The researchers include the librarians and the teachers as well.

It is to observe and
study what's the effect and feeling of being in a digital world while witnessing the
changes made by technology to the study habits of their students. How they adapt on it
and what is their views and opinions when comparing library to digital world.

This study presents data of how many, how often and who among the high school
students of SPNHS use their gadgets to do their assignments and who are still using
books in the library as their reference for their assignments. It presents data which is
more convenient and reliable source of information. As what the Greek philosopher,
Heraclitus, stated “the only thing that is constant is change,” and for the researchers it
may be a positive or negative one. The researchers will find it out by comparing the
efficiency of the books from library and technology to the study habits of students.

Statement of the Problem

The purpose of this study was to find out what senior high school students prefer
on accomplishing their school-related tasks or activities; information from the library or
information from the internet. Specifically, it sought to answer the following questions:

1. What are the profile of the respondents in terms of:

1.1. Age
1.2.Gender
1.3.Socio Economic Status
1.4.Location
1.5.Educational Background
2. What are the advantages of using digital devices?
3. What are the advantages of using library?

2
Scope and Limitation of the Study

This study sought to compare the Digital World and the Library, specifically the
traditional one and to find out what Grade eleven students from Sapang Palay National
High School (SPNHS), in the Division of City of San Jose del Monte School Year 2016-
2017 prefer to use in accomplishing their school related activities. The researchers
include the librarians, the teachers, and the Pisonet facilitators as well. It is to observe and
study the atmosphere they feel in a digital world.

Significance of the Study

With the findings of this study, it is hoped that the digital devices and the library
facilities will be improved as well as the services offered. In particular, this study is
beneficial to the following:

Students. This study may be a great help to students. This will make the students
realize the advantages if they use digital devices or library on accomplishing their school-
related activities.

Teachers. The teachers may be encouraged to improve and adopt better teaching
methods if they know the difference or the advantages of digital devices and library. The
quality of education they offer may increase as the understand these advantages and
differences deeper.

Researchers. This study may serve as a stimulus for other researchers in pursuing
and conducting further studies by using not only the variables in this study but also the
other variables which arouse on their minds as they explore this study that will contribute
to better achievement and more successful educational facilities. Result of this study may
serve as a reference in the conduct of similar studies.

Government. The findings of this study may help the government be wise on
allocating funds through the realizations that may come up in their minds.

3
Definition of Terms

To establish a common basis of understanding of the study the following terms

are defines as used in the study.

Digital world is where people are connected through devices convenient to everyone. It
is filled with insights, information, ideas, edification, and opportunities and internet
connection makes all of these possible.

Library includes books, newspapers, periodicals, manuscripts, maps etc.

4
 Chapter II

REVIEW OF RELATED LITERATURE

This chapter contains readings culled from both local and foreign literature and
studies. It includes library holdings, unpublished materials, internet, and other sources
which are relevant to this study.

Local Literature

Problems and Needs of Education for library

Knowledge about library has to meet the needs of the present society wherein
people must discover a lot of information about the different fields of learning.

The present society depends on school libraries to gain more knowledge, so

students who are taking up librarianship must consider the critiques from several expert
saying that this course needs an intimate learning and studies to make a change.

One of the criticism about librarianship is that people taking up this course has a
low percentage in terms of their knowledge about librarianship. It needs to be critical
minded and that everystudent must be highly intellectual. Other critics said that
librarianship gives more emphasis on the methods of acquiring knowledge than obtaining
knowledge without the proper use of methods.

There are also people observed that even the teachers doesn't have enough
knowledge about the course, librarianship so as a result, students also lack knowledge
about this course. It is because of the lack of fund for the needed materials and also the
assistance from government.

School libraries pay more attention on formulating knowledge about librarianship and
elaborating knowledge about the content of librarianship. (Buenrostro, Jr. &Orendain,
1992)

5
 According to the critics, a study must be conducted in order to find out how it will
turn into four-year course for the improvement of librarianship. Here are the required
changes about library education.

1. Preparing students of the said course to join the system wherein books serve as
the source of information.

2. Students must have the overall experience that they must learn when entering
librarianship.

3. Librarians must be categorized as professionals because they hold a high

degree of education.

4. Librarian must be knowledgeable about data processing, science education,

and new learning materials.

5. There must be a study on how to make progress on the new teaching techniques
of the said course.

6. Having good and efficient school library that has the potential to grow and
gain compensation.

7. Cash fund to attract teachers to innovate teaching styles.

8. Giving opportunities for the students to use the learning material that will be
use.

9. An assurance that the graduated students taking up librarianship will use his
learned skills and to gain a good profit relevant to their finished course.

6
Foreign Study

Teachers in the digital world

Growth of Information and Communication Technology have increasingly
developed and is a big part of people’s daily lives, from having a continuous
communication with people, to checking traffic, and booking tickets. Not only in daily
lives but ICT can also be used by teachers especially in this 21st century learning.
However, across the countries and economies participating in the Teaching and Learning
International Survey (TALIS), it seems that ICT is used less frequently than more passive
teaching methods, such as working in exercise books.

The possible reason for teachers’ infrequent use of technology is having not
enough resources in their schools. Undeniably, 30% to 40% of TALIS teachers,
according to principal’s report that has shortage in ICT-related materials, are finding
difficulty or are failed to provide quality education. Therefore, it means that the need for
more investment in computer, software, and internet access is strong.

“We can see that different factors hinder teachers’ use of ICT in TALIS countries
and economies. While some systems need to invest more in the provision of the
necessary resources, there is also a need for in-depth support for teachers in almost all
TALIS countries and economies. As with most methods, the effectiveness of ICT in
advancing teaching and learning depends on the way it is used in the classrooms. Hence,
comprehensive professional development should be tailored to teachers’ particular needs
if education systems want to harness ICT’s potential for effective teaching and learning.”
(Kubacka, 2015)

The challenge for libraries in a digital world

Queen’s libraries, like its archives are making steps to avoid being left out by the
new and continuously upgrading technology. Queen’s University libraries are in the new
generation. It’s because students’ studies and learning are different from their
predecessor.

7
 According to the fourth- year political studies major from Aurora, she seldom
borrow a book. She said that she uses e-resources most of the time and books can become
out of date quickly so she preferred to go online and read the latest journal articles.
(http://www.queensu.ca/gazette/alumnireview/stories/challenge-libraries-digital-world
date retrieved2016 )

Picture Books and the Digital World

Print or Digital?

Let us be clear from the start that we believe that both print and digital picture
books should play central roles in early childhood literacy education. The issue in this
instance is not one versus the other, but what works well for achieving which ends in
particular situations or for particular lessons. The question for a teacher or librarian is,
“How do I decide whether this print book or this e- book is the best choice for helping
child A experience story B or learn C or extend her desire to read more about D?” To
address such a question, let us begin by considering just what a print picture book is and
how a digital picture book is both similar and different.

The Picture Book, Past and Present

There is a rich theoretical and research literature developed by illustrators (e.g.,

Bang, 1991 ; Shulevitz, 1985/1997 ) and literary scholars (e.g., Nikolajeva&Scott, 2001
; Sipe, 1998 ) that has provided great insight into the art and design of the picture book,
as well as research by educators and psychologists into children ’ s interactions with and
responses to picture books (e.g., Sipe, 2008 ; Sulzby&Teale, 1986 ; van Kleeck, Stahl, &
Bauer, 2003 ). This body of work has helped us understand, for example, how
illustration and text work in synergistic ways in the best picture books to create a reading
experience that is more than either of these two individual “parts” of the book, how
parents and children interact with picture books, and how picture books are mediated by
teachers in classroom settings to help children discuss themes and issues from the books
and reflect on author and illustrator craft. Thus, it can justifiably be said that, at this point
in time, picture books are a sophisticated art form that also serve significant roles in the
literacy and literary development of children.(Yokota &Teale, 2014)

8
How Teens Do Research in the Digital World

Most teachers encourage online research using digital technologies such as

cellphones. A survey was conducted asking which online activities have students engage
in. 95% of the teachers reported that they have students searching for information online.
79 % are searching online to access or download assignments. 75 % submit their
assignment via online platforms.

Aside from typical desktop and laptop, teachers and students are using wide
variety of digital tools. 72 % of students and teachers say they use cellphones which is
becoming popular learning tools, 66% of them use digital cameras and 55% for digital
video recorders either in the classroom or school assignments. 42% of teachers said that
students use cellphones to look up information in class.

However, the result of the survey indicates that teachers face a variety of
challenges in using digital tools in their classrooms. According to them, it may hinder
how students are taught to conduct research online. All surveyed teachers are working in
a school that is 97% employing internet filter, formal policies about cellphone use and
acceptable use of policies or AUPs. This policies varies in different degrees, with internet
filters cited most often as having a “major impact” on survey participants’ teaching
(32%). One in five teachers (21%) say cell phone policies have a “major” impact on their
teaching, and 16% say the same about their school’s AUP. These impacts are felt most
strongly among those teaching the lowest income students. (Purcell, Rainie, Heaps,
Buchanan, Friedrich, Jacklin, Chen, and Zickuhr, 2012)

PR: The State of Public Relations in Academic Libraries

A library is not a luxury, but one of the necessities of life
-H.W. Beecher
Beecher's statement is particularly true in the United States, yet our libraries today
are beset by the same budget shortages that threaten many other vital public service
agencies. Faced with financial woes, librarians have joined representatives from other
types of institutions across the nation in telling their stories through public relations (PR)

9
as a means for increasing public awareness of and support for their services. A review of
the literature on library. PR suggests that public libraries adopted this response to
financial problems long before academic libraries. However, no surveys have been
conducted to gather statistics that would support or refute this assumption.

In 1979library PR consultant Alice Norton found only three college libraries with
full-time PR positions. 3 This situation may have reflected legislative restrictions against
funding PR positions or campus structures assigning responsibility for academic library
PR to existing public information offices.

In 1981 Sally Brickman cited three reasons for academic libraries to reach out for
public attention: (1) to inform users about collections and services; (2) to demystify
academic libraries and make them more user-friendly; and (3) to generate funding to
meet the skyrocketing price of books and journals during a period of budget cutbacks.

Libraries are often considered the heart of the university. Even so, many campus
communities are unaware of their library's resources and fail to challenge its potential.
Citing the combined need to provide better user information, to build a positive image,
and to project that image to users and potential support groups, Carroll urges academic
libraries to join the communications era of the 1980s.
To fill the information gap surrounding library PR programs, a survey was
conducted to characterize and determine the scope of the current state of academic library
PR. Forty-eight library directors at universities with student enrollments of nine to twelve
thousand were surveyed. A questionnaire was designed to determine

• If the library had a PR program

• What elements comprised the program

• Who was responsible for its operation

• How effective it was (Wilcox, 1988)

Local Study

10
The Teaching Program

The quality of elementary and secondary education is greatly enhanced by a

functional school library service. School library has been recognized as one of the vital
parts of a school system. It is one place where children form basic concepts about the
world, where dreams, aspirations and values are born and developed.

The recent explosion of knowledge, the rapid advance in science and technology
and new trends in education put new emphasis in the use of libraries. There is so much to
learn that no classroom instruction can afford to teach what a student ought to know,
effective though the instruction may be. Classroom instruction has to be enriched,
supplemented and extended. From classroom type of instruction, now we have the
individualized instruction or the individualized guided instruction (IGI) whereby the
student is allowed to progress at his own rate. Where the individualized instruction is not
followed, the inquiry method in teaching may be used. Both require much reading to
search for answers, to verify hypothesis and solve problems. Whichever method is used,
there is a need for the extensive use of library materials and resources.

School library service, therefore, has changed from conservative to liberal ways.
It evolves from the routinely work of charging and discharging books to the instructional
function of a school library. Among the activities of a school librarian, "nothing outranks
in the importance of her duty to teach boys and girls how to use library materials". Since
a school librarian is a teacher, her teaching function is her primary role. She needs a
viable instructional library program.

A. Rationale and objectives of an Instructional Library Program

An instructional school library program is essential in order to have an affective

library service. A well-organized school library with rich collection will become helpful
if know how to use the library effectively.

Library resources available and a library instructional program contribute to each

other in enhancing the education of school children. Some learning tasks which cannot be
learned in a classroom instruction are learned in the library. The use of library facilities

11
and resources are best taught inside the library where these are available and the
librarians are in the position to teach them. Formal library instruction on the use of books
and libraries is a must to enable students to use the library resources effectively.

Planning an instructional program in a school library assumes greater

significance, when the teacher-librarian thinks of the objectives of her own school. She
knows that objectives of Philippine schools are extension of the mission and goals of the
National Education Objectives. As mandated by the 1986 Philippine Constitution, Article
XIV, Sec. 2, all Philippine educational institutions shall aim to:

1. Inculcate patriotism and nationalism

2. Foster love of humanity

3. Respect for human rights

4. Appreciate the role of national heroes in the historical development of the country.

5. Teach the rights and duties of citizenship

6. Strengthen ethical and spiritual values

7. Develop moral character and discipline

8. Encourage critical and creative thinking

9. Broaden scientific and technological knowledge

10. Promote vocational efficiency

Guided by these objectives, the teacher-librarian's functions are implicit in the

philosophies of a school library service.

1. The school library offers services to support the school's main objectives.

2. The school library offers instruction to library users.

3. The school library provides instructional materials for teachers and learners.

12
4. The school library offers a reading center to the school community.

5. The school library promotes literary appreciation and recreational reading.

6. The school library provides opportunities for the development of love for books and
reading.

7. The school library is a library for the application of values developed in the classroom.

From the given philosophies, objectives of Philippine School Libraries can be

formulated such as:

1. To acquire, organize and provide library materials in line with the school curriculum
based on the present aims of Philippine education (example: library material should be in
line with the different values as stated in the 1986 Philippine Constitution)

2. To teach formally and informally the use of books and its resources

3. To coordinate with the classroom teachers and supply their needs on instructional
materials

4. To provide library users a reading area and other library facilities

5. To provide a variety of reading materials on varied subjects and interests of children

for the different grade levels

To realize the objectives of Philippine school library, a teacher-librarian must

assume two general functions; teaching and service functions. She divides her time
between teaching and providing the needs of the library clienteles. As partner of a
classroom teacher, a teacher-librarian may perform activities like: coordinating with
teachers in the planning of lessons which require library work, and providing follow-up
lessons to strengthen research and library skills of students.

The School Library Non-teaching program

13
 Library research has proven that quality school library service enhances academic
achievement of students and enriches their learning. This finding reinforces the idea that
school library service is indispensable in a school system.

A meaningful library program on its services embraces the total instructional

program of the school's curriculum. It needs a continuous assessment of its basic non-
teaching functions in order to improve and cope with the changing needs of the library
users. A teacher-librarian must prepare a viable program for the school library service.

In the Philippine public school, administrators and librarians are now on their to
upgrading library services to make them functional and relevant to the present-day
educational trends.

A Functional School Library Non-teaching Program

A school librarian should have the required knowledge and training before she
can prepare a non-teaching program for a school library. She should:

1. Be aware of the school's and library's objectives.

2. Have working knowledge of the basic activities in a school library in order to realize
the given goals.

3. Have a good working relation with people concerned: the adviser, classroom teachers,
English teachers, principals and supervisors.

4. Have the ability to schedule classes.

5. Have courage to present the plan to the administrator.

6. Have an ability to gain administrator's support on library program.

The Philippine public school library is guided by the Library Standards issued by
the DECS Bulletin #1, s 1988, designed to make the school library more functional and
responsive to the thrusts of education.

14
 Selection guidelines were issued too, by the Department of Education in its
Department Memorandum No. 30, s. 1966 for Philippine School Libraries which are still
relevant today such as:

1. Books locally published

2. Books written by local authors

3. Books and library materials published and approved lately as shown here under: (Dates
were changed to bridge the time gap)

a. Literature except classics and books on Rizal published not earlier than 1960.

b. Character education, other subjects and general reading published not earlier
than 1980.

4. Cloth or hardbound books printed on book paper.

In case of books published periodically only those published by volumes, only

those published subsequently to the dates embodied under (a), (b) and (c) shall be
acquired.

Making possible purchase file of books and other library materials facilitates the
librarian's task on selection. Titles written in a 3x5 cards with complete bibliographic
information may be filed alphabetically according to subject. These materials were
selected and recommended by student teachers, parents, administrators, and subject
specialist. Priorities in the purchase of the materials are set and programmed, specially, if
the school has limited fund.

15
 Chapter 3

METHODOLOGY

This chapter presents how the study will be conducted. It discusses the research
design, sampling, validation of the research instrument, research instruments used, the
data gathering procedure and the statistical treatment that will be used.

Research design

The researchers will use a qualitative analysis to find out the advantages of using
digital devices or traditional library.

Descriptive type of research design will be employed in the study.

Qualitative analysis will be used to interpret the results using frequency counts
and percentages to compare the use of traditional library and digital devices.

Sample and Sampling Techniques

The study will be conducted at Sapang Palay National High School, City of San
Jose del Monte Bulacan to selected 60 or 13.04% out of 460 students from the 4 out of 13
sections in Senior High School. One section from different strands of Academic track-
HUMSS, ABM, STEM, and GAS. The sample size of 60 students will be obtained
through clustered random sampling.

Research Instrument

In the conduct of the study, the researchers will use one instrument: Library and
Digital Devices Use Survey Form.

The researchers will create an improvised questionnaire. The questionnaire will

consist of 10 items .Two experts will validate the instrument.

Data Gathering Procedure

The study will comprise three phases. The first phase is the development of the
instruments.

16
 The second phase is the validation of the instruments. This will be validated by
the two experts.

The third phase is the administration of the instruments among respondents.

Statistical Treatment

For each item in the 10-item instrument, the frequency of responses will be tallied
and the corresponding percentages will be computed. This will be interpreted using the
range of ratings.

17
http://oecdeducationtoday.blogspot.com/2015/07/teachers-in-digital-world.html

http://www.queensu.ca/gazette/alumnireview/stories/challenge-libraries-digital-world

https://www.researchgate.net/publication/261925043_Picture_Books_and_the_Digital_W
orld

http://files.eric.ed.gov/fulltext/ED537513.pdf

18
 Appendixes A

LETTER OF CONSENT

WILMA AQUINO
Principal
SapangPalay National High School
City of San Jose del Monte Bulacan

Dear Madam:

We are the students of Sapang Palay National High School conducting a study
comparing digital devices and library. The purpose of this study was to find out what
Senior High School students prefer on accomplishing their school-related tasks or
activities; information from the library or information from the internet.

In this connection, we would like to request your permission to allow us to

conduct a survey to selected 60 out of 460 students from the 4 out of 13 sections in
Senior High School of Sapang Palay National High School.

Your immediate and favorable action on this matter is highly appreciated. Thank
you very much and God bless.

Sincerely,

The Researchers

19
 Appendixes B

LETTER OF CONSENT

Dear Respondent:

We are the students of Sapang Palay National High School conducting a study
comparing digital devices and library. The purpose of this study was to find out what
Senior High School students prefer on accomplishing their school-related tasks or
activities; information from the library or information from the internet

In this connection, we would like to request your permission to be our respondent

for conducting a survey and your 100% cooperation for this study.

Your immediate and favorable action on this matter is highly appreciated. Thank
you very much and God bless.

Sincerely,

The Researchers

20
 Appendixes C

LETTER OF CONSENT

Dear Teachers:

We are the students of Sapang Palay National High School conducting a study
comparing digital devices and library. The purpose of this study was to find out what
Senior High School students prefer on accomplishing their school-related tasks or
activities; information from the library or information from the internet

In this connection, we would like to request your permission to conduct a survey

and your 100% cooperation for this study.

Your immediate and favorable action on this matter is highly appreciated. Thank
you very much and God bless.

Sincerely,

The Researchers

21
 Appendixes D

Joanna Joy V. Feliciano

San Rafael I Teacher Village
City of San Jose del Monte, Bulacan
joannajoyfeliciano@yahoo.com
0935-448-9252

Objective/s:

 To share my knowledge and skills.

 To enhance my talents.

Personal Background:
Age: 16 yrs. old
Religion: Evangelical Methodist
Sex: Female
Birthday: May 4, 2000
Civil Status: Single
Citizenship: Filipino

Educational Background Year Ended

 Senior High School 2017

School: Sapang Palay National High School
 Junior High School 2016
School: Sapang Palay National High School
 Elementary 2012
School: Pristine Edification Learning Center

Skills:

 Basic in computer editing

Experiences:

 Photo Journalist

22
 Appendixes E

Katrina S. Lazala
Blk 5 Lot 34 Area H Phase I
City of San Jose del Monte, Bulacan
lazala.katrina@yahoo.com
0906-635-3287

Objective/s:

 To share my knowledge and skills.

 To enhance my talents.

Personal Background:
Age: 17 years old
Religion: Pentecostal
Sex: Female
Birthday: September 09, 1999
Civil Status: Single
Citizenship: Filipino

Educational Background Year Ended

 Senior High School 2017

School: Sapang Palay National High School
 Junior High School 2016
School: Sapang Palay National High School
 Elementary 2012
School: San Rafael Bagong Buhay H Elementary School

Skill/s

 Acting  Drawing
 Dancing  Play a guitar
 Singing

Experience/s

 Heavy paper works  Student Assistant of Guidance

 PESO employee Office (SPNHS)

23
 Appendixes F

Angel Leonardo S.A Leaño

212 Sta. Catalina St. BRGY. Fatima V
City of San Jose del Monte, Bulacan
Angelleaño105@yahoo.com

Objective/s:

 To share my knowledge and skills.

 To enhance my talents.

Personal Background:
Age: 18 yrs. old
Religion: Catholic
Sex: Male
Birthday: October 5, 1998
Civil Status: Single
Citizenship: Filipino

Educational Background Year Ended

 Senior High School 2017

School: Sapang Palay National High School
 Junior High School 2016
School: Sapang Palay National High School
 Elementary 2012
School: Bagong Buhay E Elementary School

Skills:

 Dancing

24
 Appendixes G

Jayson Manangkil
B-60 BRGY. STO. NINO I
City of San Jose del Monte, Bulacan
jaysonmanangkil@yahoo.com
0975-128-1123

Objective/s:

 To share my knowledge and skills.

 To enhance my talents.

Personal Background:
Age: 18 yrs old
Religion: Catholic
Sex: Male
Birthday: August 20, 1998
Civil Status: Single
Citizenship: Filipino

Educational Background Year Ended

 Senior High School 2017

School: Sapang Palay National High School
 Junior High School 2016
School: Sapang Palay National High School
 Elementary 2012
School: Lawang Pare Bagong Buhay I Elementary School

Skills:

 Editorial Writing

Experiences:

 PESO employee

25
 Appendixes H

Rowell L. Villaruel
BRGY. San Pedro Area F Purok 3
City of San Jose del Monte, Bulacan
Rowell_Villaruel@yahoo.com

0930-550-3193

Objective/s:

 To share my knowledge and skills.

 To enhance my talents.

Personal Background:
Age: 17 yrs. old
Religion: Catholic

Sex: Male
Birthday: November 15, 1999
Civil Status: Single

Citizenship: Filipino

Educational Background Year Ended

 Senior High School 2017

School: Sapang Palay National High School
 Junior High School 2016
School: Sapang Palay National High School
 Elementary 2012
School: Bagong Buhay B Elementary School

Skills:

 Singing
 Dancing
 Drawing

26
27