deera e rdoemnrecnoc
fle sdn anrael - .noitavitom naht eht rehto owt bus - groups about
rehgih noitacude rof eht rehcaetarbil -
Education and Training in .snair lanoitacudE ygolonhcet saw t on
Librarianship nees sa na laitnesse epyt fon oitacude

ehT ytirojam foht e yevruss tnednopser dna gniniart rof ti deviecer a yrevw ol
tlef taht ecnadnetta" ta evisnetni ro trohs rating by all sub - spuorg ohwd ednopser
"sesruoc si eht tsom laitnessen oitacude .e)l7b ayTe(v r euohstt

Table 7: Education / Trainin lda eigrtende isyssbnEoCbuS - groups
Percent of total ranking essential
Education / Training Teacher Library Education
librarians educators officers
.1 ( sesruoc trohs / evisnetni ta ecnadnettA e.g Kursus 76.5 75.0 88.9
Asas 35 jam / 48 jam)
.2 nei cysrarb inslietacifitreC ce ( e.g. Kursus dalam 47.1 75.0 61.1
Perkhidmatan)naakatsupre Psnia S
.3 ecneic syrarbi ln ieerge detaudargrednU 41.2 83.3 22.2
.4 ygolonhce tlanoitacud en ieerge detaudargrednU 17.6 16.7 22.2
.5 ecne iycrsa r ebneiirl geetdaudargtsoP 23.5 91.7 22.2
.6 ygolonh cleatnoita c eunedir egeetdaudargtsoP 5. 9 25.0 22.2
29
Abrizah H.A.
RECOMMENDATIONS reve ti dluoc eb deifitsuj noe ht
sdnuorg taht a eroml anoisseforp
s A a tluser fo eht snoitavresbo edamn i hca odsreipdp eane ins.iahetra
siht ,yduts eht gniwollof snoitseggus era f) hguohtlA eht atad nac ebisnoc -
:hcraes errehtr urf odfereffo de rdeidla v rsolfooh cansiisyalaM
a) t Ide gtsaai shsi tivy hnddteultusoc ,yllareneg ereht yam ebs noitairav
eb na yrareniti rof discussion be - ni tahw dluohs eb deredisnocse -
neewt lanoisseforp ,seugaelloced - laitnes seicnetepmoc ni ynan evig
noisic - srekam dna rehcaet arbil - school throughout Mal sya .eariehT -
snair no eht selor dnanetepmoc - ,erof ti si dednemmocer taht a
seic fo eht .rettal ehTt nemurtsni yduts suogolana ot siht eno e b
.tsil k dce lebauhocc detcudnoc ot c kceh rof lacol r o
b) tI si dednemmocer taht ehte tatS lanoiger secnereffid erehwidnoc -
noitacudE stnemtrapeD weivere ht tions warrant such investigations.
tnerruc tnemeriuqerf ro ar ehcaet g) sihT hcraeser saw detcudnocr of
nairarbil dna dluohs redisnociver - yradnoces sloohcs ni . aisyalaM
sions based on the findings of this no irteatcfiA ffiodomt eh eslmoerti
.yduts dna ycnetepmoc stnemetats o t
c) tI si osla dednemmocer taht e ht tcelfer eht rehcaet snairarbilem( -
yrtsiniM fo noitacudE dluohsatse - aid et srehca )ni yramirp , sloohcs
hsilb senilediug fo ycnetepmocer - siht yduts dluoc eb detcudnoco t
tnemeriuq taht lliw evres ividni - enimreted eht seicnetepmoc r of
,slaud rehcaet noitacude titsni u - rehcaet snairarbil ta eht y ramirp
,snoit etats noitacudes tnemtraped loohcs .level tI dluoc osla e b
dna yrarbil seicnega ni redro o t deirrac tuo ta eht egelloc . level
dnatsre ddnnu aetaulav eehtacude - Both groups would appreciate
lanoit noitaraperp fo r ehcaet raelc senilediug fo tahw riehte lor
librarians. sliatne dna eht seicnetepmoct aht
d) r gesnheicgnaeielaTlr otrcoacude - yeh tdl.usoshesssop
tional institutions that prepare h) sihT yduts dezylana eht epmoc -
srehcaet ot eb rehcaet s nairarbil ycnet sgnitar dna eht t nereffid
should r weive rieht e mmargorp ar nikn sg deviecrep yb eerht .spuorg
tnetnoc ot erusne taht llal aitnesse A rali myiesvrus nac e bdetcudnoc
.dedu lsecerniaicnetepmoc ot enimreted eht snoitpecrep tuoba
e) sihT yduts yam dael ot eht ni - seicnetepmoc yb wen dna epxe -
noitagitsev no eht level fo slliks ro cneir de rehcaet ,snairarbil dna osla
seicnetepmoc taht eht rehcaetil - by stsinoitacude ni loohcs arbil -
snairarb ni naisyalaM y radnoces rianship.
lo o,hecvsa hd esvaie cyrbepmeht - )i rehtonA tcepsa taht dluoc e b
les sev ro rehto spuorg hcus sae ht deiduts si eht noitpecrep fohcaet -
,slapicnirp gnihcaet ffats ro uts - ,sre slapicnirp dna stneduts foe ht
.stned tI sdiegdelwo ntkachat hcus rehcaet 'snairarbil .selor emoSuts -
a yduts dluow eb ,evitisneswoh - dies (Mohajerin and Smith, 1981
30