00000ctm a22000003a 4500 UP-99796217610304060 Buklod 20120511154600.0 m o j ta 120511s2012 xx d r |||| u| (iLib)UPD-00184903582 DLS eng LG 995 2012 L4 C33 Cabanilla, Gianina Angela Celine O. author. Towards designing a library research instruction program for English 10 (College English) at UP Diliman Gianina Angela Celine O. Cabanilla ; Kathleen Lourdes B. Obille, adviser ; Vyva Victoria M. Aguirre, reader. Quezon City : School of Library and Information Studies, University of the Philippines Diliman 2012. xvi, 271 leaves illustrations Vita. Thesis (Master of Library and Information Science)--University of the Philippines Diliman April 2012. Qualitative analysis was used to prepare a full picture of the teaching strategies and library research experiences of 118 English 10 students, 10 English 10 teachers, and 3 UP main library reference librarians over a four-month period for the 2nd Semester, !Y 2010-2011 in the University of the Philippines, Diliman. The participants were interviewed concerning their demographic conditions such as student's year level, gender, and academic major, teachers' and reference librarians' educational attainment, years of English 10 teaching experience, years of teaching library research in the university, rank designation, normal educational attainment, and the areas in which they described their teaching strategies and library research experiences. The researcher took the role of observer/interviewer for the sessions. Interviews and talk during English 10 sessions with the teachers, students, and reference librarians were transcribed, coded and contextualized, adding to the understanding of the design of a library research instruction module for English 10. Using a grounded theory methodology created by Strauss and Corbin (1998), transcript of the interviews were divided by linguistic idea units and coded according to categories and subcategories, processes, influencing conditions, strategies and outcomes related to library research instruction, which contributed to the articulation of the theories and the modules. The grounded theory methodology created by Strauss and Corbin (1998), transcripts of the interviews were divided by linguistic idea units and coded according to categories and subcategories, processes, influencing conditions, strategies, and outcomes related to library research instruction, which contributed to the articulation of the theories and the modules. The grounded theories exist in three areas: (1) English 10 teachers group; (2) UP main library reference librarian group; and (3) English 10 students group. Additionally, a coding scheme was created out of the ACRL Information Literacy Competency Standards for Higher Education precepts and from the responses of this study that focused on the performance indicators which helped objectify the nature of the module's model of instruction. Findings revealed that although reference librarians were providing library instruction sessions that some English 10 faculty members and 10 English 10 students found to be beneficial, walk-ins and one-to-one assistance, activities that incorporated both technical and pedagogical strategies were still necessary. This study provides information that can be used to assist academic librarians when preparing to teach library research instruction and to assist academic libraries in redesigning and developing library research instruction activities for preparing librarians to teach undergraduates. The Library Research Instruction Program for English 10 (LRIE) that serves as the core of the work provide and instructional module that can be used by librarians for diversifying their instructional delivery with engaging learning tasks. Library orientation Aids and devices. Library orientation for college students Philippines Quezon City. Obille, Kathleen Lourdes B. adviser. Aguirre, Vyva Victoria M. reader. FI UP UPD DARCHIVES LG 995 2012 L4 C33 UPD DLS LG 995 2012 L4 C33 Thesis