The research investigates the perceived roles and practices of teacher librarians in developing an Information Literate School Community (ILSC). The study employs a survey method, which was based on a set of an ILSC benchmarks developed by Henri (1995). A web-based questionnaire was e-mailed to 148 teacher librarians from Malaysian secondary schools in which their School Resource Centers (SRCs) received 4 and 5 stars rating for the year 2015 SRCs evaluation. The result showed that the teacher librarians rated 11 roles as being important, however they acknowledged that they have successful (very much) in executing only one task in their practice that is they “ensure that teachers are efficient library users”. Teacher librarians evaluated the information services as very important and at the same time, they thoroughly practiced their roles as the stakeholder in terms of delivering and providing information services to the school community. The finding also revealed that the integration of ICT was recorded as having the highest mean gap between perceived roles and practices. This indicated that although teacher librarians had placed integrating ICT as an important role, there was still a lack of practice. Furthermore, this study has attempted to bridge the apparent divide in the practices of information literacy and the perception of the role in developing an ILSC.

中文翻译：

---

信息素养学校社区的发展：教师图书馆员的角色和实践

该研究调查了教师图书馆员在发展信息素养学校社区 (ILSC) 中的角色和实践。该研究采用了一种调查方法，该方法基于 Henri (1995) 开发的一组 ILSC 基准。一份基于网络的问卷已通过电子邮件发送给来自马来西亚中学的 148 名教师图书馆员，他们的学校资源中心 (SRC) 在 2015 年 SRC 评估中获得了 4 星和 5 星评级。结果表明，教师图书馆员将 11 个角色评为重要角色，但他们承认，他们在实践中仅成功（非常）执行了一项任务，即“确保教师是高效的图书馆用户”。教师图书馆员评价信息服务非常重要，同时，他们在向学校社区提供和提供信息服务方面充分发挥了他们作为利益相关者的作用。调查结果还表明，信息通信技术的整合被记录为在感知角色和实践之间的平均差距最大。这表明，尽管教师图书馆员已将整合 ICT 视为重要角色，但实践上仍然缺乏。此外，本研究试图弥合信息素养实践中的明显分歧，以及对发展 ILSC 的作用的看法。这表明，尽管教师图书馆员已将整合 ICT 视为重要角色，但实践上仍然缺乏。此外，本研究试图弥合信息素养实践中的明显分歧以及对发展 ILSC 的作用的看法。这表明，尽管教师图书馆员已将整合 ICT 视为重要角色，但实践上仍然缺乏。此外，本研究试图弥合信息素养实践中的明显分歧以及对发展 ILSC 的作用的看法。