Abstract:
In today’s digital age, information is seen as essential for socio-economic development. It is indispensable for every human being to have the basic skills to acquire, evaluate, and use the information they need. To develop information handling skills among students, the government has introduced the Learning Resource Centers (LRC) in schools. LRCs are expected to provide a self-learning experience for students to obtain the information they need on their own since early childhood. Therefore, this study aims to examine the ‘ability of students in identifying information resources in LRC. The study was conducted using mixed methods with quantitative and qualitative data. Total population of the study was 750 students and 254 students were selected as sample by the adoption of Krejcie & Morgan sampling method under the Divisional Education Office, Tellipalai. 252 students studying in Grade 9 in nine schools only responded the questionnaire. Response rate was 99%. All the teacher-librarians working in the nine schools were also selected as samples. Data was collected from the students through focus group discussions and uestionnaires, while from four Teacher Librarians and five teachers in charge of school libraries through interviews. The collected data were analyzed using MS Excel and presented in tables and graphs. Students discover that the availability of information resources in LRCs seems unsatisfactory i.e. 53% (n=95), use of LRC building for other purposes 32% (n=57), disorganization of information resources to get information rapidly 68% (n=123), and lack of internet facilities 78% (n=141). Further, teacher librarians find difficulties in guiding students due to the unavailability of information resources, lack of opportunities to acquire library science qualifications and training. Also, teachers find it difficult to promote LRC activities among students, since they are involved in teaching activities in addition to working at LRC. The school higher authorities should facilitate the availability of information resources in such a way that students can learn about them. Avoiding the
use of the LRC for other purposes, providing necessary training to teacher librarians, and increasing the number of information resources for the school students have been proposed as recommendations.
