1. Introduction
RFID is an acronym for Radio Frequency Identification. It is a technology that allows an item, for example a library book to be tracked and communicated with by radio waves. This technology is similar in concept to a Cell Phone.
Radio frequency identification, or RFID, is a broad term for technologies that use radio waves to automatically identify people or objects. There are several methods of identification, but the most common is to store a serial number that identifies a person or object, and perhaps other information, on a microchip that is attached to an antenna (the chip and the antenna together are called an RFID transponder or an RFID tag). The antenna enables the chip to transmit the identification information to a reader. The reader converts the radio waves reflected back from the RFID tag into digital information that can then be passed on to computers that can make use of it.
2.Concept of RFID for Libraries
RFID (Radio Frequency Identification) is the latest technology to be used in library circulation operations and theft detection systems. RFID-based systems move beyond security to become tracking systems that combine security with more efficient tracking of materials throughout the library, including easier and faster charge and discharge, inventorying, and materials handling.
This technology helps librarians reduce valuable staff time spent scanning barcodes while checking out and checking in borrowed items.
RFID is a combination of radio -frequency-based technology and microchip technology. The information contained on microchips in the tags affixed to library materials is read using radio frequency technology regardless of item orientation or alignment (i.e., the technology does not require line-of-sight or a fixed plane to read tags as do traditional theft detection systems). The RFID gates at the library exit(s) can be as wide as four feet because the tags can be read at a distance of up to two feet by each of two parallel exit gate sensors.
2.1 Components of an RFID System
A comprehensive RFID system has four components:
(1) RFID tags that are electronically programmed with unique information;
(2) Readers or sensors to query the tags;
(3) Antenna; and
(4) Server on which the software that interfaces with the integrated library software is loaded.
2.1.1Tags
The heart of the system is the RFID tag, which can be fixed inside a book’s back cover or directly onto CDs and videos. This tag is equipped with a programmable chip and an antenna. Each paper-thin tag contains an engraved antenna and a microchip with a capacity of at least 64 bits. There are three types of tags: “read only”, “WORM,” and “read/write.
“Tags are “read only” if the identification is encoded at the time of manufacture and not re-writable.
“WORM” (Write-Once-Read-Many)” tags are programmed by the using organization, but without the ability of rewriting them later.
“Read/write tags,” which are chosen by most libraries, can have information changed or added. In RFID library, it is common to have part of the read/write tag secured against rewriting, e.g., the identification number of the item.
2.1.2 Readers
The reader powers an antenna to generate an RF field. When a tag passes through the field, the information stored on the chip in the tag is interpreted by the reader and sent to the server, which, in turn, communicates with the Integrated library system when the RFID system is interfaced with it.
RFID exit gate sensors (readers) at exits are basically two types. One type reads the information on the tag(s) going by and communicates that information to a server. The server, after checking against the circulation database, turn on an alarm if the material is not properly checked-out. Another type relies on a “theft” byte in the tag that is turned on or off to show that the item has been charged or not. It is then not necessary to communicate with the circulation database.
Readers in RFID library are used in the following ways:
Conversion station-where library data is written to the tag;
Staff workstation at circulation- used to charge and discharge library materials;
Self check-out station-used to check-out library materials without staff assistance;
Self check-in station-used to check in books etc. without staff assistance;
Exit sensors- to verify that all the books etc. leaving the library have been checked-out;
Book-drop reader- used to automatically discharge library materials and reactivate security.
Sorter and conveyor-automated system for returning books etc. to proper area of library;
Hand-held reader-used for inventorying and verifying that books etc. are shelved correctly.
2.1.3 Antenna
The antenna produces radio signals to activate the tag and read and write data to it. Antennas are the channels between the tag and the reader, which controls the system’s data acquisitions and communication. The electromagnetic field produced by an antenna can be constantly present when multiple tags are expected continually. Antennas can be built into a doorframe to receive tag data from person’s things passing through the door.
2.1.4 Server
The server is the heart of some comprehensive RFID systems. It is the communications gateway among the various components. It receives the information from one or more of the readers and exchanges information with the circulation database. Its software includes the SIP/SIP2 (Session Initiation Protocol), APIs (Applications Programming Interface) NCIP or SLNP necessary to interface it with the integrated library software. The server typically includes a transaction database so that reports can be produced.
2.2 Optional Components
Optional RFID system includes the following three components:
1. RFID Label Printer
2. Handheld Reader
3. External Book Return
1. RFID label Printer
An RFID-printer is used to print the labels with an individual barcode, library logo etc. When the print is applied, it simultaneously programmed the data in to the chip. After this process, the RFID label is taken from the printer and self-adhered to the book. It also checks each RFID label for function.
2. Handheld Reader/Inventory Wand
The portable Handheld Reader or inventory wand can be moved along the items on the shelves without touching them. The data goes to a storage unit, which can be downloaded at a server later on, or it can go to a unit, which will transmit it to the server using wireless technology. The inventory wand will cover three requirements:
· Screen the complete book collection on the shelves for inventory control.
· Search for books, which are mis-shelved.
· Search for individual book requested.
Other applications can be written for the inventory wand, since the system utilizes a personal data terminal (PDT).
3. External Book Return
Libraries can offer a distinct service, which is very useful for users like ability to return books during off hours. External book return is a machine with a slot with a chip RFID reader integrated into the wall. It works the same way as the Self Check –Out Station. The user identifies himself/herself (if required by the library), and then puts the book(s) in to the slot. Upon completing his/her return, the user will receive a receipt showing how many and which books were returned. Since they have already been checked-in, they can go directly back onto the shelves. These units can also be used with sorter and conveyor systems.
3. Key Features of RFID in library
The reliability of the system, its ease of operation, and the flexibility of tagging all kinds of media easily, is important criteria in choosing an RFID system. The main aim for today’s libraries to adopt RFID is the need to increase efficiency and reduce cost. Automation and self-service can help libraries of all sizes toward achieving these aims, and RFID has the added advantage that it can also provide security for the range of different media on offer in libraries. The technology can also improve circulation and inventory control, which helps to optimize the allocation of labor and financial resources. This means that libraries can relieve their professional employees of routine work and operational tasks.
All of the tags used in RFID technology for libraries are “passive.” The power to read the tags comes from the reader or exit sensor (reader), rather than from a battery within the tag.
A few libraries use “smart” card, which is an RFID card with additional encryption, is an alternative to merely adding an RFID tag on staff and user identification cards. Not only does that identify users for issue and return of library materials, but also for access to restricted areas or services. This would make it possible to make it into a “debit” card, with value added upon pre-payment to the library and value subtracted when a user used a photocopier, printer, or other fee-based device, or wished to pay fines or fees.
3.1 Speedy and Easy User self-charging/discharging
The use of RFID reduces the amount of time required to perform circulation operations. This technology helps librarians eliminate valuable staff time spent scanning barcodes while checking out and checking in borrowed items. For the users, RFID speeds up the borrowing and returns procedures. The Library professionals, instead of scanning bar codes all day long in front of a queue of users, are released for more productive and interesting duties. Staff is relieved further when readers are installed in book drops.
3.2 Reliability
The readers are highly reliable. Several vendors of RFID library systems claim an almost 100 percent detection rate using RFID tags.
Some RFID systems have an interface between the exit sensors and the circulation software to identify the items moving out of the library. Were a library user to run out of the library and not be catched, the library would at least know what had been stolen. If the user card also has an RFID tag, the library will also be able to determine who removed the items without properly charging them.
Other RFID systems encode the circulation status on the RFID tag. This is done by designating a bit as the “theft” bit and turning it off at time of charge and on at time of discharge. If the material that has not been properly charged is taken past the exit gate sensors, an immediate alarm is triggered. Another option is to use both the “theft” bit and the online interface to an integrated library system, the first to signal an immediate alarm and the second to identify what has been taken out.
3.3 High-speed inventorying
A unique advantage of RFID systems is their ability to scan books on the shelves without tipping them out or removing them. A hand-held inventory reader can be moved rapidly across a shelf of books to read all of the unique identification information. Using wireless technology, it is possible not only to update the inventory, but also to identify items, which are out of proper order.
3.4 Automated materials handling
Another application of RFID technology is automated materials handling. This includes conveyor and sorting systems that can move library materials and sort them by category into separate bins or onto separate carts. This significantly reduces the amount of staff time required to ready materials for re-shelving.
3.5 Tag life
RFID tags last longer than barcodes because, the technology does not require line-of-sight. Most RFID vendors claim a minimum of 100,000 transactions before a tag may need to be replaced.
4. Demerits of RFID Systems
4.1 High cost
The major disadvantage of RFID technology is its cost. While the readers and gate sensors used to read the information typically cost around $1,500 to $2,500 each; and the tags cost $.40 to $.75 each.
4.2 Accessibility to compromise
It is possible to compromise an RFID system by wrapping the protected material in two to three layers of ordinary household foil to block the radio signal. It is also possible to compromise an RFID system by placing two items against one another so that one tag overlays another. That may cancel out the signals. This requires knowledge of the technology and careful alignment.
4.3 Removal of exposed tags
RFID tags are typically affixed to the inside back cover and are exposed for removal. This means that there would be problems when users become more familiar with the role of the tags. In Indian libraries this is a major challenge to keep the tags intact.
4.4 Exit gate sensor (Reader) problems
While the short-range readers used for circulation charge and discharge and inventorying appear to read the tags 100 percent of the time, the performance of the exit gate sensors is more problematic. They always don’t read tags at up to twice the distance of the other readers. There is no library that has done a before and after inventory to determine the loss rate when RFID is used for security.
4.5 Invasion of User Privacy
Privacy concerns associated with item-level tagging is another significant barrier to library use of RFID tags. The problem with today’s library RFID system is that the tags contain static information that can be relatively easily read by unauthorized tag readers. This allows for privacy issues described as “tracking” and “hot-listing”.
Tracking refers to the ability to track the movements of a book (or person carrying the book) by “correlating multiple observations of the book’s bar code” or RFID tag. Hot-listing refers to the process of building a database of books and their associated tag numbers (the hot-list) and then using an unauthorized reader to determine who is checking out items in the hot-list.
4.6 Reader collision
One problem meet with RFID is the signal from one reader can interfere with the signal from another where coverage overlaps. This is called reader collision. One way to avoid the problem is to use a technique called time division multiple access, or TDMA. In simple terms, the readers are instructed to read at different times, rather than both trying to read at the same time. This ensures that they don’t interfere with each other. But it means any RFID tag in an area where two readers overlap will be read twice.
4.7 Tag collision
Another problem readers have is reading a lot of chips in the same field. Tag clash occurs when more than one chip reflects back a signal at the same time, confusing the reader. Different vendors have developed different systems for having the tags respond to the reader one at a time. Since they can be read in milliseconds, it appears that all the tags are being read simultaneously.
4.8 Lack of Standard
The tags used by library RFID vendors are not compatible even when they conform to the same standards because the current standards only seek electronic compatibility between tags and readers. The pattern of encoding information and the software that processes the information differs from vendor to vendor, therefore, a change from one vendor’s system to the other would require re-tagging all items or modifying the software.
5. Best Practices guidelines for Libraries
As libraries are implementing RFID systems, it is important to develop best practices guidelines to utilize the technology in best way and to keep the privacy concern away. The following may be the best practices guidelines for library RFID use:
· The Library should be open about its use of RFID technology including providing publicly available documents stating the rational for using RFID, objectives of its use and associated policies and procedure and who to contact with questions.
· Signs should be pasted at all facilities using RFID. The signs should inform the public that RFID technology is in use, the types of usage and a statement of protection of privacy and how this technology differs from other information collection methods.
· Only authorized personnel should have access to the RFID system.
· No personal information should be stored on the RFID tag.
· Information describing the tagged item should be encrypted on the tag even if the data is limited to a serial number
· No static information should be contained on the tag (bar code, manufacturer number) that can be read by unauthorized readers.
· All communication between tag and reader should be encrypted via a unique encryption key.
· All RFID readers in the library should be clearly marked.
· ISO 18000 mode-2 tags should be used rather than ISO 15693.
6. Installations
While there are over 500,000 RFID systems installed in warehouses and retail establishments worldwide, RFID systems are still relatively new in libraries. Fewer than 150 had been installed as of the 2004.
Most installations are small, primarily in branch libraries. The University of Connecticut Library; University of Nevada/Las Vegas Library, the Vienna Public Library in Austria, the Catholic University of Leuven in Belgium, and the National University of Singapore Library are the only sites that appear to have tagged more than 500,000 items each.
So far in India only two University libraries have Installed the RFID system. First among them is Jayakar Library of Pune University and second is Dhanvantri Library of Jammu University. The use of RFID throughout Indian libraries will take at least four to five years.
7. Recent Developments
Recent developments in hardware and software for RFID systems have increased the potential of this technology in library automation and security. ‘Today, the one important result for libraries is the ability to use non-proprietary systems, now that the new generation of RFID-chips with standard ISO 15693 (to be integrated into ISO 18000-3) is available,’ explains Dr Christian Kern, system development manager of Bibliotheca RFID Library Systems, a Swiss company specializing in such systems for libraries. ‘With this technology, libraries do not have to depend on one single supplier for tags. As libraries make a long-term investment, which mainly consists of the quantity of tags needed, this is a very important requirement.’
8. Vendors
The products of six manufacturers of library RFID systems are available in India through their business associates: Bibliotheca, Checkpoint, ID Systems, 3M, X-ident technology GmbH represented by Infotek software and systems in India and TAGSYS— the last represented by Tech Logic, Vernon, Libsys in India and VTLS .
There are several other companies that provide products that work with RFID, including user self-charging stations and materials handling equipment.
Conclusion
It is quite clear from the above discussion that an RFID system may be a comprehensive system that addresses both the security and materials tracking needs of a library. RFID in the library is not a threat if best practices guidelines followed religiously, that it speeds up book borrowing and inventories and frees staff to do more user-service tasks. The technology saves money too and quickly gives a return on investment.
As far as privacy issue is concerned it is important to educate library staff and library users about the RFID technology used in libraries before implementing a program.
It may be good for librarians to wait and watch the developments in RFID for some time before the cost of tags comes down to $.20 or less, the figure which librarians has determined is the key to their serious consideration for the use of technology.
While library RFID systems have a great deal in common with one another, including the use of high frequency (13.56 MHz), passive, read-write tags. Lack of Standard and Compatibility of tags produced by different vendors is a major problem in implementation of RFID in Libraries. Current standards (ISO 15693) apply to container level tagging used in supply chain applications and do not address problems of tracking and hot listing. Next generation tags (ISO 18000) are designed for item level tagging. The newer tags are capable of resolving many of the privacy problems of today’s tags. However, no library RFID products are currently available using the new standard. Apart from that cost of the RFID Tags and equipment is also a major problem for libraries to implement the same in a developing country like India.

INTRODUCTION
The heart of information literacy is contained within definitions used to describe it. Traditionally librarians have given ‘library induction’ or ‘library skills training’ in a limited role. Library users need to know where the catalogue is, what the services are, and most importantly where the inquiry desk is. This is not to reduce the value of traditional library induction, but libraries and information are also changing. The provision of information through a library in a traditional form has gone through radical alterations. Already in most library and information organizations staffs are adjusting their services with the provision of new media and access to information provision within these organizations. Thus librarians are talking about social inclusion, opportunity, life-long learning, information society and self development.
A plethora of definitions for information literacy abound in books, journal papers and the web. Some of these definitions center on the activities of information literacy i.e. identifying the skills needed for successful literate functioning. Other definitions are based on the perspective of an information literate person i.e. trying to outline the concept of information literacy. Deriving therefore a single definition is a complex process of collecting together a set of ideas as to what might be, should be, or may be considered a part of information literacy. For example Weber and Johnson (2002) defined information literacy as the adoption of appropriate information behavior to obtain, through whatever channel or medium, information well fitted to information needs, together with critical awareness of the importance of wise and ethical use of information in society. The American Library Association (2003) defined information literacy as a set of skills needed to find, retrieve, analyze, and use information. While CLIP (2004) defined information literacy as knowing when and why one needs information, where to find it, and how to evaluate, use and communicate it in an ethical manner. Succinctly these definitions imply that information literacy requires not only knowledge but also skills in:
• recognizing when information is needed;
• resources available
• locating information;
• evaluating information;
• using information;
• ethics and responsibility of use of information;
• how to communicate or share information;
• how to manage information
Given therefore the variety of definitions and implied explanation information literacy is a cluster of abilities that an individual can employ to cope with, and to take advantage of the unprecedented amount of information which surrounds us in our daily life and work.
STRUCTURE OF THE EDUCATION SYSTEM
Sierra Leone’s current educational system is composed of six years of formal primary education, three years of Junior Secondary School (JSS), three years Senior Secondary School (SSS) and four years of tertiary education-6-3-3-4. (The Professor Gbamanja Commission’s Report of 2010 recommended an additional year for SSS to become 6-3-4-4). The official age for primary school pupils is between six and eleven years. All pupils at the end of class six are required to take and pass the National Primary School Examinations designed by the West African Examinations Council (WAEC) to enable them proceed to the secondary school divided into Junior Secondary School(JSS) and Senior Secondary School (SSS). Each part has a final examination: the Basic Education Certificate Examinations (BECE) for the JSS, and the West African Senior Secondary School Certificate Examinations (WASSCE) for SSS, both conducted by WAEC. Successful candidates of WASSCE are admitted to tertiary institutions based on a number of subjects passed (GoSL,1995)
The curriculum of primary schools emphasizes communication competence and the ability to understand and manipulate numbers. At the JSS level, the curriculum is general and comprehensive, encompassing the whole range of knowledge, attitudes and skills in cognitive, affect, and psychomotor domains. The core subjects of English, Mathematics, Science and Social studies are compulsory for all pupils. At the SSS level, the curriculum is determined by its nature (general or specialist), or its particular objectives. Pupils are offered a set of core (compulsory) subjects with optional subjects based on their specialization. Teaching is guided by the teaching syllabuses and influenced by the external examinations that pupils are required to take at the 3/ 4-year course. English is the language of instruction (GoSL,1995).
The countries two universities, three polytechnics, and two teacher training colleges are responsible for the training of teachers in Sierra Leone. The Universities Act of 2004 provides for private universities so that these institutions too could help in the training of teachers. Programs range from the Teacher Certificate offered by the teacher training colleges to the Masters in Education offered by universities. Pre-service certification of teachers is the responsibility of the National Council for Technical, Vocational and Other Academic Awards (NCTVA). There is also an In-service Teacher Training program (Distance Education Program) conducted for teachers in part to reduce the number of untrained and unqualified teachers especially in the rural areas.
LITERACY IN SIERRA LEONE
In Sierra Leone as it is in most parts of the developing world literacy involves one’s ability to read, write and numeracy. It is the ability to function effectively in life contexts. A literate person is associated with the possession of skills and knowledge and how these could be applied within his local environment. For instance a literate person is believed to be able to apply chemical fertilizer to his crops, fill in a loans form, determine proper dosage of medicine, calculate cash cropping cost and profits, glean information from a newspaper, make out a bank deposit slip and understanding instructions and basic human rights.
Literacy is at the heart of the country’s development goals and human rights (World Bank, 2007). Wherever practiced literacy activities are part of national and international strategies for improved education, human development and well-being. According to the 2013 United Nations Human Development Index Sierra Leone has a literacy rate of 34 %. Implicitly Sierra Leone is an oral society. And oral societies rely heavily on memory to transmit their values, laws, history, music, and culture whereas the written word allows infinite possibilities for transmission and therefore of active participation in communication. These possibilities are what make the goal of literacy crucial in society.
In academic parlance literacy hinges on the printed word. Most pupils are formally introduced to print when they encounter schoolbook. School teachers in Sierra Leone continue to use textbooks in their teaching activities to convey content area information to pupils. It is no gainsaying that pupils neither maximise their learning potential nor read at levels necessary for understanding the type of materials teachers would like them to use. Thus the performance of pupils at internal and public examinations is disappointing. Further pupils’ continued queries in the library demonstrate that they do not only lack basic awareness of resources available in their different school libraries but also do not understand basic rudiments of how to source information and materials from these institutions. What is more worrisome is that pupils do not use appropriate reading skills and study strategies in learning. There is a dearth of reading culture in schools and this situation cuts across the fabric of society. In view of the current support the Ministry of Education, Science and Technology (MEST) to establish literacy standards in school this situation has proved frustrating as teachers do not know how to better help pupils to achieve this goal. Thus they look up to the school librarians to play a more proactive role.
LITERACY DEMANDS ON SECONDARY SCHOOL PUPILS
In everyday situations school pupils are expected to be able to identify and seek information they need. Providing a variety of reading and writing experiences using varied materials in the school library can help develop pupils’ literacy ability (Roe, Stoodt-Hill and Burns, 2004). The mode of assessment in schools in Sierra Leone includes class exercises, tests, written and practical assignments, as well as written examinations to see pupils through to their next levels. These pupils, for example, need to read content books and supplementary materials in school for homework. Pupils have even more literacy needs in their activities outside school. They need to read signs found in their communities, job applications, road maps and signs, labels on food and medicine, newspapers, public notices, bank statements, bills and many other functional materials. Failure to read and understand these materials can result in their committing traffic violations, having unpleasant reactions to food or medicine, becoming lost, losing employment opportunities and missing desirable programs. Equally so pupils need to write to their relatives and loved ones, instructions to people who are doing things for them, notes to themselves about tasks to be completed, phone messages for colleagues and many other items. Mistakes in these activities can have negative effects on them. Good literacy skills are especially important to pupils who plan to pursue higher education studies. The job market in the country calls for pupils to be literate. For instance most jobs advertised these days require people who have completed their JSS. The fact is that workers need to be able to understand graphic aids, categorized information and skim and scan to locate information. Also the nature of reading in the workplace generally involves locating information for immediate use and inferring information for problem solving. The reading and writing of a variety of documents like memos, manuals, letters, reports and instructions are necessary literacy skills in the workplace.
SCHOOL LIBRARIES IN SIERRA LEONE
School libraries in Sierra Leone are perceived as integral aspect of the county’s educational system. These institutions bring together four major components of the school community: the materials, pupils, teacher and library staff. The main purpose for the establishment of these institutions in schools is to complement the teaching/learning process, if not to support the curriculum. This purpose is achieved in two ways: by providing pupils with the means of finding whatever information they need; and by developing in pupils the habit of using books both for information and for pleasure. Pupils need information to help them with the subjects they learn in school. The textbooks they use and the notes they take in class can be an excellent foundation. They may also be sufficient for revision purposes. But these could not be enough to enable pupils to write good essays of their own or to carry out group projects. School libraries then are expected to complement this effort and therefore are perceived as learning centers.
Pupils need information on subjects not taught in school. School libraries are looked upon as places pupils find information to help them in their school studies and personal development. Through these institutions pupils’ habit of using libraries for life-long education is not only developed but also school libraries could be used to improve pupils’ reading skills. In the school community both pupils and teachers use school libraries for leisure and recreational purpose and for career advancement. The culture of society is also transmitted through use of school libraries. Because of the important role school libraries play in the country’s educational system they are organized in such way that pupils as well as teachers can rely upon them for support in the teaching/learning process. Most of these institutions are managed by either a full-time staff often supervised by a senior teacher. Staffs use varied methods to promote their use including user education.
JUSTIFYING THE LIBRARIAN’S INVOLVEMENT IN PROMOTING LITERACY IN SCHOOL
A pre-requisite for the development of autonomous pupils through flexible resource-based learning approaches is that pupils master a set of skills which gradually enable them to take control of their own learning. Current emphasis in teaching in schools in Sierra Leone has shifted from “teacher-centred” to “pupil-centred” approach thereby making pupils to “learn how to learn” for themselves so that the integration of process skills into the design of the school curriculum becomes crucial (GoSL,1995). It is in this area of “learning” or “information literacy” skills that one can most clearly see the inter-relationship between the school curriculum and the school library. For pupils to become independent users of information and for this to occur it is vital that they are given the skills to learn how to find information, how to select what is relevant, and how to use it in the best way possible for their own particular needs and take responsibility for their own learning. As information literate, pupils will be able to manage information skillfully and efficiently in a variety of contexts. They will be capable of weighing information carefully and wisely to determine its quality (Marcum2002). Pupils do recognize that having good information is central to meeting the opportunity and challenges of day-to-day living. They are also aware of the importance of how researching across a variety of sources and formats to locate the best information to meet particular needs.
Literacy activities in schools in Sierra Leone are the responsibility of content area teachers, reading consultants and school librarians. Of these the role of the school librarian is paramount. As specialist the school librarian is expected to provide assistance to pupils and teachers alike by locating materials in different subjects, and at different reading levels by making available materials that can be used for motivation and background reading. The school librarian is also expected to provide pupils with instructions in locating strategies related to the library such as doing online searches and skimming through printed reference materials. The librarian is expected to display printed materials within his purview, write specialised bibliographies and lists of addresses on specific subjects at the request of teachers. He should be able to provide pupils with direct assistance in finding and using appropriate materials; recreational reading can be fostered by the librarian’s book talks or attractive book displays on high-interest topics like HIV/AIDS, child abuse, child rights, human rights and poverty alleviation. In view of this the fundamental qualities expected of the good school librarian include knowledge of his collection and how to access it; ability to understand the needs of his users more so those of pupils; ability to communicate with pupils and adult users; and knowledge of information skills and how to use information.
ROLE OF THE SCHOOL LIBRARIAN
Pupils’ success in school depends to a large extent upon their ability to access, evaluate and use information. Providing access to information and resources is a long-standing responsibility of the school librarian. The school librarian should provide the leadership and expertise necessary to ensure that the library becomes integral in the instructional program of the school. In school the librarian is the information specialist, teacher and instructional consultant. He is the interface responsible for guiding pupils and teachers through the complex information resources housed in his library (Lenox and Walker, 1993). He is looked up to assist and guide numerous users in seeking to use and understand the resources and services of the library. In this respect the school librarian should inculcate in these users such skills as manual and online searching of information; use of equipment; developing critical skills for the organization, evaluation and use of information and ideas as integral part of the curriculum (Lonsdale, 2003). The school librarian should be aware of the range of available information retrieval systems, identify that most suitable to the needs of pupils and provide expertise in helping them become knowledgeable, if not comfortable, in their use. Since no library is self-sufficient the school librarian can network with information agencies, lending/renting materials and/or using electronic devises to transmit information (Tilke, 1998; 2002).
As information specialist the school librarian should be able to share his expertise with those who may wish to know what information sources and/or learning materials are available to support a program of work. Such consultation should be offered to the whole school through the curriculum development committee or to individual subject teachers. The school librarian should take the lead in developing pupils’ information literacy skills by being involved with the school curriculum planning and providing a base of resources to meet its needs. He should be aware of key educational initiatives and their impact in teaching and learning; he should be familiar with teaching methods and learning styles in school; over all he should maintain an overview of information literacy program within the school (Herring, 1996; Kuhlthau, 2004).
Kuhlthau (2004) opined that information seeking is a primary activity of life and that pupils seek information to deepen and broaden their understanding of the world around them. When therefore, information in school libraries is placed in a larger context of learning, pupils’ perspective becomes an essential component in information provision. The school librarian should ensure that skills, knowledge and attitude concerning information access, use and communication, are integral part of the school curriculum. Information skills are crucial in the life-long learning process of pupils. As short term objective the school librarian should provide a means of achieving learning objectives within the curriculum; as long term information skills have a direct impact on individual pupils’ ability to deal effectively with a changing environment. Therefore the school librarian should work in concert with teachers and administrators to define the scope and sequence of the information relevant to the school curriculum and ensure its integration throughout the instructional programs (Tilke, 2002; Birks and Hunt, 2003). Pupils should be encouraged to realize their potential as informed citizens who critically think and solve problems. In view of the relationship between the curriculum and school library, the librarian should serve on the curriculum committee ensuring that information access skills are incorporated into subject areas. The school librarian’s involvement in the curriculum development will permit him to provide advice on the use of a variety of instructional strategies such as learning centers and problem-solving software, effective in communicating content to pupils (Herring, 1996; Birks and Hunt, 2003).
Literacy could be actively developed as pupils need access to specific resources, demonstrate understanding of their functionality and effective searching skills. In this regard pupils should be given basic instruction to the library, its facilities and services and subsequent use. Interactive teaching methods aimed at information literacy education should be conducted for the benefit of pupils. Teaching methods could include an outline of a variety of aides like quizzes and worksheets of differing complexity level to actively engage pupils in learning library skills and improving their information literacy. Classes should be divided into small groups so that pupils could have hands-on-experience using library resources. Where Internet services are available in the library online tutorials should be provided. Post session follow-up action will ensure that pupils receive hands-on-experience using library resources. Teaching methods should be constantly evaluated to identify flaws and improve on them.
Further the school librarian should demonstrate willingness to support and value pupils in their use of the library through: provision of readers’ guides; brochures; book marks; library handbooks/guides; computerization of collection; helpful guiding throughout the library; and regular holding of book exhibitions and book fairs. Since there are community radio stations in the country the school librarian could buy air time to report library activities, resources and services. He can also communicate to pupils through update newspapers. Pupils could be encouraged to contribute articles on library development, book reviews and information about opening times and services. The school librarian could help pupils to form book and reading clubs, organize book weeks and book talks using visiting speakers and renowned writers to address pupils. Classes could also be allowed to visit the library to facilitate use. More importantly the school librarian should provide assistance to pupils in the use of technology to access information outside the library. He should offer pupils opportunities related to new technology, use and production of varied media formats, and laws and polices regarding information. In order to build a relevant resource base for the school community the librarian should constantly carry out needs assessment, comparing changing demands to available resources.
The Internet is a vital source for promoting literacy in the school library. The school librarian should ensure that the library has a website that will serve as guide to relevant and authoritative sources and as a tool for learning whereby pupils and teachers are given opportunity to share ideas and solutions (Herring, 2003). Through the Internet pupils can browse the library website to learn how to search and develop information literacy skills. In order for pupils to tap up-to-date sources from the Net the school librarian should constantly update the home page, say on a daily basis, if necessary. Simultaneously the school librarian should avail to pupils and teachers sheets/guides to assist them in carrying out their own independent researches. He should give hands-on-experience training to users to share ideas with others through the formation of “lunch time” or “after school support groups”. Such activities could help pupils to develop ideas and searching information for a class topic and assignment.
Even the location of the library has an impact in promoting literacy in school. The library should be centrally located, close to the maximum number of teaching areas. It should be able to seat at least ten per cent of school pupils at any given time, having a wide range of resources vital for teaching and learning programs offered in school. The library should be characterized by good signage for the benefit of pupil and teacher users with up-to-date displays to enhance the literacy skills of pupils and stimulating their intellectual curiosity.
CONCLUSION
Indeed the promotion of literacy should be integral in the school curriculum and that the librarian should be able to play a leading role to ensure that the skills, knowledge and attitudes related to information access are inculcated in pupils and teachers alike as paramount users of the school library. But the attainment of this goal is dependent on a supportive school administration, always willing and ready to assist the library and its programs financially. To make the librarian more effective he should be given capacity building to meeting the challenges of changing times.
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