Session 3 : Customer Education

Session 3 : Customer Education Presenter

Generic Skills Survey Researcher Group ( Perpustakaan Sultanah Zanariah, Universiti Teknologi Malaysia ) Topic : Cultivating Customer-Focused Culture Through Library Generic Skills

Conference on Customer-Focused Culture 2008: Energising and Empowering Quality Strategies Toward the Customer-Driven Organisations, 9-11th June 2008. The Zon Regency Hotel, Johor Bahru, Johor

Cultivating Customer Focused Culture Through Library Generic Skills

Kamariah Nor Mohd Desa, Noraini Yahya, Nor Asikin Mohamad, Siti Nisrin Mohd Anis, Zafarina Dol and Zaleha Atan Perpustakaan Sultanah Zanariah, UTM, Skudai MALAYSIA.

Abstract

The Perpustakaan Sultanah Zanariah (PSZ) of Universiti Teknologi Malaysia (UTM) has conducted a study to investigate the library skills among new intake of UTM students. This survey is inline with UTM’s vision and Malaysia’s mission in developing and enhancing students’ generic skills to produce next generation of skillful professionals. A questionnaire elicits six sections of information from the students: Library Usage, Information search Skills, Computer Skills, Reading and Comprehension, Information Usage Etiquette and Communication Skills. Data were collected through questionnaires distributed to new students in four (4) consecutives sessions beginning from 2004 –2007. Data extracted from the questionnaire were tabulated and scores generated by the 10-point numerical scales were obtained. In order to provide understanding of the results and their implications, the scales were classified into three broad categories of the level of library skills: low, moderate and high. The overall results of the studies show that the levels of generic skills are moderate. Based on the results, PSZ has taken appropriate actions to improve the generic skill amongst the new students. Actions such as updating Library Skills modules; continuous collaboration between library and faculties; Reading activities; Out reach programmes, etc. were carried out.

Hence, PSZ hopes that library

generic skills will transcend disciplinary boundaries and becomes a catalyst to fulfill students with life-long proficiency.

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Introduction

Academic Librarians have a long and rich tradition of collaborating with discipline-based faculty members to spearhead the mission of its tertiary institutions [Rockman, 2002]. The role of librarian is to encourage, support, educate and to involve students in active learning.

They

empower students to be effective users of ideas, information and technology.

The focus of the library has shifted from being an

information store-house to being the centre access point for information literacy.

Since 1980’s, PSZ library skill classes were conducted for undergraduate students and it was part of library services. In 1990’s, knowledge based society was sporadic and the need to acquire information searching skills have become significant. Faculties’ members and students were aware that having necessary library skills are most helpful to extricate information sources.

PSZ has responded by preparing guided library

skill classes during those years. As UTM received postgraduates’ enrollment, library skills have been expanded and revised to cater the information need of adult and mature students.

Employer needs, student and professional association requirements, are driving course development more strongly; a trend that has led recently to serious investigations of US-based and corporate universities, with their emphases on market driven training programmes (Cunningham et al., 2000). Issues of generic capabilities and graduate attributes have become central to the educational debate; including what such skills and attributes are how they should be taught and how they should be monitored or assessed (Bruce, 2001). Consequently, in 2004, UTM realised the need to nurture sets of attributes or skills amongst their graduates that apply across a variety of jobs (employability skills) and life contexts. UTM graduate attributes consists of communication skills,

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team working, problem solving, adaptability, life-long learning, self esteem and ethics. This move is parallel with the Malaysian of Higher Education (MOHE) concerns to equip graduates with adaptable skills in order to response to future change which is mandatory in the current competitive market place (Zurani) .

According to Smith (2006), generic graduate attributes can be described as being “the skills, personal attributes and values which should be acquired by all graduates regardless of their discipline or field of study”. Such attributes or qualities can include critical thinking, intellectual curiosity,

problem

solving,

logical

and

independent

thought,

communication and information management skills, intellectual rigour, creativity and imagination, ethical practice, integrity and tolerance.

Hence, PSZ pledges to inculcate skills for life long learning which incorporates the ability to continue learning independently in the acquisition of new knowledge and skills which includes: x

Ability to seek relevant information for variety of sources

x

Openness to new ideas and capacity for self directed or autonomous learning

x

Passion for learning

x

Ability to recognise potential for improvement

This survey intends to discover in advance about new intake levels of information search skills. The students’ level of information skills is scrutinised through sections of Library Usage, Information Searching Skills, Computer Skills, Reading and Comprehension, Ethical Use of Information and Communication Skills.

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Previously, four (4) surveys have been conducted as listed: x

Kajian Penguasaan Kemahiran Perpustakaan Di Kalangan Pelajar Semester 1 Sesi 2004/2005

x


x


x


PSZ has shared the experience by presenting a paper entitled ‘Library Skills as a Way of Enhancing Students Generic Skills’ in the International Conference on Information Literacy (ICIL 2006).

Definitions

The model of PSZ generic skills are embraced from the Griffith Graduate: Self Assessment of Generic Capabilities (SAGC), which comprises six categories of information. Those are: ¾ Library Usage ‘Library usage’ is defined as borrowing and reading materials,

doing

assignments

and

socialising

with

friends.

¾ Information Search Skills ‘Information search skills’ includes the student’s ability to analyse, identify, evaluate and access information and data in a systematic manner.

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¾ Computer Skills ‘Computer skills’ is defined in terms of the student’s confidence in using a range of software applications in order to retrieve documents or products. In addition, these skills also include the used of communication tools to gather or exchange information.

¾ Reading and Comprehension ‘Reading and comprehension’ is defined in terms of three aspects: the student’s ability to understand the author’s argument or meaning, thus absorbing the information or facts presented; to identify the key points; and to relate between present and previous materials.

¾ Information Usage Etiquette ‘Information usage etiquette’ includes students’ ability to understand and follow copyright laws, adhere to the principles of intellectual property and provide due acknowledgement to other people’s ideas or work.

¾ Communication Skills ‘Communication skills’ is defined in terms of student’s proficiency in English and Bahasa Malaysia for both written and oral aspects of the languages (Kamariah, et.al, 2006)

Data extracted from the questionnaire were tabulated and scores generated by the 10-point numerical scales were obtained. In order to provide understanding of the results and their implications, the scales were classified into three broad categories of the level of library skills: low, moderate and high. The scores between 7 to 10 show a

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high level of mastery, between 4.00 to 6.99 shows a moderate level of mastery and below 4.00 shows a low level of mastery. Table 1: Scale of Mastery Level

Score

Low

1.00 – 3.99

Moderate

4.00 – 6.99

High

7.00 – 10.00

Survey Findings Results from the surveys are tabulated and the median score is shown as below.

Table 2: Library Usage LIBRARY USAGE Median Score

SEM 1

SEM 1

SEM 1

SEM 1

04/05

05/06

06/07

07/08

5.87

6.8

6.0

4.65

The intake of semester 1 2005/2006 illustrates a moderate level of 6.8 in Library Usage Section. In comparison, intake of Semester 1 07/08 declines to 4.65. Though analysis exhibits a moderate score, respondents displays a fair habit of using library as the best location for studying purpose.

Table 3: Information Search Skills INFORMATION SEARCH SKILLS Median Score

SEM

1 SEM

1 SEM

1 SEM

04/05

05/06

06/07

07/08

5.3

6.4

6.3

4.82

1

Intake from semester 1 05/06 showed a moderate level of mastery in Information Search Skills, slightly higher than the other three semesters.

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This result emphasised that respondents exhibit a moderate ability for information search skills. Thus, librarians must put more effort to impart and cultivate those research skills as to fulfill students’ research needs.

Table 4: Computer Skills COMPUTER SKILLS Median Score

SEM 04/05 6.17

1 SEM

1 SEM

05/06

06/07

7.8

7.8

1 SEM

1

07/08 4.80

Intakes of Semester 1 05/06 and Semester 1 06/07 demonstrated a high level of mastery in Computer Skills with median score of 7.8. Nonetheless, intake from semester 1 07/08 recorded moderate score of 4.80.

The finding highlights that respondents exhibit high mastery in IT literacy and reasonable IT skills. The finding also indicates that librarians must continuously stimulate respondents to develop this IT skill as the skill will benefit them to acquire relevant information from digital contents and utilising the IT skill for the benefit of their research.

Table 5: Reading and Comprehension READING

AND SEM

COMPREHENSION Median Score

1 SEM

1 SEM

04/05

05/06

06/07

6.0

7.1

7.0

1 SEM

1

07/08 4.90

In Reading and Comprehension Section, a high score of 7.1 is recorded by intake of Semester 1 05/06 whereas a moderate of 4.90 is perceived by intake of semester 1 07/08.

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This finding implies that respondents exhibit high mastery in reading habits. However, librarians must play an important role consistently as to inculcate reading and comprehension skills unto the students.

The analysis also confirmed the deficiency of citing references skills among respondents. Hence, the opportunity to improve this skill should be taken into consideration by the librarians.

Table 6: Information Usage Etiquette INFORMATION

SEM

USAGE ETIQUETTE

04/05

Median Score

1 SEM

1 SEM

05/06

06/07

7.5

7.5

6.93

1 SEM

1

07/08 4.93

Surveys about Information Usage Etiquette from semester 1 05/06 & 06/07 illustrate a high score of 7.5, whereas intake of Semester 1 07/08 recorded a moderate score of 4.93.

This

finding

shows

understanding

about

that

respondents

Information

Usage

demonstrate Etiquette.

sufficient

Nonetheless,

librarians are required to engage an active role in cultivating the awareness of Information Usage Etiquette.

Table 7: Communication Skills

COMMUNICATION SKILLS Median Score

SEM 04/05 6.78

1 SEM

1 SEM

05/06

06/07

7.7

7.7

1 SEM

1

07/08 4.57

Two consecutives surveys of intakes from semester 1 05/06 and semester 1 06/07 provided a high score of 7.7 in Communication Skills. While intake of Semester 1 07/08 recorded a moderate score of 4.57.

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The finding indicates that respondents display a high proficiency level in English usage and librarians could further demonstrate an exemplary action by conducting library skill classes in English.

Cultivating the Customer-Focused Culture

By and large, it is noted that respondents are still lacking of appropriate library skills to utilise the library effectively when they entered the university (Opeleke 1999). Opaleke (1999) affirmed that it is pertinent to know when, where and how the user acquired the skill.

Prior to the surveys, PSZ library skills are revised and new approaches are made. Selematsela (2007) mentioned that library instructor’s knowledge and understanding of what motivates students and how they learn is definitely essential to teaching critical thinking skills to library users. Therefore, PSZ librarians are trained continuously to be more proficient in delivering the classes.

Selematsela (2007) also noted that students have anxieties about using the library therefore librarians incite an important role in creating suitable modules and comfortable learning environment. By considering the experience of the respondents,

PSZ is able to devise suitable library

skills modules to cater the new students’ information necessity. The library skills notes are exported to Library Application System (LAS). Library registered user is allowed to view and download the library skill notes virtually.

At the end of each Library Skill Classes or Workshops, evaluation forms were distributed to obtain response from students on the effectiveness of the classes and to gather feedbacks for future improvement. To ensure the quality of the classes delivered, procedures of work process were ISO documented. Hence, a standardised instruction is being followed by the

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librarians and as a measuring tool to evaluate the effectiveness of the whole library skill classes. Over the years, academic librarians have without fail discussed the important role they can provide by partnering with discipline-based classroom faculty to integrate library instruction programmes into the university curriculum (Breivik and Gee, 1989; Rader, 1975). As a result, proposals to upgrade the library skills syllabus as one of the university’s elective subjects are anticipated. The co-operation between the academic staffs and the library is required to encourage students to attend the courses, to provide information about the curriculum so that library use instructions is relevant to the student’s work and to provide time table space for the course (Downard, 1992), (Millen et al, 2002) and (Selematsela ,2007). It is also confirmed by Deardsen, et al (2005), consistent liaison and outreach initiatives between library and faculties are most importance to develop and embedded everlasting generic skills unto the students. Rockman (2002) emphasis that academic libraries aspire to be able to illustrate strong impact on campus mission and goals. Thus, PSZ is confidence that library generic skills will strengthen the quality of a student’s educational experience.

With cooperation from the faculties, PSZ managed to inculcate library skills unto students through compulsory subjects such as UHB 1412 : English for Academic Communication. UHB 1412 is a collaborative English class between the library and UTM Language Department. Library skill is also offered as one of the UTM Co-Curriculum subjects namely UQP 1211: Asas Kemahiran Pencarian Maklumat which carries two (2) credit hours. In order to pass the subject, students are required to complete assignments, presentation and exam. Thus, by attending

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the course, students will acquire additional library skills and put into practice the use of IT skills.

It is interesting to learn that students who participated in UHB 1412 subject who later joined the Library Co-Curriculum Course as to learn more

information

graduates,

who

searching pursued

skills.

their

post

Furthermore, graduate

some

of

these

studies

in

UTM,

acknowledged that, the library skills are indeed helpful in conducting research for their theses and assignments. Moreover, The Faculty of Electrical Engineering and The Faculty of Mechanical Engineering (FKE and FKM) had incorporated library skill classes as part of the faculties’ syllabus. This is an acknowledgment to the library because the faculties had recognised the importance of library skills.

In addition to this, PSZ has recently purchased EndNote Software as to enable user to manipulate citation effectively and efficiently. Therefore, workshops are being conducted to promote EndNote usage among students and faculty members.

It is noted that the percentage of respondents of profound readers amongst students are still moderate. Thus, PSZ has taken proactive actions to inculcate reading habits among students through activities such as Book Reviews Programme, Book Reviews Competitions, Poem Writing Competition and InfoHunt Competition are organised.

These

activities are not only aimed to inculcate reading habits but also to improve partnership with students.

In order to encourage book loan amongst the university communities, PSZ has co-coordinated an outreach programme entitled ‘Program Promosi PSZ Bersama Pelanggan di Fakulti’ which started in 2005 till 2007. It was a road tour where PSZ proactively met the patrons in the faculty itself to promote library collections and services. It was indeed

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satisfying when knowing the fact that UTM faculties’ members responded well to the programme.

The respondents’ ignorance of the Information Usage Etiquette especially the Copyright Act and Intellectual Property Principles could have resulted from the inadequate information about it before entering university. Therefore, briefing on the said Acts will be delivered during the Orientation Week (Minggu Haluan Siswa). Continuous reminder is conveyed by PSZ librarians during library skill classes, and promotional posters are posted at all levels in the library.

Conclusion

Graduates qualities are the reflection of their tertiary institutions. These graduates will later influence potential employers in choosing the most capable employee to lead and run their organisations.

The indoctrinating of generic skills as part of university’s compulsory prerequisite is aimed to equip graduates with necessary skills and values for employability. Most of all, strong partnership between librarians and faculties is crucially integral to shape up these generic skills. As mentioned by Bruce (2001), there are five types of library-faculty partnerships to be ventured into; those are policy partnerships, research partnerships,

curriculum

partnerships,

higher

degree

supervision

partnerships, and academic development.

PSZ hopes library generic skills will transcend disciplinary boundaries and becomes a catalyst to fulfill students with life-long proficiency.

As for the library generic skills, it is very satisfying to learn that the library skills have brought a positive impact to the respondents’ behavior towards library usage and information etiquette, considering their

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previous background. Efforts of librarians to cultivate library generic skills are hope to yield fruitful results. PSZ hopes that these library generic skills will add value to graduates in pursuing better employment and life-long learning afterwards.

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References Abbott, W and Peach, D. (2000). Building Info-skill by Degrees: Embedding

Information

Literacy

in

University

Study.

Australia: Griffith University. Bruce, C. (2001). Faculty-librarian partnerships in Australian higher education: critical dimensions. Reference Services Review, 29 (2), 106 - 116 Dearden, R., Dermoudy, J., Evans, C., Barmuta, L, Jones, S., Magierowski, R., Osborn, J., Sargison, J. and Waters, D.(2005). Aligining information Litearcy with the faculty teaching and Learning Agenda. Australian Academic & Research Libraries, 36(4), 138 (15)

Downard, K.(1992).

User education in academic libraries.

Library

Management , 13, 29-39.

The

Griffith

graduate

self

assessment

of

generic

capabilities

(SAGC)(2004). Australia: Griffith University.

Kamariah Nor Mohd Desa, Noraini Yahya, Nor Asikin Mohamad, Siti Nisrin Mohd Anis, Zafarina Dol and Zaleha Atan (2006). Library Skills

As

A

Way

of

Enhancing

Students’

Generic

Skills’.

Proceedings of International Conference on Information Literacy, 1415 June. Hilton Kuala Lumpur, Malaysia.

Kristen J. Scott and Lee A. Plourde. School Libraries And Increased Student Achievement: What's The Big Idea? Education, 127 (3), 419-429

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Ntombizodwa G. Somi and Karin de Jager. (2005). The Role of Academic Libraries in The Enhancement of Information literacy: A Study of Fort Hare Library. South Africa Journal & Information Science, 71 (3),259-267.

Opeleke, J S [1999]. Effect of the User Education Programme on Undergraduate Students’ Library Exploration at the University of Ilorin. Intl Inform & Libr. Rev., 30, 275-287. McMillen,

Paula

S.,

Miyagishima,

B.

and

Maughan,

Laurel

S.

(2002). Lessons learned about developing and coordinating an instruction

program

with

freshman

composition.

Reference

Services Revie., 30(4), 288-299. Rockman,

Ilene

F.

(2002).

Strengthening

Connections

Between

Information Literacy, General Education and Assessment Efforts. Library Trends, 51(2), 185-198. Selematsela, D. N. S. [2007]. Competency profile for librarian teaching information literacy. South African Journal of Library & Information Science, 73(2), 119-129. Zuraini Ismail and Maslin Masrom. (2007). General Skills in Groupwork Environment in Information Systems Undergraduate Education. Johor Bahru : University of Technology Malaysia.

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APPENDIX

RECOMMENDATIONS AND ACTIONS PRIOR TO THE SURVEYS FROM 2004 - 2008

SESSION

RECOMMENDATIONS

Session 2004/2005

I Library Skills Classes as compulsory subject - one (1) credit hour for 1st year students

ACTIONS

Proposal requesting Library Skills Classes as a compulsory subject - one (1) credit hour for 1st year students was submitted to Mesyuarat Tetap Senat Perpustakaan The proposal was not successful yet Advanced Library Skills Classes had been approved to become part of Research Methodology and Information Retrieval Subject, which is being included in faculties’ information subjects. FKE and FKM are now practicing the inclusive methods.

Collaboration with Modern Language Department, FPPSM to increase English proficiency among new students.

Medium of instruction for basic library skill classes UHB1412 (English for Academic Communication) is conducted in English. In 2008, Modern Language Department made an effort to conduct an English HelpDesk in PSZ to promote and guide English usage among students and staffs.

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Inculcating Reading In conjunction with National Habits through PSZ’s Reading Month, activities such Book Club activities as Books Reviews Competition; Book Reviews by UTM Top Management; InfoHunt (PSZ Collaboration with Students Residential Colleges); promotional through brochures, banners and website

Collaboration with UTM’s legal Department on Intellectual Property and Copyright Acts

Session 2005/2006

Posters about Copyright Act is being made available at all levels in the library Talk on IP is conducted by RMC UTM (Research Management Centre)

I To increase promotion Promotion through out reach on PSZ book loan programme ‘Program Promosi PSZ Bersama Pelanggan di Fakulti’’, 2005-2007

Enforcement on Meeting on UTM Thesis Manual Citation writings by Review with School of UTM Standard Graduate Studies, June 2007 Format. Teaching of bibliographic citation in Advanced Library Skills

Encouragement of application software for assignments or coursework given by faculties

The skills are creatively being displayed through students’ presentation in Library Cocurriculum subjects.

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Biodata Kamariah Nor Mohd Desa is the Chief Librarian of Perpustakaan Sultanah Zanariah, Universiti Teknologi (UTM). She serves UTM as a professional librarian for almost 25 years since 1981, immediately after obtaining her Bachelor’s degree in Library Science. In 1986 she received her MA in Library and Information Studies from Loughborough University, United Kingdom.

Noraini Yahya began her career as a professional librarian in 1989. She received her BSc in Botany from University Malaya and a Post-graduate Diploma in Library Science from Universiti Teknologi Mara (UiTM). Currently, she is appointed as Head of Research Support Division, PSZ.

Nor Asikin Mohamad is the Head of Automation Development Division, PSZ. She received her Bachelor’s degree in Library and Information Science from Universiti Institut Teknologi Mara (UITM) in 1987, Master’s degree in Library and Information Science from the International Islamic University of Malaysia (IIUM) in 1992 and Master’s degree of Science in Library and Information Science (IT) from Universiti Teknologi Malaysia (UTM) in 2002.

Siti Nisrin Mohd Anis is

a librarian and currently assigned to the

Database Service Unit, Research Support Division, PSZ. She completed her BA in Library and Information Science from Universiti Institut Teknologi Mara (UITM) in 1997 and received Master of Science in Library and Information Science (IT) from Universiti Teknologi Malaysia (UTM) in 2002.

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Zafarina Dol is a librarian attached to the Information Management Unit, Information Service Division, Perpustakaan Sultanah Zanariah, University Teknologi Malaysia. She graduated from the International Islamic University of Malaysia (IIUM) with a BSc. in Human Sciences majoring in Psychology in 1996 and a Master’s degree in Library and Information Science in 1998.

Zaleha Atan serves UTM as professional librarian for almost 14 years. Now a senior librarian, she is currently attached to the Acquisitions Unit, Resource Development Division, PSZ. She received her Bachelor Degree in Horticulture Science from Universiti Putra Malaysia (UPM) in 1991 and a Post-Graduate Diploma in Library and Information Science from Universiti Teknologi Mara (UiTM) in 1993.

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