Libraries at University of Nebraska-Lincoln



Andretta, S. (2005). Information literacy: a practitioner's guide. Oxford: Chandos Publishing.

Creswell, J. W. (2010). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE Publication.

George, H. C., Wiyanti, M. I. E & Widaty, D. R. (2011). Peran tenaga perpustakaan sekolah dalam implementasi literasi informasi di Indonesia: kajian terhadap tenaga perpustakaan sekolah yang telah mengikuti pelatihan literasi informasi. Jakarta: Perpustakaan Nasional RI.

Hanson, C. D. (2012). Academic Library Friends: A Toolkit for Getting Started – You Can Do This! Philadelphia: United for Libraries. Retrieved from

Karimi, Z., Ashrafi-rizi, H., Papi, A., Shahrzadi, L., & Hassanzadeh, A. (2015). Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards. Journal of Education and Health Promotion, 4, 76.

Krathwohl, D. R. (1993). Methods of educational and social science research: An integrated approach. New York: Longman.

Latham, D., Gross, M. & Witte, S. (2013). Preparing Teachers and Librarians to Collaborate to Teach 21st Century Skills: Views of LIS and Education Faculty. School Library Research. 16, 1-23. Retrieved from

Lau, J. (2006). Guidelines on information literacy for lifelong learning: final draft. IFLA. Retrieved from

McAdoo, M. L. (2012). Fundamentals of Library Instruction. Chicago: ALA Editions.

Nurhayati, A. (2016). Strategi pustakawan dalam menyukseskan akreditasi perpustakaan sekolah (studi kasus perpustakaan SD Muhammadiyah Sapen SDIT Lukman Al-Hakim Yogyakarta). LIBRARIA: Jurnal Perpustakaan. 4 (2), 289-314. DOI:

Prijana, Yanto A. (2017). Metode analisis hubungan asosiasi Chi-Square Ilmu Perpustakaan & Informasi. Bandung: Unpad Press

Reitz, J. M. (2004). "Dictionary for Library and Information Science" . Library Books and Monographs. United State: Libraries Unlimited. Site

Small, R. V., Zakaria, N., & El-figuigui, H. (2004). “Motivational Aspects of Information Literacy Skills Instruction in Community College Libraries.” College & Research Libraries 65 (2): 96–121. doi:10.5860/crl.65.2.96.

Sugiyono. (2010). Metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Sulistyo-Basuki. (1993). Pengantar Ilmu Perpustakaan. Jakarta: Gramedia.

Wiedarti, P, Kisyani-Laksono, Pratiwi Retnaningdyah, Sofie Dewayani, Wien Muldian, Sufyadi Susanti, Dwi Renya Roosaria, et al. (2016). Desain induk Gerakan Literasi Sekolah. Edited by Pangesti Wiedarti and Kisyani-Laksono. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan.

Yanto, A & Prijana (2017). Library instruction class in Gerakan Literasi Sekolah (GLS). Paper presented at the International Seminar on Islamic Education. Ponorogo: Wade Group


One of the keys in building environment is the role of the school librarian in making the literacy program which begins with library instruction and making the library as the center of the literacy movement in schools. Therefore, it needed training to enhance information literacy competence. The objectives of this study are to explore the information literacy competence which gained through a training. The hypothesis was “there is no difference in the average number of information literacy competency before and after training”. The research method used was pre-experimental design with one type of Pretest-Posttest group. The value of the influence of the treatment can be known more accurately by comparing the pre-test with post-test results. The sample in this study is selected using a purposive sampling technique as much as 17 teacher-librarians from various primary schools in Jatinangor. The result showed that there were differences in the average scores for knowledge with before and after training with a mean score increase of 5.59 to 6.29. It showed that the training increased knowledge and information literacy competence. Confirming the results of the hypothesis H1, there is a difference in the average number of information literacy ability before and after training.



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