Chapter 1-5

1 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Chapter 1
THE PROBLEM AND IT’S BACKGROUND
Introduction
Library and Information Science (LIS) courses have lot of potential to
develop the knowledge and skills required to sustain and survive in the present
day knowledge society. Globalization and Liberalization has opened up multiple
career options to the LIS Professionals. Their traditional roles have changed
with the advances in Information and Communication Technologies. LIS
Professionals are expected to be academics of higher order with competence to
work in a hypertext, networked and digital environment. Hence, the LIS
education should impart to the learners the necessary skills to gain employment
upon graduation and to develop the vision and understanding to help them cope
better with the rapidly changing world.
Librarianship refers to the field of working in a library in various ways .There
are numerous positions within the field and numerous types of libraries that one
may find employment whether in a basic librarian position or as an
administrator. However, while anyone can earn a degree and enter this field,
there are certain people who are well-suited for the job based on their overall
personality and their natural skill set. There are also numerous core
competencies that make up the knowledge base of a good librarian. These are
usually taught within classes that lead to library science degrees. In all cases,
understanding the core competencies of librarianship is a good first step
towards success in the field.
Personal Qualities
Before one ever sits in a library science related classroom, there are
numerous skills and abilities that help highlight someone as being right for a
position in this field. These natural talents and personality traits help one stand
out as a good candidate for a position as a librarian. Basic personal traits and
skills that is important to have included:
 A love of knowledge and learning
 A desire to work around people
 Love of books
 Broad overall knowledge of life and the world

 Strong organizational skills
 Good with numbers
 Friendly
 Ethical
 Personable
 Basic affinity for working with large volumes of information
 Computer skills
Note that these skills and traits are not necessarily required to become a
professional librarian, but they are important components of thriving in the
position and as sfinish. is important to consider the presence of one or more of
them in one’s own personality to determine if librarianship is a good career
choice to make.
Basic Competencies
While those personal qualities are all important aspects of a career in this
field, they only make up the foundation on which to build. Learning various skills
through class work is a must for entering a position as a librarian and there are
numerous core competencies worth taking a look at. These basic competencies
include:
 ability to use technology and to use it to enhance the overall effectiveness
of a library, including web based methods of improving technological
access to information.
 good overall knowledge of archiving and filing information as well as
maintaining databases and reference information.
 capable of evaluating resources and finding the best ones for addressing
different questions or issues.
 ability to quickly and professionally search databases, internet resources,
and catalogs to find needed information.
 ability to communicate well with library staff as well as with all patrons and
guests.
 deep knowledge of books. Good librarians usually read a variety of genres
and types of books so that they can help to advise readers as to good
books for their reading level and their interests.
 ability to promote reading
 ability to present information clearly and in an interesting manner
 some public speaking skills may be required as well

 strong level of customer service skills
 ability to adapt to new tools, systems, and situations as they arise – library
and information technology is constantly evolving and shifting and
librarians must be able to evolve along with it
 good overall knowledge of pop culture and current events may not be
needed but can help with facilitating patrons’ needs
 team player
 ability to help overcome issues by focusing on solutions instead of on the
problems
 organizational skills that are enhanced through regular additional efforts
 must maintain a solid overall understanding of different issues that
confront libraries of all sizes
Obviously some of these competencies are taught while others are gradually
learned and mastered during an education and on the job experience. For
example, while classes can help teach one the finer points of organization or
statistics, one will have to gradually learn how to hone their communication
skills.
Additionally, some of these skills may not be as important as others. The
place of employment will have a large impact on exactly what is needed to thrive
in a particular position in a particular job and the specific competencies most
important in that occupation.
The field of librarianship is a rewarding one to enter, particularly for those
who love knowledge, learning, and reading. However, while several personal
traits and skills will help one be better suited overall for a position in the field,
there are also numerous skills and competencies that must be studied and
advanced in order to succeed in this field. It takes much more to thrive as a
librarian than many people realize, and the above lists should help give you an
idea of just what it takes to succeed in this important and constantly evolving
field.
Background of the Study
The province of Cavite has been known as the "Historical Capital of the
Philippines" and was the cradle of the Philippine Revolution, the renouncement
of Spanish colonial control, which culminated in the Philippine Declaration of
Independence on June 12, 1898 in Kawit, Cavite. It was also known in the past
as the main base of the Philippine Navy, but has now become a satellite city of
Manila, with a massive influx of new residents and rapid industrial development.
The province´s name is derived from the Tagalog word Kawit, meaning "hook",
which refers to the shape of the peninsula. This place was a port of Spanish
vessel, including the galleons from Mexico. So it became the center of military
operations during the Philippine Revolution of 1896. When the Spaniards
executed 13 Filipino revolutionaries in Cavite City on September 12, 1896, the
provincial capital is now named after them "Trece Martires` City".
Cavite and its people, what they are today, and what will be tomorrow will
remain their infinity, as a place with a glorious history, and a people fortified with
strength to live and die for a worthy cause. Through there, Colleges and
University in Manila is expanded by establishing schools in Cavite. Among these
schools are: Lyceum of the Philippines, Philippine Christian University, De La
Salle University, University of Perpetual Help, Far Eastern University, San
Sebastian College – Recoletos de Cavite, Emilio Aguinaldo College, Philippine
Nautical and Technological College, STI College and Montessori Professional
College.
Academic library is a library that is an integral part of a college, university, or
other, institution of past secondary education, administered to meet the
information and research needs of its students, faculty and staff.

Many institutions make a distinction between a circulating and lending
library, where materials are expected and intended to be loaned to patrons,
institutions, or other libraries, and a reference library where material is not lent
out. Modern libraries are often a mixture of both, containing a general collection
for circulation, and a reference collection which is restricted to the library
premises. Also, increasingly, digital collections enable broader access to
material that may not circulate in print, and enables libraries to expand their
collections even without building a larger facility. Library is heart of an institution.
The academic library has been, from its inception, an integral part of the higher
learning institution. It is designed and manned by people who are tasked to
acquire and organize resources to enable institutions achieve it organizational
objectives.
The study involves the libraries have at least personnel administration in
controlling and supervision of a library or library system, including planning,
budgeting, policymaking, personnel management, public relations, and program
assessment, with responsibility for results. Also refers collectively to the persons
responsible for managing a library, usually a board of trustees or dean, library
director, and his or her immediate staff. It also includes the professional librarian
that have in academic library program in which individual students (usually

incoming undergraduates) are matched with a librarian assigned to assist them
with research involving the library and its collections. It exercises of a high
standard of trained judgment in meeting the needs of the clients or users of a
service.
The researchers are concerned to the quality of service of the librarians such
in her /his personality, skills, kind of service and etc. that they serve in their
respective library.
It focuses on assessing and evaluating the competency level of professional
librarians in selected academic library in Cavite. By this research the universities
and future researchers can use this as a reference and addition to the existing
body knowledge.
Theoretical Framework
The dynamic environment of the library and information sector stresses the
need for academic library professionals to remain flexible and adaptable to
change. To meet this need, they have to ensure that their knowledge,
competencies and skills meet the needs of the community which they serve.
Similarly, employers have a responsibility to provide opportunities for library and
information professionals to keep their skills, knowledge and competencies up-

to-date. Most of these studies were generally concerned with the common
competencies needed by LIS professionals. One of the major studies on
competencies was undertaken by the Special Libraries Association (SLA)
entitled Competencies for Special Librarians of the 21 st Century, Revised edition,
June 2003. The SLA identified two main types of competency. These are two
core competencies very essential for every library or information professional.
(1) Professional competencies related to the special librarians’ knowledge in the
areas of information resources, information access, technology, management
and research and the ability to use these areas of knowledge as a basis for
providing library and information services. Professional competencies further
include four major competencies, each supported with specific skills: (a)
Managing Information Organizations. (b) Managing Information Resources. (c)
Managing Information Services. (d) Applying Information Tools and
Technologies. (2) Personal competencies comprise a set of skills, attitudes and
values that enable librarians to work efficiently, be good communicators; focus
on continuing learning throughout their careers; demonstrate the value- added
nature of their contributions; and survive in the new field of work. Web Junction
supported in part by OCLC has made a compilation of competency statements
that deal with a broad range of library practice and service. This includes Library
Management, Technology (Core Skills and Systems and IT Skills) and Personal/
Interpersonal competencies. Successful running of an organization require
certain leadership skills and careful management techniques. It is important that
academic librarians acquire the skills that will enable them to operate effectively
in large and increasingly competitive organizations.
The library professionals have to develop good communication skills to help
build good relations with co-workers and users. Librarian must anticipate and
maintain awareness of users’ needs and wants through user surveys, complaint
logs and other means. Developing interpersonal competencies helps to maintain
effective relationship with other staff in the library and achieve common goals.
Library professional must understand the importance of lifelong learning for all
levels of library work and actively pursue personal and professional growth
through continuing education.
In an active library environment the librarian must be alert to the importance
of library in the context of higher education (its purpose and goals) and the
needs of students, faculty, and researchers and seek to provide services that
will enhance these endeavors. Librarian must be familiar with the structure,
organization, creation, management, dissemination, use, and preservation of
information resources, new and existing, in all formats. The subject knowledge
to support collection development within the library and research and teaching
within the university will come under the competencies of technical services.
Now the collection development of e-resources has assumed much prominence
in the world of information. Academic institutions and librarians will continue to
have a crucial role in not only providing technology for users but also in creating
new information systems for managing, disseminating, and preserving
information regardless of format.
Conceptual Framework
The study indicates the Input (I) Process (P) and the Output (O) point of
reference. It is a matter of detailing all fundamentals and systematized diagram
for a clearer picture of effort. The idea indicates the detail by detail assessment
up to finish
INPUT PROCESS OUTPUT
Demographic Profile
Age
Gender
Civil status
Educational attainment
Length of service
Personal Competencies
Communication
Customer Service Distribution and
Leadership Retrieval of
Lifelong Learning and Questionnaire
Personal Growth Statistical treatment
Ethics and Values Proposed
of data
Interpersonal Development
Cultural Program for
Interpretation and
Professional Licensed
Data Analysis
Competencies Librarian
Managing Information
Assessment of
Resources
Respondents
Services
Tools and Technologies
Organization
FIGURE 1- PARADIGM OF STUDY

Figure 1 show the conceptual paradigm of the study which served as the
guide throughout the conduct of investigation. The INPUT consists of the
demographic profile which includes age, gender, civil status, educational
attainment and length of service and the personal and professional
competencies of librarian. The PROCESS (P) serves as the series of actions
and progressive act or transaction taken between input and output which consist
of distribution and retrieval of question, statistical treatment of data,
interpretation and data analysis and the assessment of respondents. Finally, the
OUTPUT (O) is a proposed development program for library personnel.
Statement of the Problem
This paper focused on answering the major problem: What are the levels of
competencies of Professional Librarians in Cavite? Especially this paper sought
answers the following sub- problems:
1. What is the profile of Professional Librarians in Cavite in terms of:
a. Age?
b. Gender?
c. Civil Status?
d. Educational Attainment?
e. Length of Service in the field?
2. What are the Personal Competencies acquired and possessed by the
Professional Librarians and to what levels have they acquired such
competencies along the areas of:
a. Communication
b. Customer Service
c. Leadership
d. Lifelong Learning and Personal Growth
e. Ethics and Values
f. Interpersonal
g. Cultural
3. What are the Professional Competencies acquired and possessed by the
a. Managing Information Resources
b. Managing Information Services
c. Managing Information Tools and Technologies

d. Managing Information Organizations
Scope and Limitation of the Study
The study involves professional librarians in selected academic libraries in
Cavite as of 2015-2016. The following universities are: Lyceum of the
Philippines – Gen. Trias, Philippine Christian University - Dasmariñas, De La
Salle University – Dasmariñas, University of Perpetual Help - Cavite, Far
Eastern University - Silang, Adventist University of the Philippines - Silang, San
Sebastian College – Recoletos de Cavite, Emilio Aguinaldo College – Cavite,
Philippine Nautical and Technological College – Cavite, STI College – Cavite,
National College of Science and Technology, Colegio de Amore, Far Eastern
Polytechnic College, Olivarez College – Tagaytay, St. Dominic College of Asia,
Rogationist College, St. Joseph College – Cavite, Montessori Professional
College – Cavite, Five Star Standard College, Unida Christian College, Imus
Institute, St. Jude College, ISHRM School System. The competencies and
profile of the selected libraries in the above mentioned schools were measured.
The researcher’s primary source of information was questionnaire. The
questionnaire has two parts: Part 1, The Demographic Profile of the

respondents and Part 2, The Competencies of the respondents in terms of
Personal and Professional.
The study was conducted during the last 2nd Semester of 2015-2016.
Significance of the Study
This study is a significant endeavor in promoting good work environment in
the workplace and motivation of its librarians.
To the Administrator , this study will encourage them to support the staff
development program for the benefit of the library personnel.
To the Librarians, this will be great opportunity for the Librarians on how to
improve the library services, facilities and widen their knowledge to serve the
needs of the students.
To the College, this study will help contribute to the existing body of
knowledge.
To the Future Researchers, this study can serve as a guide for other
researchers or group of individuals or professionals in conceptualizing and
conducting similar or related research.

Definition of Terms
The following terms are defined as they are applied in understanding the
study.
Competency. It is a combination of skills, knowledge, and behaviors
important for organizational success, personal performance and career
development (SLA, 1997).It is an area of knowledge or skill that is critical for
producing key outputs. Competencies are internal capabilities that people bring
to their jobs, capabilities, which may be expressed in a broad, even infinite array
of on-the-job behaviors (Keyser, 2000).
Level of Competencies. It is defined as measurement and rank of one’s
set of skills, attitudes and values, knowledge and ability professional and
specific functions and task (Technical).
Professional Competencies. These are the special librarian’s knowledge in
the areas of information resources, information access, technology,
management and research and the ability to use these areas of knowledge as a
basis for providing library and information services. (Penfold, 199)

Personal Competencies. These represent a set of skills, attitudes and
values that enable librarians to work efficiently; be good communicators; focus
on continuing learning throughout their careers; demonstrate the value-added
nature of their contributions; and survive in the new world of work.(Penfold, 199)
Professional Librarian. As used in the study, this refers to licensed
librarians who are graduates of BLIS and with Library units in the Masters in
Library and Information Science program
Academic Libraries. It is a library that is an integral part of a college,
university, or other institution of post-secondary education, administered to meet
the information and research needs of its students faculty and staff. (ODLIS)
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents the foreign and local literature and studies utilized by
the researcher in this study. It involves major findings, ideas, principles, and
related materials relevant to the study.
Foreign Literature
A competency profile commissioned by the CARL Building Capacity
Subcommittee (formerly the Library Education Working Group, 2006 – 2009), is
intended as guides to help librarians working in CARL libraries manage their
careers, set meaningful professional development goals and aligns those goals
with the missions of their respective organizations. The former Library Education
Working Group was established with a mandate to create relationships with
those interested in library education and research, to identify next steps for
taking priorities forward, and to identify actions arising from the
recommendations of the 8Rs Canadian Library Human Resources Study. The
8Rs Canadian Library Human Resource Study was a national research project
that examined library human resources from both organizational and individual
perspectives over a period of two years (2003 – 2005). CARL libraries as a
collective can use the competencies profile to market the library profession and
to recruit new talent. Librarians can also use this profile to identify strengths and
gaps in their personal competencies. 8r’s includes recruitment, retention,
remuneration, reaccreditation, repatriation, rejuvenation, retirement and
restructuring. Library Directors and Human Resource professionals, moreover,
can employ it as a compass or checklist of desirable competencies when hiring
new librarians or when identifying training and development opportunities for
existing librarians. This core competencies profile addresses the recruitment
and restructuring issues in as much as it presents a set of key skills, attributes,
and attitudes which are suggested as integral to building and maintaining a
nimble staff which ably serves its community and continually adapts to a
dynamic, constantly evolving research. In so far as how the guidelines in this
profile may apply to particular institutional settings, individual CARL libraries
may place greater or lesser emphasis on specific portions of the competencies
that follow. The profile attempts to reflect the unique composition of
competencies required by academic librarians working in an intense, 21st
Century academic research environment (CARL ABRC., 2010).

Technological organizational and educational changes are significantly
affecting the library and information profession. There is a mixed picture of role
development, with technology incorporated into existing functions, significantly
complicating some objects some jobs and also generating new specialism’s, the
integration of information into business activities is blurring the traditional
boundaries between information, IS/ICT and other professionals, including
teachers. Demands to broaden and deepen capacity suggest a divergent model
of roles with technically specialized and business oriented dimensions.
The skill set for the network world includes strategic business and soft
personal skills in addition to specialist information skills. Professional
competence is multi-faceted, requiring generic and context-specific knowledge
and understanding related to particular roles. Competence in ICT is a core
requirement, but needs to include user knowledge and strategic awareness as
well as practical skills. Staffs who teach need practical skills, theoretical
knowledge and contextual awareness to fulfill this role.
Many existing professional competency frameworks fail to differentiate
specialist and generic skill sets and do not articulate the range and nuances of
competencies needed. High-level models can help to identify, develop and
promote professional capabilities in a changing situation. More work is needed

to: Explore the convergence and divergence of roles in information
management; articulate fully our core competencies in a technologically rich
environment; investigate and define different levels of information-related
competencies for information-specialist and other information-intensive
activities. (Genoni, P. & Walton G. 2005).
The study of Rooney (2014) is also significant indicating that librarians
should strengthen personal competencies to be more effective and efficient in
conducting task innovatively and maximizing working competitiveness. This
study represents the first research involving the focus on personal competencies
and innovative performance of academic librarians in Malaysian public sector. It
is important because it could provide evidence regarding the required personal
competencies of academic librarian from the viewpoint of the research
universities status. The empirical data derived from the study can assist in some
guidelines and suggestions, which can be beneficial to the parties concerned.
However, the study is limited due to the lack of standards and appropriate
measurements for innovative performance for Malaysian academic libraries in
the public sector. According to Siggins (1992), reward and performance
assessment in crucial to stimulate behavior and encourage organizational
commitment. To be successful, such a system must be perceived to be

equitable, realistic in its expectations, and conforming to asset of clearly
understood and accepted standards. This study is also limited to the public
sector; future research in the non-profit and the private sectors is recommended.
In addition, the next studies should compare public and private sector
organizations with similar personal competencies to determine if there are
differences in innovative performance.
Kaur (2015) on the handbook of research on inventive digital tools for
collection management and development in modern libraries state that the
integration of the Internet technology affects all functions of academic libraries.
The mission of library professionals is to provide excellent information service to
users, has not changed but technology has added several new dimensions and
opened new avenues to their tasks. Present changing and extremely advanced
technical environment for information/knowledge management requires
everything to be advanced. To cope with this type of environment every field is
supposed to accept the fact and implement new emerging technology in it. In
case of libraries, digital libraries have emerged with the task of digitization,
storage, access, digital knowledge mining, digital reference services, and
electronic information services to its technically advanced users. As the library
evolves into digital library, librarians have been considering how to adjust
services to the new environment and new information needs. The trend and
change in the information related field especially in relation to the collection,
processing, storing dissemination of information resulted into the evolution of
libraries into digital libraries. Digital library is generally called a global virtual
library which has a number of machine readable publications and facilities for
remote access to several databases. Its main concept is to share of the
resource globally for providing right information to the right user at the right time.
It provides information directly to the users in according to the needs of
individuals with interests in various fields across network. The advent of digital
library has made an impact on the role of library and information profession as
well as users of information and it only occupies less space, needless
manpower to manage and therefore is cost effective.
Thompson, (2010) on a literature guide compiled by David Lodwick entitled
Review of Core Technology Competencies for Librarians and Library Staff
discussed that no one can pinpoint the exact date when library work became a
race to keep up with technology, but most would now agree with Susan
Thompson that “the rapid pace of change in technology and library services has
made it difficult for libraries to determine just what technology skills various
types of library personnel should know, much less actually ensure that they do
know them.” At least since the mid-1990s, libraries have struggled to define and
achieve a basic level of “computer literacy” for staff and librarians. Thompson
starts out with an overview of technology competencies in libraries. From the
early days of mainframe computers, library technology has expanded
unavoidably through MARC, OCLC, the ILS, OPACs, LANs, PCs, web
browsers, online databases, office productivity and media editing software,
Dublin Core, XML, and Web 2.0 technologies etc. Thompson observes that
many librarians found out that their systems departments are no longer able to
handle all the demands from the many different types of technology now
available in the library. Library staffs are increasingly expected to provide some
level of technology support for themselves. The main thing is to be comfortable
with constant change and constant learning. Consequently, some librarians
maintain that a core competencies program should not focus on individual
software products that soon will be obsolete, but should instead concentrate on
higher level traits, such as the willingness to learn, the ability to evaluate
emerging technologies, and the wisdom to assess and abandon old
technologies that have had their day.

Local Literature
Anday, V. (2008) discussed that with the change in the nature of information
being used and managed and the systems and tools in using information,
librarians are now faced with major challenges of blending traditional library
service with the new technologies in creating, collecting, consolidating and
communicating information. The concern that libraries in the physical sense will
virtually disappears is not warranted. Libraries will remain as institutions where
people go to work and obtain information. What will change are the knowledge
environment and the role of the library and library staff. Since librarians work in
a service-oriented organization, the new roles they play now should also be
geared towards total quality service. The philosophy of service quality center on
continuous quality enhancement is continuous process improvement which
involves improving effectiveness, efficiency and excellence leading to total
quality service. Thus, librarians are now globally competitive and are truly
significant and essential contributors to the success of their organizations.
Mendez, R.C. (2007) also discussed that libraries should not only be
repositories of information but should also be generators and broadcasters of
knowledge. Information Technology now demands a change in the standard of

library operations. We should no longer limit ourselves to the three traditional
aspects of library work which are; user services, technical services, and
administrative services. In fact, librarians nowadays have to develop computer
and information system skills or you will be left behind. I understand that
librarians are now applying their information management and research skills to
fields outside of libraries. They are getting into database development, reference
tool development, information systems, internet coordination, marketing, web
content management and design, training database users, and even publishing.
Some librarians now do not only deal with information in the format of books,
magazines, newspapers, audio recordings, video recordings, maps,
photographs, and other graphic materials. They are now getting into museum-
quality artifacts, manuscripts, and other archival materials. And of course, there
is the Internet. Definitely, we have to deal with the increasing role of technology
in the library. We are moving away from the traditional card catalogues to online
public access catalogues.
A continuing professional education or development is a responsibility that
an individual professional librarian should own and manage. He or she should
take more responsibility for ensuring that his/her own needs are met and not just
attend any program that is offered for the sake of the credit units to be earned.
On the other hand, the government agency that is tasked to regulate and control
these CPEs/CPDs should ensure that the fees are reasonable and should see
to it that the necessary skills are learned by the participants. Organizations
should also have a greater strategic focus on CPDs among their staff to ensure
that budgets are spent well, staffs are appropriately skilled, and the impact of
both the professional and the organization is tangible (Peralejo, E.R., 2009).
Ramos et.al (2014) cited in one of the article in a journal of Philippine
librarianship that library automation and the ever-increasing volume of
information resources available via the World Wide Web (WWW) requires
advanced computer and Internet-searching skills in addition to basic
professional knowledge. Clients want information available to them anytime and
anywhere. Librarians must be able to cater to the needs of the computer-savvy
users in case they are replaced by Google or other search engines. One of the
major challenges embodied in the road map is the need to improve the
professional and technical competencies of the librarian. Complex library tasks
dictate that IT skills be improved to reach the same level, if not higher than that
of the users. Resistance to change is one barrier that hinders the profession to a
large extent. Some librarians, especially those working in the provinces, are still
afraid to use computers. More so, there are many more that are not keen on
pursuing continuous professional development. So, more demands are placed
on librarians by the more sophisticated breed of information seekers. Therefore,
they concluded that a computer-illiterate librarian has no place in the digital age.
Arlante (2011) presented a lecture on PAARL forum entitled library
personnel productivity and leadership that productivity is about changing current
management and work practices in all aspects of the global economy. Change,
by its very nature, requires that difficult decisions have to be made. To arrive at
a sound decision, one must have superior leadership skills and it is the
responsibility of the library management (leadership) to discover the potential in
each library staff member and to apply the appropriate motivational strategy to
increase productivity. One cannot hire only the hand and the brain; the owner of
that hand and brain must always come along. She mentioned a quote from
Andrew Carnegie, “The only irreplaceable capital an organization possesses is
the knowledge and ability of its people. The productivity of that capital depends
on how effectively people share their competence with those who can use it”.
Foreign Studies
Soutter, J.L., (2013) discussed in his study about academic librarian
competency as defined in the library and information science journal literature of

2001-2005 that management is the most common domain in librarian’s
competencies. There is a commonly used definition of competency based on
discussions found in the LIS peer-reviewed journal literature and almost 88% of
the 2001–2005 articles incorporate the first three elements; the cognitive,
functional and behavioral, in their discussions. The majority of the articles are
concerned with training for this is where authors reflect on the needs of working
professionals. While in 2011, 89% of the articles have those same first three
elements, thus leading us to a conclusion regarding a common definition: it
exists and consists of the first three elements. The chi-square test showed no
significant differences between the data sets, thus the 2011 data confirms the
original data describing a holistic definition. The first three elements represent
both the occupation-related competencies (conceptual and operational) as
described by LeDeist and Winterton (39) but only one of the personal
competencies elements: the (operational) behavioral element. The investigator
would argue that any competency definition that excludes meta-competence is
incomplete. Including meta-competence allow for flexibility in our professional
lives. When the authors investigated in this study, their described roles and
aspects of roles exist in infinite worlds, while those that don’t mention it seem to
exist within a more restricted realm with pre-defined limits for operating as a
professional. For example, authors of one article present and investigate
cataloguing competencies (as an aspect or part of the larger role of an LIS
professional) as a limited set of pre-existing or known competencies. The ability
to learn or to recognize the need to learn in the face of change is not considered
nor is the capacity to adapt to what is previously unknown. “As professionals, we
do not operate within a static environment. We are constantly adapting, learning
and how to learn in order to be the best we can be in response to the stated
needs of our users and our organizations”.
In the study of Tanloet, P. & Tuamsuk, K. (2011) on the core competencies
for information professionals of Thai academic libraries in the next decade (A.D.
2010-2019) discussed how the next decade reflect the necessity to develop
Thai information professionals in knowledge, skills, and several aspects of
personal attributes even though some competencies have not changed. With
reference to personal attributes, the study findings indicate that information
professionals who have service mind are required. In terms of knowledge, they
cannot deny that professionals of all periods need basic knowledge in library
and information sciences, especially the knowledge related to information
management and services. This attribute can be said to be the weakness of
librarians and information officers in general. Thus, there are 3 new attributes
that need to be developed: 1) Leadership capacity – ability to give advice, dare
to think and make decision, set directions and goals, have astuteness and wit to
tackle problems; 2) Achievement Motivation - have motivation that will drive one
to attain success as intended; and 3) Adaptability - ability to adapt oneself to
meet with the changing situations and accept new challenges. These qualities
rarely mentioned in the research work of Chat-uthai (2008) and Naresuan
University Library (2009) where the importance was placed on morality,
professional ethics, understanding of others, service mind, cooperation and
organizational responsibilities, and continuous learning and improvement. They
should also be willing and have great intention to provide service that meets the
needs of users and build satisfaction among users. These qualities cannot be
absent since libraries will only survive with service qualities. This also includes
the technology used in information management and is in accordance with what
many researchers have concluded. Therefore, Tanloet and Tuamsuk noted that
the competency in terms of service mind is included in nearly all standards or
professional scope for information professionals that have been developed from
research studies both in the country and abroad. They have also found that
ethics and morality in the profession are to be included. It should be noted that
library and information operations are principally related to intellectual properties

and it was interesting to find that experts see the importance of future
competency in administration and leadership in modern organization.
In the study of Pan and Hovde (2010) about the professional development
for academic librarians: needs, resources and administrative support discussed
that Information and Library Science is an interdisciplinary field and that library's
clientele is a diverse one, including students and faculty, community members,
scholars and researchers from every discipline. The saying, "Knowledge is
boundless" describes a universal realm of knowledge seeking. In order to
provide quality services to that population, librarians need to commit themselves
to continuous learning. Knowledge and scholarship provide the common ground
on which the members of the academic community meet and a greater flexibility
of professional development initiatives -- formal or informal, large or small,
virtual or real -- ensures that library professionals will be well versed in the skills
essential to promoting the advancement of both their patrons and themselves.
What is most important is that those professional development opportunities be
provided.
Local Studies
In the study of Gorospe (2012) of the competencies of library personnel of
the Polytechnic University of the Philippines in Metro Manila Campuses: Basics
for Staff Development Program. The study used a descriptive method of
research and it is the belief of the researcher that it best served the rationale of
the study. The result of the study showed that librarian respondents who were
41 years old or older, female, married, post graduate enrolled, undergraduate
for support staff and in the service for 16 years and above gave a rating of
“competent” in most of the professional and technical indicators for library
personnel. As regards to the library personnel; the law Library, the “competent”
rating with weighted mean 4.49, which means they are professional competent
although two (2) of the Libraries, Hasmin and NALLRC, got “moderately
competent” rating with weighted mean of 3.44 and 3.37. In technical
competency, also the Law Library got “competent” rating with weighted mean of
4.06. However, Four of the Libraries (Hasmin, Sanjuan, NALLRC, and Taguig)
got “moderately competent” rating with weighted mean of 3.46, 3.36. A Staff
development program was also developed but the researcher with the following
objectives (1) to increase the technology based training for library personnel (2)
To constantly update Library personnel on latest library technology around the

world (3) to enable library personnel manipulate the library systems (4) to
strengthen the librarians education and development (5) to provide effective
performance management to library personnel.
Suyu-Alejo (2007) conducted a study on competency assessment of medical
librarians in the Philippines: implications to professional and career
development. The study used a descriptive survey method with questionnaire as
a tool of data. The majority of respondents was 25-44 years old, females,
married, and master’s degree holders or with masters units, with six or more
years in service, worked in a public-sector medical library, and attended six or
more seminars, trainings and conferences. The study revealed that the
respondents were highly competent in the most of personal and technical
competency indicators and half of the professional competency indicators with
regard to Personal Competency, the respondents rated themselves as “Highly
Competent”, with weighted computed means of 4.46-4.17 and in Professional
Competency, they are “Highly Competent” with weighted means of 4.44-4.26 in
and on Technical Competency, they are “ Highly Competent”, with weighted
means of 4.52-4.21 in management of library collection.
Ilagan (2012) study aimed to determine (1) The profile of the profile of the
academic library staff in terms of positions; (2)Degree of technological

competencies of the academic library staff in terms of their knowledge and skills;
(3)Extent of application of the technological competencies on their job; (4.1)
Degree of technological competencies by group according to position; (4.2)
Extent of it application by group according to position and (5) A proposed
training plan/program by the researcher to develop IT competencies of the
academic library staff in Laguna to help strengthen the library staff technological
competency . The study made used of the descriptive method of research with a
four part questionnaire. (51) Academic library staff constituted the respondents
from (10) selected colleges and universities in Laguna. The study concluded
academic library staff-respondents in selected library in Laguna had limited
knowledge / skilled in terms of IT competency. Extent of use technological
resources was not significantly different because the information technology
resources were only being used as the used arose. The group of directors/ chief
librarians was considered as more adept in terms of technological competency
however, technological competency was purely dependent on the nature of work
of the academic library staff respondents.

Synthesis
The cited literature by the CARL Building Capacity Subcommittee (formerly
the Library Education Working Group, 2006 – 2009) and a study of Rooney
(2014) were both similar to the present study because the following studies
focused on personal competencies and innovative performance of academic
librarians and also indicating that librarians should strengthen personal
competencies to be more effective and efficient in conducting task innovatively
and maximizing working competitiveness.
Genoni and Walton (2005), Kaur (2015), Thompson (2010) tackled about
strategic business and soft personal skills in addition to information literacy.
Because technological, organizational and educational changes affects the
library and information profession and invention of digital tools for collection
management and development in modern day libraries because soon software
products will be obsolete, but should instead concentrate on higher level such
as the willingness to learn, ability to evaluate emerging technologies, and the
wisdom to assess and abandon old technologies that have had their day.
Anday (2008) discussed that with the change in the nature of information
being used and managed and the systems and tools in using information,
librarians are now faced with major challenges of blending traditional library
service with the new technologies in creating, collecting, consolidating and
communicating information., Mendez (2007) discussed that libraries should not
only be repositories of information but should also be generators and
broadcasters of knowledge, Peralejo (2009) tackled about professional
education or development, Ramos (2014) cited about challenges embodied in
the road map to improve the professional and technical competencies of the
librarian and the resistance with any changes that hinders the profession to a
large extent, Arlante (2011) concluded that this changes, by its very nature,
requires that difficult decisions have to be made.
The cited studies of Soutter (2013), discussed about academic librarian
competency as defined in the library and information science journal literature of
2001-2005 that management is the most common domain in librarian’s
competencies. Tanloet & Tuamsuk (2011) discussed how the next decade
reflect the necessity to develop Thai information professionals in knowledge,
skills, and several aspects of personal attributes even though some
competencies have not changed. Pan and Hovde (2010) study is about
committing librarians life for continuous learning.

The studies of Gorospe (2012), Suyu-Alejo (2007), Ilagan (2012) are
closely related to the present study because it all tackled about competencies of
library personnel. A development program proposed by Gorospe has the
following objectives (1) to increase the technology based training for library
personnel (2) To constantly update Library personnel on latest library
technology around the world (3) to enable library personnel manipulate the
library systems (4) to strengthen the librarians education and development (5) to
provide effective performance management to library personnel. Ilagan likewise
had his proposed training program to develop IT competencies of the academic
library staff in Laguna to help strengthen the library staff technological
competencies.
The review of the related literature and studies gave proper direction to the
present study. The said reviews of literature both foreign and local were relevant
to the present study as they are both concerned about the personal and
professional competencies of academic library. In this matter, it is stated that the
personal and professional competency of each librarian vary in their field of
work. Each of the studies and literature discussed that all professional librarians
need to attend training to improve their skills especially leadership skills. And
most importantly, each of the professional library personnel must also have
enough knowledge on how to use technology properly and how to maximize
available resources in each of their library. Discussions were focused of the
technological competency of librarians in the use of technology resources,
knowledge and skills and services.

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the method of research, sample size and sampling
technique, description of respondents, research instrument, data gathering
procedures, and the statistical treatment of data.
Method of Research
The descriptive method of research was used in this study. The method is
a type of educational research that involves describing, recording, analyzing,
and interpreting the present nature, composition or processes of phenomena.
The focus is on prevailing conditions, or how a person, group, or thing behaves
or functions in the present. It often involves some type of comparison or
contrast. (Cynthia, 2014)
The researchers believed that this was the best method to use for the study
that examined the competency.

Description of the Respondents
The respondents of this study were licensed librarians of selected
academic libraries in Cavite.
Table 1
Distribution of the Respondents

Continuation of Table 1
Frequency Percentage
Name of Institution
(f) (%)
Adventist University of the Philippines - Silang 7 9.86 %
Colegio de Amore 1 1.41 %
De La Salle University - Dasmariñas 15 21.13 %
Emilio Aguinaldo College 2 2.82 %
Far Eastern University - Silang 2 2.82 %
Far Eastern Polytechnic College 1 1.41 %
Five Star Standard College 1 1.41 %
Imus Institute 1 1.41 %
ISHRM School System 1 1.41 %
Lyceum of the Philippines University – Gen. Trias 1 1.41 %
Montessori Professional College – Cavite 2 2.82 %
National College of Science and Technology 1 1.41 %
Olivarez College – Tagaytay 1 1.41 %
Philippine Christian University - Dasmariñas 2 2.82 %
Philippine Nautical and Technological College –
1 1.41 %
Cavite
Frequency Percentage
Name of Institution
(f) (%)
Rogationist College 3 4.23 %
San Sebastian College – Recoletos de Cavite 8 11.27 %
STI College – Cavite 2 2.82 %
St. Dominic College of Asia 6 8.45 %
St. Joseph College – Cavite 2 2.82 %
St. Jude College 2 2.82 %
Unida Christian College 1 1.41 %
University of Perpetual Help - Cavite 8 11.26%
Total 71 100%
Research Instruments
The fundamental instrument used in order to secure the data needed was
written survey questionnaires. The following are the parts of the research
instrument. Part I contains was the demographic Profile of the respondents
which includes information pertaining to their age, gender, civil status,
educational attainment and length of service in the field. Part II contains the
seven (7) domains for personal competencies and four (4) domains for
professional competencies rated by the library head to its staff and vice versa.
Data Gathering Procedure

The researchers submitted a permission letter to the director office of the
selected academic library in Cavite before conducting a study on the
implementation of policies in the area.
In order to supplement the descriptive method research in collecting the
appropriate data and information essential to the study, the researchers
personally distributed the prepared survey questionnaires to the professional
librarian in selected academic library in Cavite who were chosen as respondents
of this study. The presence of the researchers during the conducting of the
survey made it easier to facilitate the distribution and retrieval of the data and
information needed for the study.
After the respondents finished answering their questionnaires, the
researchers collected the answered questionnaires. The researchers tabulated,
statistically treated, analyzed and interpreted data. These data will become the
bases of analysis and interpretation.
Statistical Treatment of Data

After the data were gathered from primary sources, the researchers
individually checked and sorted out each document. Having ensured that each
questionnaire is properly accomplished, the data from the instruments retrieved
are then tallied, frequency counted and tabulated. This data will be analyzed,
interpreted and statistically treated for the drawing conclusions.
1. Percentage- This shows the proportional relationship between two
magnitudes and the relationships of part to its whole. The formula
for this is:
P= f/Nx100
Where: P= percentage distribution of response
f= frequency of response
N= number of respondents
2. Weighted Mean- this will use to determine the degree of agreement
and the assessment 0f the respondents on the subject.

∑ Fx
x=
N
Where:
x=weighted mean
f =¿ Frequency of requirement
x=weight
N=Number of responses
3. Likert Scale- Based on Rensis Likert, a scale of 1 to 5 was used to
describe the performance of academic librarians in selected
academic libraries in Cavite.
5 - Highly Competent
4 - Competent
3 - Moderately Competent
2 - Less Competent
1 – Incompetent
SCALE RANGE INTERPRETATION

5 4.20 - 5.00 Highly Competent
4 3.40 - 4.19 Competent
Moderately
3 2.60 - 3.39
Competent
2 1.80 - 2.59 Less Competent
1 1.00 - 1.79 Incompetent
Chapter 4
Presentation, Interpretation, and Analysis of Data
This chapter discusses the findings obtained by the primary instrument used
in the study. It presents, analyzes and interprets the data gathered to answer
the problems in the first chapter.
Sub-problem no. 1: What is the profile of Professional Librarians in

Cavite in terms of:
a. Age
b. Gender
c. Civil Status
d. Educational Attainment
e. Length of Service in the field
Table 2 to 6 present the responses of the professional librarians in selected
academic library in Cavite in terms of age, gender, civil status, educational
attainment and length of service in the field.

Table 2
Profile of the Professional Librarians in Selected Academic Libraries in
Cavite in terms of Age
Age Frequency (f) Percentage (%)

21-30 years old 15 21.13%
31-40 years old 39 54.93%
41 or older 17 23.94%
Total 71 100%
Table 2 shows the profile of respondents in terms of their age. As shown in
table 3, most of the librarians in Cavite are 31-40 years old which is 54.93% of
the total number of respondents followed by 17 respondents with the age of 41
or older equivalent to 23.94% and 15 librarians are 21-30 years old with the
percentage of 21.13%.
Table 3
Cavite in terms of Gender
Gender Frequency (f) Percentage (%)

Male 12 16.90%
Female 59 83.10%
Total 71 100%
Table 3 shows the gender of respondents. As shown in table 2, majority of
the respondents are female with a total number of 59 respondents (83.10%)
compared to male with a total number of 12 respondents (34.29%).
Table 4
Cavite in terms of Civil Status
Civil Status Frequency (f) Percentage (%)

Single 28 39.44%
Married 41 57.75%
Widow/ed 1 1.41%
Legally Separated 1 1.41%
Total 71 100%
Table 4 shows that among the 71 respondents, 41 are married which is
57.75%, 28 are single or 39.44% and both widow/ed and legally separated is
1.41% of the total respondents.
Table 5
Cavite in terms of Educational Attainment
Educational Attainment Frequency (f) Percentage (%)

Graduate 35 49.30%
Post Graduate Masters on-going 10 14.08%
Post Graduate Masters 22 30.99%
Post Graduate Doctoral On-going 3 4.23%
Post Graduate Doctoral 1 1.41%
Total 71 100%
Table 5 presents the educational attainment of the 71 respondents which are
35 or 49.30% are graduates; 10 or 14.08% are post graduate masters on-going,
22 or 30.99% are post graduate masters; 3 or 4.23% are post graduate doctoral
and 1 or 1.41% is post graduate doctoral.
Table 6
Cavite in terms of Length of Service
Length of Service Frequency (f) Percentage (%)

1-5 years 17 23.94%
6-10 years 10 14.08%
11-15 years 25 35.21%
16 years and above 19 26.76%
Total 71 100%
The table 6 indicates the frequency and percentage of the rating of the
respondents’ length of service in the field of librarianship. Among them, 17 or
23.94% are 1-5 years in service, 10 or 14.08% are 6-10 years in service, 25 or
35.21% are 11-15 years in service and 19 or 26.76% are 16 years and above in
service. This shows that the most number of respondents are 11 – 15 years in
their profession.
Sub-problem no. 2: What are the Personal Competencies acquired

and possessed by the Professional Librarians and to what levels have
they acquired such competencies along the areas of:
a. Communication
b. Customer Service
c. Leadership
f. Interpersonal
g. Cultural
Table 7 presents data about personal competency of librarians in selected
academic library in Cavite in terms of communication, customer service,
leadership, lifelong learning and personal growth, ethics and values,
interpersonal and cultural competencies.
Table 7
Personal Competency of Librarians in Selected Academic Libraries in
Cavite
Verbal
Weighted Interpretation
Personal Competency Rank
Mean
(VI)
Highly
1. Communication 4.22 6
Competent
Highly
2. Customer Service 4.41 1
Competent
Highly
3. Leadership 4.35 3.5
Competent
4. Lifelong Learning and Personal Highly
4.38 2
Growth Competent
Highly
5. Ethics and Values 4.35 3.5
Competent
Highly
6. Interpersonal Competencies 4.28 5
Competent
7. Cultural Competencies 3.87 Competent 7
4.27 – Highly Competent
Scale to interpret the computed weighted mean:
4.20 - 5.00 – Highly Competent

3.40 - 4.19 – Competent
2.60 - 3.39 – Moderately Competent
1.80 - 2.59 – Less Competent
1.00 - 1.79 - Incompetent
Table 7 presents data about personal competency of librarians in selected
academic library in Cavite which includes communication, customer service,

leadership, lifelong learning and personal growth, ethics and values,
interpersonal competencies and cultural competencies. The researchers rank
the following from 1(highest) – 7 (lowest). Communication got a weighted mean
of 4.22 (rank 6); Customer service with weighted mean of 4.41 (rank 1);
Leadership and Ethics and values with the same weighted mean of 4.35 (rank
3); Lifelong learning and personal growth with weighted mean of 4.38 (rank 2);
Interpersonal competencies with weighted mean of 4.28 (rank 5) and; Cultural
competencies with weighted mean of 3.87 (rank 7). Therefore, personal
competency of librarians got a total weighted mean of 4. 27 rated as “Highly
Competent”.
Sub-problem no. 3: What are the Professional Competencies acquired

and possessed by the Professional Librarians and to what levels have
they acquired such competencies along the areas of:
Table 8 to 11 present data about professional competency of librarians in
selected academic library in Cavite in terms of managing information
resources, managing information services, managing information tools and
technologies and managing information organization.
Table 8
Professional Competency of Librarians in Selected Academic Libraries
in Cavite in terms of Managing Information Resources
Verbal
Weighted
Managing Information Resources Interpretatio Rank
Mean
n
Highly
1. Selection and Acquisition 4.23 3
Competent
Highly
2. Cataloguing 4.30 2
Competent
Highly
3. Collection Management 4.41 1
Competent
4. E-Resources Management 4.00 Competent 5
Highly
5. Preservation 4.20 4
Competent

3.40 - 4.19 – Competent
1.0 - 1.79 – Incompetent
Table 8 represents the professional competency of librarians in selected
academic library in Cavite. It includes managing information resources with five
(5) subfields including selection and acquisition, cataloging, collection
management, e - resources management and preservation. Selection and
acquisition with weighted mean of 4.23 (rank 3); Cataloging with weighted mean
of 4.30 (rank 2); Collection management 4.41 (rank 1); E- resources
management with weighted mean of 4 (rank 5) and; Preservation with weighted
mean of 4.20 (rank 4). Hence, managing information resources got a total
weighted mean of 4.23 rated as “Highly Competent”.
Table 9
in Cavite in terms of Managing Information Services
Verbal
Weighted
Managing Information Services Interpretatio Rank
Mean
n
Highly
1. Access Service 4.37 3
Competent
Highly
2. Reader’s Advisory 4.23 5
Competent
Highly
3. Reference / Information 4.44 1
Competent
Highly
4. Patron Training 4.42 2
Competent
Highly
5. Information Literacy 4.27 4
Competent
6. Public Services / Outreach 4.13 Competent 6
7. Children’s Services 3.97 Competent 7

3.40 - 4.19 – Competent
Table 9 illustrates professional competency of librarians in selected
academic library in Cavite in terms of Managing Information Services. It includes
seven (7) subfields including access service, reader’s advisory, reference/
information, patron training, information literacy, public services/ outreach and
children’s services. Access services got the weighted mean of 4.37 (rank 3);
Reader’s services with weighted mean of 4.23 (rank 5); Reference/ information
with weighted of 4.44 (rank 1); Patron training with weighted mean of 4.42 (rank
2); Information Literacy with weighted mean of 4.27 (rank 4); Public services/
outreach with weighted mean of 4.13 (rank 6) and; Children’s services with
weighted mean of 3.97 (rank 7). Consequently, managing information services
got the total weighted mean of 4.26 rated as “Highly Competent”.

Table 10
in Cavite in terms of Managing Information Tools and Technologies
Verbal
Managing Information Tools and Weighted Interpretatio
Rank
Technologies Mean n
(VI)
1. Core E-mail Highly
4.23 5.5
Competent
2. Core Hardware Highly
4.34 2
Competent
3. Core Internet Highly
4.32 4
Competent
4. Core Operating Systems Highly
4.23 5.5
Competent
5. Core Software Applications Highly
4.33 3
Competent
6. Core Web Tools Highly
4.48 1
Competent
7. Core Applications of Information
4.00 Competent 7
Tools and Techniques

3.40 - 4.19 – Competent
Table 10 indicates the professional competency of librarians in selected
academic library in Cavite in terms of Managing Information Tools and
Technologies. It has seven (7) subfields including core e-mail, core hardware,
core internet, core operating systems, core software applications, core web tools
and core applications of information tools and techniques. Core email and core
operating systems got the same weighted mean of 4.23 (rank 5.5); Core
hardware with weighted mean of 4.34 (rank 2); Core internet with weighted
mean of 4.32 (rank 4); Core software applications with weighted mean of 4.33
(rank 3); Core web tools with weighted mean of 4.48 (rank 1) and; Core
applications of information tools and techniques with weighted mean of 4.00
(rank 7). As a result, managing information tools and technologies of the
librarians got a total weighted mean of 4.28 rated as “Highly Competent”.

Table 11
in Cavite in terms of Managing Information Organization
Verbal
Weighted
Interpretation Rank
Mean
Managing Information Organization (VI)
1. Strategic Planning / Policy Competent
4.14 4
Formulation
2. Financial Management / Competent
4.01 7
Budgeting and Funding
3. Project Management / Research 4.04 Competent 6
Highly
4. Personnel Management 4.35 2
Competent
5. Public Relations / Marketing and Highly
4.39 1
Promotion Competent
6. Collaboration / Networking 4.07 Competent 5
Highly
7. Facilities Management 4.27 3
Competent
4.18 - Competent

3.40 - 4.19 – Competent
Table 11 shows that professional competency of librarians in selected
academic library in Cavite in terms of Managing Information Tools and
Technologies. It has seven (7) subfields including strategic planning or policy
formulation, financial management or budgeting and funding, project

management or research, personnel management, public relations or marketing
and promotion, collaboration / networking and facilities management. Strategic
planning or policy formulation has weighted mean of 4.14 (rank 4); financial
management / budgeting and funding got the lowest weighted mean of 4.01
(rank 7); project management / research with weighted mean of 4.04. (rank 6);
personnel management with weighted mean of 4.35 (rank 2); personnel
management with the highest weighted mean of 4.39 (rank 1); collaboration /
networking with weighted mean of 4.07 (rank 5) and facilities management with
weighted mean of 4.27 (rank 3) . As a result, managing information tools and
technologies of the librarians got a total weighted mean of 4.18 rated as
“Competent”.
LIBRARIANPROPOSED DEVELOPMENT PROGRAM TOWARDS COMPETENT PROFESSIONAL
66
Goal 1. Personal Training Program
PRIORITY TIME PERFORMANCE SUCCESS

OBJECTIVES
PROGRAM BENEFICIARIES
DEVELOPMENT FRAME INDICATOR INDICATOR
1.  Professional 100 % involvement Built awareness,

Enhancement of skills training, Librarian in activities geared preparedness and
cultural service workshops, forum,
towards promoting readiness of
training for orientation program cultural heritage professional
professional and being able to April- May and services librarian on
librarian visit indigenous cultural heritage
people and services
Goal 2. Professional Training Program

PRIORITY TIME PERFORMANCE SUCCESS
OBJECTIVES
PROGRAM BENEFICIARIES
DEVELOPMENT FRAME INDICATOR INDICATOR
1.  Professional 100%
tools, web Uses common
To increase the Hold an orientation Librarian familiarization
conferencing
and social networking
knowledge of and readiness manipulation
programs).
of the and online
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
professional program on how to library e- collaboration tools

librarian in use and maximize May 2016 resources (e.g. blogs,
managing available e- continuing podcasts, RSS
information resources feed readers,
resources instant messaging
tools,
collaboration
67
PROPOSED DEVELOPMENT PROGRAM TOWARDS COMPETENT PROFESSIONAL
Goal 2. Professional Training Program
ECTIOBJ PRIORITY DEVELOPMENT BENEFICIARI PERFORMANCE SUCCESS
TIME FRAME
VES PROGRAM ES INDICATOR INDICATOR
1.  Adopted 100 % Built awareness,

attai To Conduct community extension Barangay involvement in preparedness and
n the service every year based from the activities geared readiness of
identified needs of the adopted towards professional librarian
barangay promoting cultural on cultural heritage
April- May heritage and and services
services
2.  Professional
Manipulation/ Hands-on on managing 100% assesses, Ready and prepared
enabTo Librarian selects and for library automation
le information tools and technologies in the future
applies current
and emerging collaboration tools,
May 2016 continuing web conferencing
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
information tools
programs).
Chapter 5
Summary, Conclusions and Recommendations
This chapter presents the summary of the findings, the conclusions derived
and the recommendations of the researchers based on the sub-problems and
discussion in Chapter IV.
Summary
The main objective of the study was to assess and evaluate the competency
level of professional librarians in selected academic libraries in Cavite and seek
answers to the following questions:
1. What is the profile of Professional Librarians in Cavite in terms of:
a. Age
b. Gender
c. Civil Status
d. Educational Attainment
e. Length of Service in the field

2. What are the Personal Competencies acquired and possessed by the
a. Communication
b. Customer Service
c. Leadership
f. Interpersonal
g. Cultural
3. What are the Professional Competencies acquired and possessed by the

The study was a descriptive method. This method was used to analyze the
assessment of the head to its staff and vice versa by giving survey
questionnaire which was used to describe the analysis of the level of
competencies of the professional librarian in selected academic library in Cavite.
The said method of research is the most appropriate method for the research for
it doesn’t end in gathering data; it includes proper analysis and interpretation of
the data that has been gathered.
Findings
The summary of the findings of the study are as follows:
1. On the Profile of the Respondents
1.1. Majority of the respondents are 31 to 40 years old which is 39 or
54.93% of the total number of respondents followed by 17 or
23.94% respondents with the age of 41 or older and some were
from 21-30 years old (15 or 21.13%).
1.2. As a result, majority of the respondents are female with a total
number of 59 respondents (83.10%) and a total number of 12
respondents (34.29%) male.

1.3. Majority of the respondents are married (41 or 57.75%), 28 are
single (39.44%) and both widow/ed and legally separated is 1 or
1.41% of the total respondents.
1.4. Majority of the respondent were graduates (35 or 49.30%); a few
were post graduate masters (22 or 30.99%); a few others were post
graduate masters on-going (10 or 14.08%); some were post
graduate doctoral on-going (3 or 4.23%); and about 1 or 1.41% are
post graduate doctoral.
1.5. In terms of years of service, the larger bulk of the respondents were
at intervals 11-15 years (35.21%), 26.76% or 19 respondents are
16 years and above, 23.94% or 17 respondents are 1-5 years and
10 or 14.08% are 6-10 years in service.
2. On Personal Competencies of Professional Librarians
2.1. Among the seven specific competencies enumerated under the
area of Personal Competencies, the item which stood out in terms
of weighted mean was the Customer Service as evidenced by the
area weighted mean of 4.41, equivalent to Highly Competent.
Followed by the area of Lifelong Learning and Personal Growth
(4.38), then Leadership and Ethics and values with the same
weighted mean of 4.35; Interpersonal Competencies with weighted
mean of 4.28; Communication with weighted mean of 4.22 and last
in the list with a weighted mean of 3.87 is the Cultural
Competencies.
3. On Professional Competencies of Professional Librarians
3.1. In Managing Information Resources, the respondents registered the
highest weighted mean of 4.41 for the collection management,
followed by the cataloguing with a weighted mean of 4.30, next is
selection and acquisition with a weighted mean of 4.23, then
preservation with 4.20 weighted mean and the lowest weighted
mean is e-resources management (4.00). Thus, this area obtained
a general weighted mean of 4.23 equivalents to Highly Competent.
3.2. In regard to Managing Information Services, the highest weighted
mean of 4.44 was obtained for the reference / information, followed
by patron training with a weighted mean of 4.42. The three
remaining domains obtained mean ratings from 4.23-4.37 – all
described as highly competent, and the other two domain which is
the public Services / outreach with a total weighted mean of 4.13
and the children’s services which registered the lowest weighted

mean of 3.97 are both describe as Competent. Managing
Information Services got the total weighted mean of 4.26 rated as
Highly Competent.
3.3. On the area of Managing Information Tools and Technologies, it
was found that the domain, core web tools ranked first with a
weighted mean of 4.48. It is interesting to note that the rest of the
domains obtained weighted means equivalent to highly Competent,
since they ranged from 4.23-4.34, except the domain core
applications of information tools and techniques which has a lowest
weighted mean of 4.00 equivalents to Competent. As a result,
Managing Information Tools and Technologies got a total weighted
mean of 4.28 rated as Highly Competent.
3.4. Under the competency area, Managing of Information
Organizations, the domain, Public Relations / Marketing and
Promotion, obtained the highest weighted mean of 4.39, described
as Highly Competent. This is followed by the domain, Personnel
Management, with a weighted mean of 4.35, described as highly
competent and Facilities Management, with a weighted mean of
4.27, also as Highly Competent. The rest of the domains fell under
the category of Competent with weighted means ranging from 4.01-
4.14. Managing Information Tools and Technologies got a total
weighted mean of 4.18 rated as Competent.
Conclusions
Based on the findings of the study, the following conclusions are as
follows:
1. The data showed that 54.93% are respondents’ ages from 31 to
40 years old. 83.10% of the respondents are female, 57.75% are
married, 49.30% are graduates and 35.21% are 11 to 15 years in
service.
2. As a result the personal competency of librarians got a total
weighted mean of 4. 27 rated as “Highly Competent”.
3. The data showed that professional librarians in selected academic
libraries in Cavite are “Highly Competent” in managing information
resources, managing information services, managing information
tools and technologies with obtained weighted means of 4.23, 4.26
and 4.28. On the other hand, the managing information

organization having the weighted mean of 4.18 rated as
“Competent”.
Recommendation
Based on the findings and conclusions made, the following are the
derived recommendation of the study:
1. The respondent might consider taking up masteral or doctoral
degree that may able them to gain more knowledge related with
their profession.
2. With regard to personal competencies, the respondents might
consider attending trainings that may help to improve their cultural
competencies and to promote their cultural heritage and services.
3. In terms of professional competencies, the researchers found out
that the respondents might consider having trainings regarding on
information organizations such as financial management or
budgeting and funding and project management or research.
4. Also, they might think about attending preservation-related
seminars, trainings and workshops.

BIBLIOGRAPHY
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Gorospe, B. (2012). Competencies of library personnel of the Polytechnic
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Suyu-Alejo (2007).Competency Assessment of Medical Librarians in the
Philippines: Implications to Professional and Career Development.
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Ilagan (2012).The profile of the profile of the academic library staff in terms of
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Soutter, J. (2013). Academic Librarian Competency as Defined in the Library
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ih1x
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with emphasis on personal and professional competencies (with Emphasis on
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Librarians / Information Specialists for Quality Service". Bicol Librarians
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22, 2015 from:
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Rooney, J. (2014, October 17). ICICKM2014-Proceedings of the 11th
International Conference on Intellectual Capital, Knowledge Management and
Organisational Learning. Retrieved January 20, 2016, from
https://books.google.com.ph/books?id=31PtBAAAQBAJ
ABRC, C. (2010, October). Core competencies for 21st century and CARL
Librarians.Retrieved January 20, 2016, from
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Genoni, P., & Walton, G. (2005, January 1). Continuing Professional
Development- Preparing for New Roles in Libraries: A Voyage of Discovery.
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About Cavite Province, Philippines. (n.d.). Retrieved December 7, 2015 from
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Cavite. (n.d.). Retrieved December 7, 2015, from
https://en.wikipedia.org/wiki/Cavite
Mathew, S. (n.d.). Dyuthi Home. Retrieved January 19, 2016 from
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Peralejo, Elizabeth R. (2009, April 21) Ensuring a continuing professional
education (cpe) among registered librarians in the philippines. 14th Congress
of Southeast Asian Librarians. Retrieved January 24, 2016 from:
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%20Conference%20Proceeding.pdf/439377106/CONSAL%20XIV%20General
%20Conference%20Proceeding.pdf
Arlante, Salvacion M. (Nov 26, 2011). “Discovering Connections, Connecting
Discoveries: LIBRARY PERSONNELPRODUCTIVITY & LEADERSHIP2011”.
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leadership-2011
Cynthia Joy. (June 28, 2014). “Descriptive Method”. Retrieved February 15,
2016 from:
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Tools for Collection Management and Development in Modern Libraries” –
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Services”. Retrieved February 15, 2016 from
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id=eYQhAAAAQBAJ&dq=personal+and+professional+competencies+of+librari
ans&source=gbs_navlinks_s
APPENDICES
Appendix 1
Survey Questionnaire and Cover Letter
Polytechnic University of the Philippines

Sta. Mesa, Manila
College of Education
Bachelor in Library and Information Science
Dear Respondent:
We are selected 3rd year Bachelor in Library and Information Science
students of the College of Education of the Polytechnic University of the
Philippines. In partial fulfillment of our subject LISC: Research Methods in LIS,
We are currently conducting a study entitled: “Level of Competencies of
Professional Librarians in Selected Academic Library in Cavite ". May we
ask for a few minutes of your time to complete our survey questionnaire? We
greatly appreciate your effort in answering our survey. Thank you!

I. Demographic Profile
Instruction: Kindly supply the information needed by honestly filling the blanks provided or
by checking the answer of your response. Please answer all applicable items:
1. Name of respondent: (optional) ____________________________________________

2. Name of school: (required) ________________________________________________
3. Position: (required) ___________________
4. Age group:
[ ] 21 – 30 years [ ] 31 – 40 years
[ ] 41 or older
5. Gender:
[ ] Male [ ] Female
6. Civil status:
[ ] Single [ ] Widow/ed
[ ] Married [ ] Legally separated
7. Educational attainment / current educational level of student:
[ ] Graduate [ ] Post graduate doctoral ongoing
[ ] Post graduate masters ongoing [ ] Post graduate doctoral
[ ] Post graduate masters
8. Length of service in the field?
[ ] 1 – 5 years [ ] 11- 15 years
[ ] 6 – 10 years [ ] 16 years and above
II. Competencies
Instruction: The library director will rate his/her library staff in general while each of the library
staff will rate the library director according to the ranking shown below:
5 – Highly competent
4 – Competent
3 – Moderately competent
2 – Less competent
1 – Incompetent
I. Personal Competencies
Rating
1. Communication 5 4 3 2 1
1.1. Communicates effectively using a variety of methods.
1.2. Communicates effectively to a variety of audiences and

individuals of diverse backgrounds and culture.
1.3. Selects and applies the most appropriate and effective

means of communication to meet situational needs.
Rating
2. Customer Service 5 4 3 2 1
2.1. Manages the Library environment to enhance user
experience
2.2. Develops and evaluates standards and practices for the
delivery of quality customer service.
2.3. Applies customer service skills to improve/upgrade the
level of the user satisfaction.
2.4. Applies effective techniques to address issues/concerns

arising from his/her professional dealings with the user.
Rating
3. Leadership 5 4 3 2 1
3.1. Aligns efforts with the vision and direction of the
organization.
3.2. Demonstrate an aptitude for leadership.
3.3. Anticipates and adapts to changes, developments and

challenging.
Rating
4. Lifelong Learning and Personal Growth 5 4 3 2 1
4.1. Manages the continuous development of professional
skills and knowledge.
4.2. Pursues a commitment to personal growth and lifelong
learning.
Rating
5. Ethics and Values 5 4 3 2 1
5.1. Understands and acts in accordance with the basic
values and ethics of library services.
Rating
6. Interpersonal Competencies 5 4 3 2 1
6.1. Develops and maintains effective relationships with
others to achieve common goals.
6.2. Builds team-building skills and attitude amongst
members of his or her team/staff.
6.3. Applies effective strategies to manage organizational
politics, conflicts and other internal problems.
Rating
7. Cultural Competencies 5 4 3 2 1
7.1. Widens and strengthens his or her involvement in
activities geared towards promoting cultural heritage
and services.
II. Professional Competencies
Rating
A. Managing Information Resources 5 4 3 2 1
1. Selection and Acquisition
1.1. Manages the process by which library resources are

selected and acquired.
2. Cataloguing
2.1. Understands the general structure, relationships and
relative importance of library catalogue systems and
software. (Classification Systems, e.g. LC. Dewey;
Subject Headings List e.g. LCSH, SLSH; AACR2; RDA)
3. Collection Management
3.1. Understands the acquisition and collection
development processes and policies for the library.
4. E-Resources Management
4.1. Uses common social networking and online
collaboration tools (e.g. blogs, podcasts, RSS feed
readers, instant messaging tools, photo-sharing tools,
collaboration tools, web conferencing programs).
5. Preservation
5.1. Understands preservation and conservation issues,
including requirements for archival preservation and
proper handling of materials.
Rating
B. Managing Information Services 5 4 3 2 1
1. Access Services
1.1. Understands and performs the basic operations of the
circulation function.
2. Reader’s Advisory
2.1. Explains and performs intra and interlibrary loan
procedures, document delivery, resource sharing,
reserves and other information retrieval options.
3. Reference/Information
3.1. Understands the essential characteristics of reference
service in order to assist, advise and instruct users in
the use of primary resources.
4. Patron Training
4.1. Develops and implements training programs to educate
the library users on the use of the library and its
resources.
5. Information Literacy
5.1. Develops, designs, implements and assesses the
library’s information literacy program.

6. Public Services/Outreach
6.1. Designs and provides the library services attuned to the
needs and interests of the community as well as the
library’s overall goals and objectives.
7. Children’s Services
7.1. Designs and implements library services to meet the
needs and interests of children in the community.
Rating
C. Managing Information Tools and Technologies 5 4 3 2 1
1.Core E-mail
1.1. Performs basic functions of e-mail applications
3.2 Performs basic calendar and task management
operations/applications.
4. Core Hardware
II.1 Understands and uses basic computer hardware
and peripherals
5. Core Internet
5.2 Understands and uses the internet and the World Wide
Web.
5.3 Performs basic information searches.
5.4Understands common security protocols related to

internet use.
6. Core Operating Systems
6.2 Understands and performs basic operating system
functions.
7. Core software applications
7.2 Understands and performs basic functions and tasks of
common software programs.
7.3 Performs basic word processing operations.
7.4Performs basic printing operations from common

applications.
8. Core Web tools
8.2 Understands and uses common social networking and
online collaboration tools.

9. Core Applications of Information Tools and Techniques
9.2 Assesses, selects and applies current and emerging
information tools and creates information access and
delivery solutions.
Rating
D. Managing Information Organizations 5 4 3 2 1
1. Strategic Planning/Policy Formulation
1.1. Envisions strategic directions of the library in support of
the programs of the institutions to which it is attached.
2. Financial Management/Budgeting and Funding
2.1. Establishes effective financial management processes
and services, using sound business and financial
judgement.
3. Project Management/Research
3.1. Employs sound project management principles and
procedures in the planning and implementation of the
projects, programs, and researches.
4. Personnel Management
4.1. Builds effective and harmonious work relationships
toward the professional and personal growth of the
people working within the organization.
5. Public Relations/Marketing and Promotion
5.1. Assess and communicates the value of the library, and
builds support to promote its information resources
and services, through various media and /or multilevel
marketing.
6. Collaboration/Networking
6.1. Forges linkages/partnerships, within and outside the
organization, to optimize use of library resources,
promote library cooperation initiatives and to ensures
conformity with regulatory standards, laws and other
policies affecting libraries
7. Facilities Management
7.1. Formulates plans and policies for optimum use of
facilities and equipment.
Appendix 2
Request Letter
Sta. Mesa, Manila
College of Education
Dear Sir/Madam:
Warmest greetings!
The following undersigned are third year students at the Polytechnic University of
the Philippines, Sta. Mesa-Manila taking up Bachelor’s Degree in Library and
Information Science and presently conducting a research entitled “Levels of
Competencies of Professional Librarians in selected Academic Library in
Cavite,” and we need your help to realize our objectives.
In line with this, we would like to request your participation as well as your
professional library staff by answering our questionnaire and rest assured that all
information derived herein will be treated with utmost confidentiality.
Thank you for your time and consideration in this matter.
Respectfully yours,
Jennielyn G. Gregorio – Group Leader

Donna Yssavel B. Arevalo
Anne Jelyn E. Arnado
Orly Marie M. Cabal
Monica M. Elisan
Noted by:
Avelina N. Lupas
Professor
Research Methods in LIS
Appendix 3:
Curriculum Vitae
Jennielyn G. Gregorio
Blk 18 Lot 38 Phase 1A Barangay Inocencio
Southville 2 Trece Martires City, Cavite
09077470667 / 09164701049
jhengregorio.jg@gmail.com
OBJECTIVES
To be a part of an institution that indulges professional growth which

provides challenging and rewarding career while allowing me to utilize my
knowledge and skills.
ACADEMIC BACKGROUND
Tertiary: Polytechnic University of the Philippines

2013 – Present
Secondary: Luis Aguado National High School

Barangay Aguado Trece Martires City, Cavite
2009-2013
Primary: Southville 2 Elementary School

Barangay Inocencio Southville II Phase 1-A Trece
Martires City, Cavite
2007-2009
PERSONAL DATA
Date of Birth: December 10, 1996
Place of Birth: Manila
Age: 19 years old
Civil Status: Single
Sex: Female
Religion: Roman Catholic
Citizenship: Filipino
SEMINARS ATTENDED
 Transcend: Connecting K-12 Libraries with Classrooms

March 01, 2016
UE-ASLIS
 Finish then Publish: Completing and Disseminating Your Research

Paper
February 24, 2016
PUP-CoEd
 Making Things Happen: Librarians as Project Managers

September 17, 2015
PNULISAA
 Library Safety
March 9, 2015
ASLP
 Keeping up With the Times: Use of Mobile Apps in Marketing Your

Library
November 15, 2014
Aurora Boulevard Consortium Libraries
 Redesigning Information Literacy: What Every Librarian Should Do

To Empower Learners
September 18, 2014
PNULISAA
 From Books to MOOCS: Massive Thinking in Today’s Online

Library Programming
 LIS Congress 2014 Maximize Yourself and Your Library

January 27, 2014
UPLISSA
I hereby certify that the above information is true and correct to the best
of my knowledge.
Jennielyn G.
Gregorio
Polytechnic
University of
the
Philippines
Sta. Mesa
Manila
09077470667 / 09164701049
DONNA YSSAVEL B. AREVALO

Blk 48 Lot 9 Phase 1A Barangay Inocencio Southville 2 Trece Martires City, Cavite
09169571859
arevalodonnayssavel@gmail.com
OBJECTIVES
To secure a cooperative education in the field of librarianship that will

challenge and strengthen my education and professional skills.
ACADEMIC BACKGROUND

Sta. Mesa, Manila
2013 – Present
Secondary: Luis Aguado National High School

Brgy. Aguado Trece Martirez City, Cavite
2008 – 2012
Primary: Barcelonita Elementary School

Barcelonita Cabusao, Camarines Sur
2003 – 2009
PERSONAL DATA
Date of Birth: March 13, 1995
Age: 21 years old
Sex: Female
SEMINARS ATTENDED

March 01, 2016
UE-ASLIS

Paper
February 24, 2016
PUP-CoEd
 The Role of Booksellers in Library’s Collection Development

November 21, 2015
PUP-NALLRC

September 17, 2015
PNULISAA
 Storytelling as a Tool in Enriching Young Minds and Building

Confidence for Young Adults
August 18, 2015
PUP-BLIS 3-1
 Library Safety
March 9, 2015
ASLP
 Philippine Librarianship: Its Future in the Age of Technology

November 25, 2014
PUP-NALLRC
 Copyright Law and the Intellectual Property Rights

November 25, 2014
PUP-NALLRC

Library
November 15, 2014

To Empower Learners
September 18, 2014
PNULISAA
 From Books to MOOCS: Massive Thinking in Today’s Online

Library Programming

January 27, 2014
UPLISSA
of my knowledge.
Donna Yssavel B. Arevalo

Sta. Mesa Manila
09169571859
MONICA M. ELISAN
A52 Katihan Street Poblacion Muntinlupa City
09063797978
elisanmonica18@gmail.com
OBJECTIVES
To use my skills in the best possible ways of achieving the institution goals.
ACADEMIC BACKGROUND

2013 – Present
Secondary: Muntinlupa Elementary High School

NBP Reservation, Muntinlupa City

2009 – 2013
Primary: Muntinlupa Elementary School

Rizal Street Poblacion, Muntinlupa City
2003 – 2009
PERSONAL DATA
Date of Birth: November 18, 1996
Place of Birth: Caloocan City
Age: 19 years old
Sex: Female
SEMINARS ATTENDED

March 01, 2016
UE-ASLIS

Paper
February 24, 2016
PUP-CoEd

September 17, 2015
PNULISAA

August 18, 2015
PUP-BLIS 3-1

To Empower Learners
September 18, 2014
PNULISAA
of my knowledge.
Monica M. Elisan
Sta. Mesa Manila
09063797978
ANNE JELYN E. ARNADO
1029 Special Block Kabisig 28 Floodway Brgy. San

Andres Cainta, Rizal
09368016247
annejelyn08@gmail.com
OBJECTIVES
To enhance my professional skills in a dynamic and fast paced workplace.
ACADEMIC BACKGROUND

2013 – Present
Secondary: Rizal Experimental Station and Pilot School of Cottage

Industries
Jenny’s Avenue Maybunga Pasig, City
2009 – 2013
Primary: Kabisig Elementary School

Blk. 15 Kabisig Floodway Brgy. San Andres Cainta,
Rizal
2003 – 2009
PERSONAL DATA
Date of Birth: May 8, 1997
Age: 19 years old
Sex: Female
SEMINARS ATTENDED

Paper
February 24, 2016
PUP-CoEd

November 21, 2015
PUP-NALLRC

September 17, 2015
PNULISAA

August 18, 2015
PUP-BLIS 3-1

November 25, 2014
PUP-NALLRC

Library
November 15, 2014

To Empower Learners
September 18, 2014
PNULISAA
of my knowledge.
Anne Jelyn
E. Arnado
Polytechnic
University of
the
Philippines
Sta. Mesa
Manila
09368016247
ORLY MARIE M. CABAL
2189 Sobriedad Ext., Sampaloc Manila

09261451727
cabal.orly26@gmail.com
OBJECTIVES
To be in an institution that provides opportunities for both personal and

professional development through utilizing my skills, knowledge and abilities.
ACADEMIC BACKGROUND

2014 – Present
National teachers College

Bachelor in Information Technology
2013 – 2014
Secondary: Christian Ecclesiastical School

Gaya-Gaya San Jose Del Monte Bulacan
2009 – 2013
Primary: Golden Children Academy

Melody Plains San Jose Del Monte Bulacan
2007 – 2009
PERSONAL DATA
Date of Birth: November 26, 1996
Age: 19 years old
Sex: Female
SEMINARS ATTENDED

Paper
February 24, 2016
PUP-CoEd

November 21, 2015
PUP-NALLRC

September 17, 2015
PNULISAA

August 18, 2015
PUP-BLIS 3-1

November 25, 2014
PUP-NALLRC

Library
November 15, 2014

To Empower Learners
September 18, 2014
PNULISAA
 From Books to MOOCS: Massive Thinking in Today’s Online Library

Programming

January 27, 2014
UPLISSA
of my knowledge.
Orly Marie M. Cabal
Sta. Mesa Manila
09261451727
Appendix 4:
Certification of Editing

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1 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

THE PROBLEM AND IT’S BACKGROUND

Library and Information Science (LIS) courses have lot of potential to

day knowledge society. Globalization and Liberalization has opened up multiple

with the advances in Information and Communication Technologies. LIS

Professionals are expected to be academics of higher order with competence to

work in a hypertext, networked and digital environment. Hence, the LIS

better with the rapidly changing world.

Librarianship refers to the field of working in a library in various ways .There

may find employment whether in a basic librarian position or as an

understanding the core competencies of librarianship is a good first step

towards success in the field.

skills that is important to have included:

 A love of knowledge and learning

 A desire to work around people

 Broad overall knowledge of life and the world

 Strong organizational skills

 Good with numbers

 Basic affinity for working with large volumes of information

professional librarian, but they are important components of thriving in the

position and as sfinish. is important to consider the presence of one or more of

them in one’s own personality to determine if librarianship is a good career

 ability to use technology and to use it to enhance the overall effectiveness

of a library, including web based methods of improving technological

 good overall knowledge of archiving and filing information as well as

maintaining databases and reference information.

different questions or issues.

 ability to quickly and professionally search databases, internet resources,

and catalogs to find needed information.

 deep knowledge of books. Good librarians usually read a variety of genres

books for their reading level and their interests.

 ability to promote reading

 ability to present information clearly and in an interesting manner

 some public speaking skills may be required as well

 strong level of customer service skills

and information technology is constantly evolving and shifting and

librarians must be able to evolve along with it

needed but can help with facilitating patrons’ needs

 ability to help overcome issues by focusing on solutions instead of on the

 organizational skills that are enhanced through regular additional efforts

 must maintain a solid overall understanding of different issues that

confront libraries of all sizes

Additionally, some of these skills may not be as important as others. The

in a particular position in a particular job and the specific competencies most

important in that occupation.

The field of librarianship is a rewarding one to enter, particularly for those

advanced in order to succeed in this field. It takes much more to thrive as a

Background of the Study

of Spanish colonial control, which culminated in the Philippine Declaration of

operations during the Philippine Revolution of 1896. When the Spaniards

executed 13 Filipino revolutionaries in Cavite City on September 12, 1896, the

provincial capital is now named after them "Trece Martires` City".

University in Manila is expanded by establishing schools in Cavite. Among these

schools are: Lyceum of the Philippines, Philippine Christian University, De La

Salle University, University of Perpetual Help, Far Eastern University, San

Sebastian College – Recoletos de Cavite, Emilio Aguinaldo College, Philippine

Nautical and Technological College, STI College and Montessori Professional

Academic library is a library that is an integral part of a college, university, or

other, institution of past secondary education, administered to meet the

information and research needs of its students, faculty and staff.