14 July 2017

Literature Review

Activity #1: Group Work (Graded Quiz, 15 points)

Stirring up the mind about “Standard Styles in Related Literature Citation or References”.

1) The teacher will provide different kinds of print sources (magazines, journals, books,
newspaper, etc.). From those sources, the students will cite the source in APA style/format.
(…like a moving exam-type by group…)

2) The students (group) will be tasked to gather at least five sources which will be written notes
on manila paper following the APA Style or format.

3) Group presentation of their output (by the reporter).

Activity #2: Group Work (Graded Quiz, 30 points)

Working with our imaginative minds about “Synthesizing the Relevant Related Literature”.

1) Creating a Synthesis Matrix from the readings on the different arguments presented on the
issue: Women in World War II and answer the one question: Why do we need to synthesize
literatures relevant to your study?.

2) The students (group) will be tasked to gather information and it will be written on manila paper
for presentation of output (by the reporter).

It is probably best to begin your chart by labeling the columns both horizontally and vertically. The
sample chart below illustrates how to do this.

Topic: Women in World War II

Source #1 Source #2 Source #3 Source #4

Main Idea A
Main Idea B
Main Idea C
So on & so forth

Here the students will be able to comprehend and reflect on their reading, combine the ideas they
gained by reading with their own knowledge; and create new ideas, generalizations, perspectives or
even opinions.

Activity #3: Home Work (Graded Quiz, 25points)

Each student is given a copy of a sample of RRL. Student then analyze the sample and answer the
given guide questions:
1) What is the research topic?
2) Give the references cited in the sample. [At least five in APA style/format]
3) What words/phrases did the researcher use in order to make the ideas clear?

The student creatively presents the answers to the given guide questions on 8.5” x 13” newsprint bond
paper (no other paper allowed) and then answer the following questions about the output of your work
(on the same paper where you write your answers).
1) How do you find the activity?
2) What went well?
3) What went wrong?

NOTE: Home Work is due on Monday, July 17, 2017 on or before 5:00PM.
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Literature Review

Sample of Related Literature Review:

Introduction

In this age of information and communication technology (ICT), the use of the internet has
become the norm. Information can come from almost anywhere and the nature of information you need
will change depending on the perception you are trying to response.

We live in the information age, where access to the many internet resources is just a few quick
clicks away. Unfortunately, one of the great ‘urban myths’ in our schools and the wider community is
that "everything" is available on the internet. For this reason, you might be thinking, "don't have to go
to the library”. In a significant number of schools, there have been reductions in library funding, in
favour of increasing the number of computers in libraries. Aging reference books are not being
replaced, due to the flawed rationale that internet access has negated the necessity for such print
material (Credaro, A.B., 2010). The internet is not a substitute for the library, but a search tool to be
used in addition to traditional sources in the library (Radcliff, J.B., 2015). The internet offers near
instant access to a variety of information that you might find helpful in your research. Yet because
anybody can post information on the Net, and because most online information does not have to pass
any standards of peer review (unlike conventional published resources), there is a very real risk that
online resources can lead you astray (Hensel, P.R., 2010). Many people are confused about what
constitutes library research versus what constitutes internet research. Some people argue that effective
research is never conducted on the internet, that one needs access to the resources of a library to
conduct thorough investigations (Moxley, J.M., 2015).

The development of the Internet during the past four decades has had a profound impact on
society in general. This technology has involved processes, functions, services, media and information
resources: the library as a whole. Later the internet was found helpful in other library functions and
services (Mahmood, K., 2010). Formal tools and techniques have been replaced by the modern
technologies (Idrees, H., et al., 2010). The use of technology in education can no longer be thought of
as a choice to be made on the part of teachers, nor can it be considered an add-on to the curriculum or
reserved for special occasions in the classroom. It has been argued that there is a gap that continues to
widen between the types of knowledge and skills students learn in schools and the actual types of
knowledge and skills they need to be successful in the 21st century workforce and global economy
(DelliCarpini, M., 2012). In view of the above, this study looks into the perception of students in how
well the library meets the needs of its users, relative to the library goals and objectives; and the
effectiveness in the use of the internet to seek out old, new, and updated informations.

Methods

A descriptive survey design was adopted in this study (Ilo, P.I., et al., 2010) using with the
systematic random sampling method. Systematic random sampling, a type of probability sampling
technique in which there is an equal chance of selecting each unit from within the population when
creating the sample -- the entire target population has an equal chance of being selected (Dudovskiy, J.,
2010 & McLeod, S., 2014). The study population comprised of two thousand two hundred ninety three
(2,293) science students from the Natural Science Department in Tagoloan Community College this
first semester academic year 2015-2016.

A total of two hundred eighty (280) students were randomly selected from the four colleges,
namely: College of Criminology (80), College of Education (60), College of Engineering Technology
(100) and College of Information Technology (40). A closed-ended, “Are you interested in science
research?”, and open-ended, “Which do you prefer library or internet resources?” questions were
asked and used for collecting opinions (McLeod, S., 2014 & Trochim, W.M.K., 2010); and making
judgment in an attempt to recognize the concern of students in the reliability of getting information
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Literature Review

sources (Huitt, W., et al., 2015). The entire two hundred eighty (280) samples responded, giving a
response rate of 100 percent. The questions used were administered in the science lecture room during
the regular class hours of the students.

Results

The study reveals that the purpose of the questions in mind was to bring about the value
perception of the science students on the actual effect in the use of the library versus the availability of
the web/internet on students’ project and/or research work. Students’ responses listed, frequencies and
percentages were calculated (Table 1).

The questions were specifically answered by two hundred eighty (280) students who agreed
that the web/internet has some impacts on their work. The highest percentage of respondents were
coming from College of Information Technology, 100% (40) and College of Education, 83.33% (50);
indicated easy to find resources (informations) in the web and prefer the internet because of old books
(references) in the library, respectively. The incidence of “web/internet” response highly increased,
73.21% (205), and that science students pointed out that the “web/internet” have helped them to get
recent materials for their work.

Discussion

The findings shown in Table 1 revealed and confirmed that students would prefer more
accessing the web/internet because of the status quo in the school for having old books and literature in
the library and easy to find resources in the web even though not all of them are informative, reliable
and/or free. This is understandable because the internet exposes anyone to different works written by
scholars all over the world (Mifflin, H., 2010). The internet provides great opportunities and maintain
the quest of the academia to explore different fields of education through internet as satisfied by the
vast sea of resources (Ilo, P.I., 2010). Traditional libraries are still handling largely printed materials
that are expensive and bulky. Information seekers are no longer satisfied with only printed materials
(Oakleaf, M., 2010). They want to supplement the printed information with more dynamic electronic
resources. Demands for digital information are increasing (Trivedi, M., 2010). Unfortunately, students
who conduct research in this way often end up with sources that they later realize aren't useful in
crafting informed, thorough, formal academic research and/or arguments (Batool, S.H., & Ameen, K.,
2010). To conduct effective research, you may need to use both the library and the Internet. Limiting
yourself to the library cuts off some very innovative work that may not yet be accessible for your
library's periodical indexes and abstracts. In turn, relying solely on the web/internet is like trying to dig
a hole with your tongue rather than a shovel, extremely counterproductive and a waste of time.

Conclusion

In the light of the above discussion, books and journals collection at TCC library are presumed
to be or may be inadequate to cope with the population of students, faculties and staffs; and the trend in
information communication technology for that matter. Students must be able to critically assess the
appropriateness of all types of available information sources prior to relying on the information, the
web/internet in particulars. Students are very much aware of the importance and effectiveness of the
web/internet and online resources, still there is a need for libraries be furnished with advanced
technological tools if they do not want to be perceived as warehouses for books, journals, and
periodicals. It is desirable and essential to furnish our library with the state of the art equipments,
conducive atmosphere with well-informed and competent workforce able to deliver the latest
information services and make extensive use of the available information technology based resources.
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Literature Review

References

Batool, Syeda Hina & Ameen, Kanwal (2010). Status of Technological Competencies: A Case Study
of University Librarians. Library Philosophy and Practice. Department of Library and
Information Science, University of the Punjab. Lahore, Pakistan.

Credaro, A.B. (2015). Now We've Got The Internet, Why Do We Still Need School Libraries?. Parent
Newsletter at Richmond High School, NSW.
http://www.warriorlibrarian.com/RESEARCH/libresearch.html/ / Accessed / October 16, 2015.

DelliCarpini, Margo (2012). Building Computer Technology Skills in Tesol Teacher Education
Language Learning & Technology. Lehman College, The City University of New York, USA.

Dudovskiy, John (2010). Systematic Sampling. http://research-methodology.net/sampling/systematic-

sampling/ / Accessed / October 16, 2015.

Hensel, Paul R. (2010). Using and Evaluating Internet Resources. Home CV ICOW Teaching Data.
University of North Texas. Texas, USA. http://www.paulhensel.org/teachnet.html/ / Accessed /
October 14, 2015.

Huitt, Bill W., Hummel, John & Kaeck, Dan (2015). Assessment, measurement, evaluation, and
research. Educational Psychology, Valdosta State University. Valdosta, GA.
http://www.edpsycinteractive.org/topics/intro/sciknow.html/ / Accessed / October 14, 2015.

Idrees, Haroon & Rehman, Ata ur (2010). Internet Use Behaviour of the LIS Community in Pakistan.
Library Philosophy and Practice. Islamic Research Institute and National Centre for Physics.
Islamabad, Pakistan.

Ilo, Promise Ifeoma & Ifijeh, Goodluck I. (2010). Impact of the Internet on Final Year Students'
Research: A Case Study of Covenant University. Library Philosophy and Practice. Centre for
Learning Resources, Ota, Nigeria.

Mahmood, Khalid. (2010). Attitudes towards the Internet: A Survey of LIS Professionals in Pakistan.
Library Philosophy and Practice. University of the Punjab. Lahore, Pakistan.

McLeod, Saul (2014). Questionnaires. Simply Psychology.

http://www.simplypsychology.org/questionnaires.html/ / Accessed / October 15, 2015.

McLeod, Saul (2014). Sampling Methods. Simply Psychology.

http://www.simplypsychology.org/sampling.html/ / Accessed / October 16, 2015.

Mifflin, Houghton (2010). Web Research Guide: Library vs. the Internet. Harcourt Publishing
Company. http://www.classzone.com/books/research_guide/page_build.cfm?content=library /
Accessed / October 16, 2015.

Moxley, Joseph M. (2015). Library and Internet Research: Become proficient at quickly locating
useful information via the library and Internet.
http://writingcommons.org/opentext/informationliteracy/libraryandinternetresearch/
732libraryandinternetresearch/ / Accessed / October 13, 2015.

Moxley, Joseph M. (2015). Library and Internet Research: Libraries vs. the Web.
http://writingcommons.org/opentext/informationliteracy/libraryandinternetresearch/
732libraryandinternetresearch/ / Accessed / October 15, 2015.
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Literature Review

Oakleaf, Megan (2010). Value of Academic Libraries: A Comprehensive Research Review and Report.
Association of College and Research Libraries. Chicago, USA.

Oluwakemi, Towolawi K. & Adeyemi, J.A. (2010). Acquisition and Use of Library Resources in a
University of Technology: A Statistical Record Assessment. Library Philosophy and Practice.
Bells University of Technology Library. Ota, Ogun State, Nigeria.

Radcliff, Joyce B. (2015). Library VS Internet - ten good reasons to use the library. Tennessee State
University. 3500 John A. Merritt Boulevard, Nashville, TN 37209.

Trivedi, Mayank (2010). Digital Libraries: Functionality, Usability, and Accessibility. Library
Philosophy and Practice. Sardar Patel University. Vallabhvidyanagar-388120, Gujarat, India.

Trochim, William M.K. (2010). Research Methods Knowledge Base.

http://www.socialresearchmethods.net/kb/questype.php/ / Accessed / October 15, 2015.