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THE PROBLEM
Introduction
needed, and how to locate, access, use and evaluate it (Callison, 2006). This
for free. In addition to this, information literacy is also very important for it
entails not only knowing how to use the computer but more importantly,
Since it is not possible for the educators to teach their students all they
need to know, for them to survive and to succeed in life, it is vital to guide
and Henley (2000) stated, information literacy skills can and should be taught
throughout all curriculum areas because they reiterate some of the same skills
General Education Program (RGEP) subsumes and adapts the objectives and
opened more avenues for learning and contributed in molding the students to
be globally competitive. (UP Diliman website). It is in this light that this study
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tried to find out if these General Education (GE) courses, such as English 10
information seekers. The study also aimed to know, through the perceptions
framework for learning how to learn, colleges and universities provide the
del Norte, so that the teachers can focus on areas or aspects of information
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Theoretical and Conceptual Framework
Shapiro and Hughes (in Malliari and Nitsos, 2008: n.p) believe that in
today’s society, the effective and efficient utilisation and handling of the
massive volumes of print and electronic material and the various audio-visual
and Hughes (in Malliari and Nitsos, 2008: n.p) note that by definition, a
competent user is one who has developed a set of skills that go beyond the
skills that help him/her decode the nature of information and assess its
scientific, social, cultural and philosophical value. Thus, the American Library
possessing the ability to locate, evaluate, and utilise the needed information.”
agree, saying that information literate students access, evaluate and use
business and leisure (CILIP, 2006: n.p). The general lack of access to
and leisure purposes, often results in information illiterate students who are ill-
prepared for the rigours of information retrieval at tertiary level. For this
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Statement of the Problem
information literacy in North Central Mindanao College (NCMC) for the year
information literacy particularly in North Central Mindanao College for the year
students, how they find information and how they evaluate the information.
Questionnaires were used to gather data through survey. One hundred (100)
Community. They will be aware on how reliable the data they searched
through internet. Furthermore, they will know how to evaluate when finding
information.
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Teachers. They will be a great factor to improve the students’
technology. Through this study, they will realize that librarians should improve
Definition of Terms
or somebody
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CHAPTER II
information technologies in the early 1970s, has grown, taken shape and
evaluate, and use effectively the needed information." Information literacy also
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understanding it. The uncertain quality and expanding quantity of information
pose large challenges for society. The sheer abundance of information will not
Association, 2016).
broader implications for the individual, the educational system, and for
Association, 2016).
modified and revised the original taxonomy, most notably Lorin W. Anderson
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correct a superficial, rigid hierarchy evident in the original version.
Students Learn and Why They Should Be Learning More, Derek Bok
many of whom are not composition experts, have been primarily charged with
teaching writing. This situation, in his view, neglects the fact that “good writing
. . . will never be a skill that students can achieve or retain through a single
sciences, often fail to improve their writing during their college years” (Bok,
2006).
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culture opaque or alienating to many students: seemingly counterintuitive
writing; the tendency to withhold the critical conversations that students are
great, one should not immediately accept it. Second, to find out the veracity or
Socrates’ conclusion about true knowledge implies that the beginning point for
other the words, the true learner admits that she or he does not know
they offer the etymological definition of “critical” (Greek, kriticos), which means
evaluation are implied. The authors hold that to be a critical thinker means to
have an open mind, but they also assert that critical thinking is self-defense
from those who misuse and manipulate information. The remainder of the text
that finding, evaluating, and using information is an ethical matter. One must
hold oneself and others to a high standard when it comes to responsibility and
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comprehensive resource on information literacy. Their pamphlet introduced
Through the website and associated links, instructors and administrators may
a persuasive call for information literacy from the educational issue’s earlier
days. Her findings and arguments still apply today. She reviews information
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information literacy criteria, offers suggestions on assessment in general and
today.
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CHAPTER III
METHODOLOGY
Research Design
collected, from which sources and with what procedures (Shajaha, 2004).
describe a phenomenon.
Research Environment
which is located at Maranding, Lala, Lanao del Norte. This research involves
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Research Subjects/Respondents
The respondents of this study were totaled fifty (50) respondents that
from the college students coming from different college departments in North
Central Mindanao College, Maranding, Lala, Lanao del Norte for the school
year 2015-2016. This study aims to prove that the respondents have different
assessment, given that the different groups have different preferences and
perceptions. The researcher has gathered the respondents and was given
of the college students. Moreover, responses from the students for the said
test were also gathered by the researchers. Table 1 shows the research
No. Respondents N
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Sampling Techniques
Instrumentation
in this study. The questionnaires have three (3) questions with options. The
respondents’ checks on the space provided that pertains to their choice. All of
personal data of the respondents were not included in this study to remain
confusing words and understand what was written and what was the
information seeking conducted for personal reasons and not directly related to
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The initial step that was taken by the researchers was to formulate the
After the questionnaires had been formulated, the researcher made some
phase validation test with the English and Mathematics teachers of NCMC.
Then, the modification and finalization of the test questionnaires including the
and other examination tools to be used in the exam. After which they were
and then summarized and arranged into tables. And all these served as the
data of this study. Then the researchers analyzed the data with the help of a
statistician.
Statistical Treatment
For the interpretation of the gathered data, the following statistical tools
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CHAPTER IV
information literacy in North Central Mindanao College for the year 2015-
2016. Table 1 shows the Personal Information Needs in the Daily Lives of the
Students. Table 2 shows the Sources Students Consult for Finding Everyday
Life Information. Table 3 shows the Criteria Students Use to Judge the Quality
of Sources.
Health/wellness
Spiritual Information
News/current events
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No of
Information for Making Decision %
Respondents
Health/wellness 5 10%
The table above shows the personal information need in the daily lives
of the college students. Majority of the students’ information needs are the
‘social contacts’ (90%) that they are looking through the internet. Seventy-four
percent of the students are looking for news/current events. However, more
(78%).
Further, less than one quarter of the students searched for spiritual
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(20%) of the students searched for work career, travel information (16%) and/
Overall, the results reveal students’ in the sample have searched for
Finding Information
Librarians
Personal Collection
Library Shelves
Blogs
Research Databases
Encyclopedias
Government Sites
Instructors
Social Networks
Classmates
Wikipedia
Friends/Family
Search engine including Google
Friends/Family 38 76%
Wikipedia 31 62%
Classmates 30 60%
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Social Networks 29 58%
Instructors 28 56%
Encyclopedias 20 40%
Blogs 15 30%
Librarians 8 16%
Almost all the respondents relied on the same few information sources
for finding everyday life information. A large majority of respondents used the
Web for everyday life information needs. Nearly all of the respondents (98%)
have sound and valid reasons for relying on the Internet for their information
needs. Internet search engines offer information that is self-service, free, and
available 24/7 in one’s own home (Anderson, 2005). The Google web
browser has been a driving force in this perception. Anderson states that
“Google has succeeded wildly at finding its users the information they want in
return for a minimum investment of time and energy” (p. 32) and Timpson
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Another frequently used source was Wikipedia (62%) for everyday life
research. Yet, we also found students surveyed did not solely rely on the Web
the sample used other Web sites to find information. More students (40%)
reported turning to government Web sites. Over one quarter of the samples
Yet, well over a third of the respondents also reported using research
databases (34%) for finding everyday life information. Other campus materials
used for personal searching by students in the sample included online and
and especially search engines, is the go–to sources for finding information
everyday life. At the same time, respondents report, also relied heavily on
friends, family, and classmates almost as much as they relied on the Web for
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These findings suggest respondents are driven by familiarity and habit.
The use of convenient nearby sources drives usage. Yet, to a lesser extent,
research databases. This finding suggests students may have also a need for
Criteria at Fault
What evaluation criteria do students use to judge the quality of sources they
have found?
Mentioned by librarian
Bibliography included
Author credits others for ideas
Chart quality (if they exist)
Different viewpoints acknowledged
Linkage (if links exist)
Heard about site before
Author’s Credentials
URL (e.g., Web domain)
Currency (e.g, publication date)
Familiarity from previous use
Interface Design
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URL (e.g., Web domain) 27 54%
Is the information accurate? Is the source useful for the solving the
information for personal use. More than any other criteria, respondents relied
culled from the Web. More often than not, a site’s design received the most
scrutiny (62%).
quarters of the students surveyed (60%) reported that whether they had used
the site before was a frequent criteria used for assessing the quality of Web
content.
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Yet, familiarity was clearly different than referrals, according to
students sampled. Fewer students (46%) relied on whether they had heard
about a site before and even fewer (16%) considered whether a librarian
timeliness and authority — from the scholarly print world and librarianship.
More than half of the respondents (58%) considered the currency of Web
content (e.g., checking the data in footer details). They also relied on the
authority of posted content, too, by judging the origin of a site’s URL (54%)
criteria specific to the Internet and often used for judging reliability, authority,
and credibility of Web content (e.g., linkage, origins of a URL, footer details).
author had credited sources used (24%), and/or whether there was a
Discussion
enrich learning. As the Internet expands and advances, the demand for the
use of the Internet from the general public also increases. Today, not only do
businesses, school teachers and students, and librarians use the Internet,
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those whose day-to-day work may not be involved with the use of computers,
Search engines, even the best and fastest, are but one way that we
can seek information quickly and effectively judge the quality of it. Google
today is the most successful search engine and has used this success to
expand into multifaceted media company. The survey result shows that most
(40%).
evaluating the reliability and credibility of the sources. Lankes (2008) has
made some very engaging observations about how users navigate the
Internet information space, how they choose information sources, and how
they make judgments on the credibility of the information they find. In contrast
to the old model of going to the library to consult librarians and trusted
physically with the items they encounter, they are dependent on information
they can glean about the items. (For example, one can pick up and examine
a book in the bookstore or the library, while one must depend on the
Lankes (2008) posits that credibility is derived from trust and expertise.
On the Internet, that means that users are dependent on information provided
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by others. According to Lankes, that explains the power and popularity of
social web applications of Web 2.0. The desire to participate and engage the
yet another form comes, very famously, from Google’s PageRank algorithm
that is based on consumer input from links generated between web pages
(Regalado, 2007).
the resources they have found on the web, looking primarily at standards of
board with social Web applications and the kinds of linked data schemes that
allow them to add value and context to the information they already
disseminate. Lankes observes that librarians (and users) must “be fluent in
Libraries must recognize that they are increasingly not at the center of
can be employed to counter this. Inside of the physical library and community
functionality. Libraries must also take seriously the need to have a presence
online and create points of access that make their resources discoverable by
Internet browsers.
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CHAPTER V
Summary of Findings
information literacy in North Central Mindanao College for the year 2015-
2016. This study seeks to answer the following questions: What personal
students consult for finding everyday life information?; What evaluation criteria
consent was given to the respondents before conducting the survey. The
Data shows that majority of the students’ information needs are the
‘social contacts’ (90%) that they are looking through the internet. Seventy-four
percent of the students are looking for news/current events. However, more
(78%). Further, less than one quarter of the students searched for spiritual
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physician, therapist, or attorney (24%). Still, fewer students in the sample
(20%) of the students searched for work career, travel information (16%) and/
or health and wellness (10%). Another frequently used source was Wikipedia
(62%) for everyday life research. Yet, we also found students surveyed did
not solely rely on the Web when asked how often they consulted a list of
instructors (56%), and librarians (16%). Yet, well over a third of the
such as Britannica (40%) and the campus library’s shelves (30%). More
students (40%) reported turning to government Web sites. Over one quarter
of the samples (30%) used blogs for everyday life information. A large
used other Web sites to find information. More often than not, a site’s design
received the most scrutiny (62%). Another deciding factor for respondents
reported that whether they had used the site before was a frequent criteria
used for assessing the quality of Web content. Yet, familiarity was clearly
relied on whether they had heard about a site before and even fewer (16%)
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considered whether a librarian referred a site to them to use. More than half of
checking the data in footer details). They also relied on the authority of posted
content, too, by judging the origin of a site’s URL (54%) and/or an author’s
Conclusions
needed. They should possess the ability to access, locate, use, and
Recommendation
that could be an action plan for the improvement of information literacy of the
college students.
resources.
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Students should enhance their information literacy through looking into
Libraries must also take seriously the need to have a presence online
Internet browsers.
areas.
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