Available via license: CC BY-NC-SA 4.0
Content may be subject to copyright.
73
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
The Role of The School Library in Improving
Students' Literacy
*) Corresponding Author
How to Cite:
Rizaldi, A & Hamdani, F. (2023). The Role Of The School Library In Improving Stu-
dents' Literacy. Librarinship in Muslim Societies, 2(1), 73-90.
© 2023 by Ahmad Rizaldi, Fadhilatul Hamdani
This work is an open access article distributed under the terms and conditions of the
Creative Commons Attribution-Share Alike 4.0 International License (CC BY NC SA)
Received : 27-01-2023
Revised : 14-04-2023
Accepted : 30-04-2023
DOI: https://doi.org/10.15408/lims.v2i1.31320
Ahmad Rizaldi*
UIN Syarif Hidayatullah Jakarta
ahmad.rizaldialdi@gmail.com
Fadhilatul Hamdani
UIN Syarif Hidayatullah Jakarta
fadhilatul.hamdani@uinjkt.ac.id
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
74
Abstract
This study discusses the literacy activities of students at school, which aims to
determine the literacy activities carried out and the library's role in increasing
the literacy of SDI Al-Azhar 4 students. In addition, to discover the obstacles
they face and how to solve them. This is a qualitative approach with field study
by data collecting be done by interviews, observation, and literature review. It
found:1). Although SDI Al-Azhar 4 has not implemented the School Literacy
Movement (GLS) in the school curriculum, it has indirectly implemented GLS in
their schools through reading activities in class, storytelling, book reviews, and
library classes. 2) The library has a role as a facilitator in increasing the literacy
of SDI Al-Azhar 4 students by facilitating reading materials, library class hours,
and library activities. In addition, the library (librarian) also plays a role educa-
tor in literacy activities through storytelling, watching films, and reading in clas-
ses organized by the library. 3). Obstacles library faces in providing literacy ac-
tivities are damaged easily as the results often be read by students, so then re-
solved it by alocating a budget for repairs and procurement of new books regu-
larly. Besides that, another obstacle faced is Covid-19 pandemic which has
changed the learning system by not being face-to-face. This problem is given a
solution by carrying out literacy activities online.
Keyword: school library, educational equity, School Literacy Movement (GLS),
source and services.
Abstract
Penelitian ini membahas tentang kegiatan literasi siswa di sekolah yang bertujuan
untuk mengetahui kegiatan literasi yang dilakukan dan peran perpustakaan dalam
meningkatkan literasi siswa SDI Al-Azhar 4. Selain itu juga penelitian ini
bertujuan untuk mengetahui kendala dan solusi yang mereka hadapi. Metode
penelitian yang digunakan adalah pendekatan kualitatif dan jenis penelitian studi
kasus. Teknik pengumpulan data dalam penelitian ini adalah wawancara,
observasi, dan kajian pustaka. Hasil penelitian menunjukkan: 1). Meskipun SDI
Al-Azhar 4 belum mengimplementasikan Gerakan Literasi Sekolah (GLS) dalam
kurikulum sekolahnya, namun secara tidak langsung SDI Al-Azhar 4 telah
mengimplementasikan GLS melalui kegiatan membaca di kelas, mendongeng,
bedah buku, dan kelas perpustakaan. 2) Perpustakaan berperan sebagai fasilitator
dalam meningkatkan literasi siswa SDI Al-Azhar 4 dengan memfasilitasi melalui
bahan bacaan, jam kelas perpustakaan, dan kegiatan perpustakaan. Selain itu
perpustakaan (pustakawan) juga berperan sebagai pendidik dalam kegiatan
literasi melalui bercerita, menonton film, dan membaca di kelas yang
diselenggarakan oleh perpustakaan. 3). Kendala yang dihadapi perpustakaan
dalam menyelenggarakan kegiatan literasi yaitu bahan bacaan yang mudah rusak
karena sering dibaca oleh siswa, yang kemudian diselesaikan dengan solusi
diberikannya anggaran untuk perbaikan dan pengadaan buku baru. Selain itu,
kendala lain yang dihadapi adalah adanya pandemi Covid-19 yang mengubah
sistem pembelajaran menjadi tidak tatap muka. Solusi masalah ini adalah dengan
melakukan kegiatan literasi secara daring.
Kata kunci: peran perpustakaan, literasi siswa, Gerakan Literasi Sekolah (GLS),
Madrasah Ibtidaiyah Al-Azhar 4.
75
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
INTRODUCTION
Elementary school is the first step for a child to pursue formal Education. A
child still playfulness across time after studying at a kindergarten (TK) or in his
family. Elementary school is undoubtedly the foundation for children to shape
their character in the future. One of the methods in forming a good child's char-
acter is reading. Children (students) can broaden their horizons, sharpen ideas,
and increase creativity through reading. The driving force for the rise of interest
in reading is the ability to read, and the driving force for the growth of a reading
culture is the habit of reading.
Making a child interested in reading at an early can be a foundation for de-
veloping a reading culture, and the school can be an institution for creating it.
Based on Act of the Republic of Indonesia number 20, year 2003 on National
Education System, Chapter III Article 4 paragraph (5) states, "Education is or-
ganised by developing a culture of reading, writing and arithmetic for all citizens.
To support the formation of this character, the Ministry of Education and Culture
also issued a School Literacy Movement program. The school literacy movement
(GLS) is a program to foster students' interest in reading as stipulated in the Min-
ister of Education and Culture Regulation No. 23 of 2015. In supporting this pro-
gram, the school library certainly has an important role. This is what is mandated
by Law No. 43 of 2007 concerning libraries. In Article 23 Number One (1), Eve-
ry school/madrasah maintains a library that meets national library standards by
considering the National Education Standards. Moreover, Number Two (2) Li-
braries, as referred to in paragraph (1), develop other collections that support the
implementation of the educational curriculum.
The school library as a learning resource center in the schools is an integral
part of the school curriculum system. It has roles including: 1) as a center for
teaching and learning activities , namely the school library provides a collection
of library materials to support the teaching and learning process , 2) as a simple
research center , namely the school library provides a collection of library
materials that are useful for carrying out simple research for students, 3) as
reading centers to increase knowledge and recreation, namely the school library
provides a collection of helpful library materials to broaden and deepen
knowledge and intellectual recreation for students, educators and education staff,
4) as the center of information literacy activities i.e. the school library is expected
to play a role in helping students, educators and education staff have the ability
to recognize information needs, to solve problems, develop ideas, ask essential
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
76
questions, use various information gathering strategies, determine appropriate,
relevant information and authentic, and 5) as a place for creative, imaginative,
inspiring and fun activities, namely the school library provides a collection of
library materials that can enhance creative, imaginative, inspiring and fun
activities for students, educators and education staff (Sumartini 2015 ) .
The school literacy movement (GLS) is a program to foster students' interest
in reading as stipulated in the Minister of Education and Culture Regulation No.
23 of 2015. GLS is an effort implemented as a whole that aims to make schools a
learning organization where citizens are literate for the rest of their lives through
involvement in public. School literacy activities in GLS are accessing, under-
standing, and using something intelligently through reading, viewing, listening,
writing, and speaking. A literate society is believed to have strong character and
is one of President Joko Widodo's Nawacita goals. The hope is that with the ex-
istence of the National Literacy Movement, the activities and focus of all literacy
activities in Indonesia will be unified so that they can spread throughout society.
GLS development is based on nine priority agendas (Nawacita) related to the du-
ties and functions of the Ministry of Education and Culture as stated in the Na-
wacita points, namely number five (5) improving the quality of human life and
Indonesian society; Six (6) increasing people's productivity and competitiveness
in the international market so that the Indonesian nation can progress and rise
together with other Asian nations; Eight (8) revolutionized the national character;
Nine (9) reinforce diversity and strengthen Indonesian social restoration. The
four Nawacita points are closely related to literacy as capital for forming quality,
productive and competitive human resources with character and nationalism.
GLS has three stages, namely habituation, development, and learning.
Libraries are required to improve student literacy by Regulation of the Head
of the National Library of the Republic of Indonesia Number 10 of 2017 con-
cerning National Standards for Elementary Schools / Madrasah Libraries. The
regulation stipulates that libraries must have a compulsory reading program and
an information literacy program. According to Blasius Sudarsono, the develop-
ment of school library information is expected not only to provide reading books
but also other sources of information, such as audio-visual and multimedia mate-
rials, as well as internet network access. Internet access is needed to add to and
complete children's knowledge from other sources not owned by the school li-
brary. In response, the school librarian recognizes what types of information are
needed and traces them through the sources of information mentioned above. For
this reason, it is necessary to hold information literacy activities in schools
(Ariyani, 2016: 5)
77
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
In addition, the National Standard for School Library Management states
that school libraries should support national programs and curricula. The Nation-
al Literacy Movement is a national program outlined in the Regulation of the
Minister of Education and Culture Number 23 of 2015 concerning the Growth of
Character and Character (Ministry of Education and Culture of the Republic of
Indonesia 2015) .. One of the activities in the movement is "15 minutes of read-
ing non-classical books before class starts". This activity is carried out to foster
students' interest in reading and improve reading skills so that knowledge can be
mastered better. The school library certainly has an essential role in supporting
the program, where the library has library materials in the form of fiction and non
-fiction textbooks and other reading materials that can provide to students.
In the School Literacy Movement, libraries are also tasked with providing
library literacy, among other things, providing an understanding of how to
differentiate between fiction and non-fiction reading, utilizing reference and
periodical collections, understanding the Dewey Decimal System as a
classification of knowledge that makes it easy to use the library, understanding
the use cataloging and indexing, so that they have knowledge in understanding
information when completing a writing, research, work, or solving problems
(Kemendikbud School Literacy Movement Task Force, 2019: 11)
The Al-Azhar 4 Islamic Elementary School Library (SDI) is a work unit that
acts as an information provider within the Al-Azhar 4 SDI environment and has a
role in supporting the School Literacy Movement program. This is also based on
the high need for information in the Al-Azhar 4 Islamic Elementary School
environment, with the availability of information it will support the ongoing
activities of the academic community at SDI Al-Azhar 4, starting from students
seeking information for learning needs to teachers in preparing materials.
teaching for the learning process. Based on the results of observations and initial
interviews that have been conducted by the author of SDI Al-Azhar 4 librarians,
it is known that they have information literacy activities in the form of story
telling , language month, classical activities, video screenings and others. SDI Al
-Azhar Islam 4 also has a library class program where students are required to
come to the library. To support this program, the SDI Al-Azhar 4 library
provides a printed collection of 4,813 copies, including fiction books, non-fiction
books, and reference books. for non-print collections totaling 142 including
learning VCDs and story VCDs. Students not only learn in class but are also
invited to explore their imagination and creativity with activities held by the
library.
From the various literacy activities they have carried out, even though SDI
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
78
Al-Azhar 4 has carried out various literacy activities, the school has not yet
deeply understood the School Literacy Movement (GLS) launched by the
government.
In the School Literacy Movement, libraries are also tasked with providing
library literacy, among other things, providing an understanding of how to differ-
entiate between fiction and non-fiction reading, utilizing reference and periodical
collections, understanding the Dewey Decimal System as a classification of
knowledge that makes it easy to use the library, understanding the use catalogu-
ing and indexing, so that they know in understanding information when complet-
ing a writing, research, work, or solving problems (Kemendikbud School
Literacy Movement Task Force, 2019: 11)
The Al-Azhar 4 Islamic Elementary School Library (SDI) is library within
school where provides an access to a resources variety for students to support
School Literacy Movement program in there. This is also based on the high need
for information in the Al-Azhar 4 Islamic Elementary School environment, with
the availability of information it will support the ongoing activities of the aca-
demic community at SDI Al-Azhar 4, starting from students seeking information
for learning needs to teachers in preparing materials. Teaching for the learning
process. Based on the results of observations and initial interviews conducted by
the author of SDI Al-Azhar 4 librarians, it is known that they have information
literacy activities in the form of storytelling, language month, classical activities,
video screenings and others. SDI Al-Azhar Islam 4 also has a library class pro-
gram where students must come to the library. To support this program, the SDI
Al-Azhar 4 library provides a printed collection of 4,813 copies, including fic-
tion, non-fiction, and reference books, for non-print collections totalling 142, in-
cluding learning VCDs and story VCDs. Students not only learn in class but are
also invited to explore their imagination and creativity with activities held by the
library.
From the various literacy activities they have carried out even though SDI Al
-Azhar 4 has carried out various literacy activities, the school still needs to deep-
ly understand the School Literacy Movement (GLS) launched by the govern-
ment.
METHODS
This is a case study research with in-depth studies of certain events,
environments and situations that might reveal or understand something
(Fadli, 2021: 10) . Because the goal of this research is accordance with the
79
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
concept of the research being studied, namely to gain understanding and to
know in depth the problem under study, namely the role of the library in
increasing student literacy.
The observation, interview, analysis, and other data collection methods
to present responses and subject behavior (Agustinova, 2015: 22) are used.
It made to obtain in-depth data until the data obtained is saturated so that
there is no new information and the information are obtained or repeated.
The main objective of the research is regarding to students’ literacy
activities and the role of the library in increasing the literacy interest
among the students at SDI Al-Azhar 4. In addition, to find out the obsta-
cles and solutions they face, the writer uses the data collection techniques
for this research with observation, interview, analysis, and other data col-
lection methods to present responses and subject behaviour (Agustinova,
2015: 22). This research approach was chosen to obtain in-depth data and
answers until the data obtained is saturated so that there is no new infor-
mation and the information obtained is the same or repeated. Following are
some classifications related to this study:
a. Primary data
Primary data is data obtained from the source directly without going
through intermediaries. In this research, it will conduct interviews
with librarians. In order to get this primary data, the writer uses vari-
ous ways, namely:
1) Interview
According to Moleong, an interview is a conversation with a
specific purpose. The conversation was conducted by two par-
ties, namely the interviewer, who asked questions and the inter-
viewee, who gave answers to these questions (Herdiansyah,
2011: 118) . The interview is a method of collecting data or in-
formation that is carried out by conducting unilateral question
and answer, done systematically and based on the objectives of
a study. In this study, the authors used interview techniques to
answer the research problem formulation. The author inter-
viewed the librarian of the SD Islam Al-Azhar 4 library. From
this interview the writer was able to get real answers to explore
the topic of the problems in the problem formulation.
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
80
2) Documentation
Documentation is an activity carried out to find data in the form
of notes, brochures, minutes of meetings and so on. The docu-
mentation data referred to by the researcher are in the form of
photographs and interview recordings obtained from the library,
but with permission from the library as the evidence needed in
this study. The existence of this documentation can also provide
valid evidence for a study (Arikunto, 2019: 36)
b. Secondary Data
This secondary data comes from sources related to this research,
which consist of books, literature, articles and documents related to
the problem to be studied.
c. Informant
In a study, an informant is a person who is used to provide infor-
mation about the condition and situation of the research setting. To
determine the right informants by finding out from those who under-
stand the object to be studied. Informants are also the key to research.
The informants are the teachers and librarians of the Al-Azhar 4 Ke-
bayoran Lama Islamic Elementary School Library.
After the data is obtained through several data collection techniques,
then the data must be interpreted or analyzed by processing the data. The
data analysis technique is divided into three stages: a.) Data reduction,
namely data obtained by the author through interviews and literature re-
view, is recorded in detail, grouped and focused on essential things so that
the data obtained can provide a clear picture. b.) Presentation of data, at
this stage, after the data has been reduced, the writer presents it in the form
of narrative text. c.) Drawing conclusions, at this stage, the data is summa-
rized and described in narrative form, and the writer concludes. Conclu-
sions are used to answer research objectives.
RESULTS AND DISCUSSION
Literacy Activities Conducted by SDI Al-Azhar 4
For the programs from the government about School Literacy Move-
ment (GLS) activities, so SDI Al-Azhar 4 also carries out literacy activities
81
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
in their schools. Even though they are private schools under the Islamic
Boarding School Foundation (YPI), as in general private schools, the poli-
cies adopted in the implementation of teaching and learning activities are
based on the policies of the supervisory foundation and the government.
The same is true for policies related to literacy programs at SDI Al-Alzhar
4. Although there is no written policy, their literacy activities refer to the
policies of the Islamic Boarding School Foundation (YPI) and the govern-
ment. They refer to the Ministry of Education, DKI Jakarta Education Of-
fice, and the National Library for government policies. Literacy activities
organized by SDI Al-Azhar 4 refer to foundation programs and govern-
ment programs. These references are conveyed through training programs
organized by the Foundation where SDI Al-Azhar operates and also from
the National Library. The community members, namely stakeholders,
teachers and librarians of SDI Al-Azhar 4, attended the training and then
applied it to the school program.
Literacy activities at Al-Azhar 4 Islamic Elementary School (SDI)
have been running intensely since 2015. The background in holding litera-
cy activities supports the school's vision of creating students who excel and
have a global outlook. In addition, government programs related to in-
creasing interest in reading have also become the background of the imple-
mentation of literacy activities. In organizing literacy activities, SDI Al-
Azhar holds programs such as watching educational films, reading books,
storytelling, library classes, and writing book synopsis. The government
has initiated a program to increase literacy in the community in the form of
the School Literacy Movement (GLS). GLS is a program to foster students'
interest in reading as stipulated in the Minister of Education and Culture
regulation no. 23 of 2015. School literacy activities in GLS are accessing,
understanding, and using something intelligently through reading, viewing,
listening, writing, and speaking. Furthermore, GLS can also be interpreted
as an effort carried out as a whole that aims to make schools a learning or-
ganization where citizens are literate throughout their lives through several
stages.
SDI Al-Azhar needs to implement the School Literacy Movement
(GLS) program as planned by the government in its curriculum. However,
some literacy activities they apply indirectly are literacy activities pro-
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
82
grammed by the government through the GLS. The stages of implementing
the GLS designed by the government are reading habituation, developing
interest in reading, and literacy-based learning. (Ministry of Education and
Culture's School Literacy Movement Task Force, 2019: 29)
1. Reading Habit
Reading is a literacy activity that is often carried out by SDI Al-Azhar 4.
Reading activities have many methods in their implementation. In the
reading habituation stage, SDI Al-Azhar 4 has several activities that direct
students to get used to reading books. These activities include reading be-
fore teaching and learning and reading in library class activities. The read-
ing activity most often done by students is reading books in class. Reading
in class is carried out before teaching and learning activities take place. For
certain holidays they are required to read books according to the holidays.
Reading activities are supported by a reading corner that provides
reading materials to support teaching and learning activities. Apart from
reading in class, SDI Al-Azhar has literacy activities that can encourage
students to get used to reading. The activity is in the library class. Library
class is students' visit to the library, which is regularly scheduled in their
lesson schedule. In these activities, students can enjoy library services, in-
cluding reading library materials available in the library. The reading ha-
bituation activities in SDI Al-Azhar 4 are by the reading habituation pro-
gram designed in the GLS in elementary schools. According to Antasari,
the stages of reading habituation in GLS are using schools providing vari-
ous books and reading materials that can attract students' interest and carry
out activities that increase students' interest in reading (Antasari, 2017: 24–
25) .
2. Reading Interest Development
Several literacy activities at SDI Al-Azhar can develop students' interest in
reading, namely the Library Class, which includes storytelling and book
reviews. Literacy activities at SDI Al-Azhar are mainly carried out in li-
brary class activities. Library class is a schedule of visits by Al-Azhar Ele-
mentary School students to the library, which are scheduled regularly like
the schedule of subjects in class. In the library class, students can use li-
brary services such as looking for books, reading books and discussing in
83
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
the library. Besides that, library classes also often hold other activities in
the library and the classroom, such as storytelling, watching movies, and
reading books aloud in front of the class.
Storytelling activities at SDI Al-Azhar are carried out routinely in ac-
tivities organized by the school and those held by the library. Most of the
storytellers presented for activities organized by the school were from out-
side the school. As for the storytelling activities organized by the library,
the storytellers come from the students. With storytelling activities, story-
tellers indirectly have to read story books in the preparation stage. In addi-
tion to listening to stories told by storytellers, students were also assigned
to record the essential things they got by reviewing books. This activity is
carried out in the library class, where students are assigned to review
books in the library collection at certain times. The best review results will
be displayed on the school's social media and library later.
Then the activity in Library Class is watching movies. Movie watching
is usually held in the library and in the classroom. In this activity, the stu-
dents were presented with educational films, which would later be dis-
cussed and recorded as important stories in the film. Movie-watching ac-
tivities in the library class are held on certain holidays. And the films pre-
sented will be adjusted to the day that is commemorated. The other activity
included in the library class is reading books aloud in front of the class,
which is an activity where one student will read a book in front of his
friends. The books read are usually adjusted to the grade level. They will
be scheduled to read books that the librarian has determined according to
grade level. Library classes are routine literacy activities for students in-
cluded in the school curriculum. In library classes, students are required to
come to the library to access library services such as reading books, dis-
cussing, and asking questions to the librarian. At certain times, the library
class also presents educational activities that can shape students to become
literate, such as giving explanations after the students have carried out lit-
eracy activities by watching movies and in storytelling activities explain-
ing the essence of the fairy tales being told.
3. Literacy-Based Learning
At this stage, the school organizes activities to maintain interest in reading
and increase students' literacy skills through enrichment books and text-
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
84
books. For example, activities to develop reading skills, write stories, and
integrate literacy activities into the learning stages. In learning at SDI Al-
Azhar 4, students can improve their literacy skills by playing videos in
their teaching and learning activities. Playing videos in learning activities
is a way for teachers to eliminate students' boredom in learning activities.
The video is, of course, related to the discussion on the subject.
The Role of Libraries to Improve Literacy of SDI Al-Azhar Students 4
By preparing the quality of collections, librarians and service activities, the
library can help shape the learning character of students and teachers in schools
according to predetermined goals. The library certainly has a significant role in
helping teaching and learning activities and increasing literacy (Mangnga, 2015:
9) The role of the SDI Al-Azhar 4 Library in increasing literacy is as follows:
1. The Role of Libraries as Facilitators
In the activities of the reading habituation stage in implementing the GLS,
reading material is a significant factor in facilitating students reading. The SDI
Al-Azhar library, in this stage, makes a significant contribution. This
contribution is made by providing reading material available at the reading
corners in each class. Students often use the reading corner to borrow reading
material to be read before teaching and learning activities.
Besides providing reading material for the reading corner, the library also
plays a role in providing reading material through the collection of library
materials they have in the library. The collections in the library are also often
accessed by students of SDI Al-Azhar 4 for class assignments, as material for
storytelling, and recreation by reading fiction collections. The role of the SDI Al-
Azhar Library as a facilitator is, by what Titin Patimah stated, that the library has
a role in providing sources of information in the form of collections. The library
must meet the information needs of its users. Judging from the duties of the
library, the library must be able to act as a facilitator, namely providing
information that is relevant to the needs of users (Patimah, 2019: 5)
2. The Role of the Library as a Mediator
The AL-Azhar 4 SDI Library also finds reference sources in literacy activities for
students and teachers in teaching lessons in class. Activities to find reference
sources are carried out by librarians for students and teachers in several school
literacy activities, such as activities to commemorate essential days, usually
literacy activities such as reading in class, storytelling and watching films require
reading materials or references appropriate to a particular theme.
85
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
In addition to finding references, libraries, through librarians, also contribute to
making or editing video teaching materials. In this case, the library is involved in
fulfilling learning materials such as making videos and other teaching materials.
For example, during the Covid-19 pandemic, the librarian was tasked with
finding digital reference sources, which would later be used as reading material
in teaching and learning activities in class. The role of the Al-Alzhar SDI Library
as a mediator is what was stated by Titin Patimah where the library is a mediator
between information and its users, where the library as a centre of knowledge
and information must be able to become a liaison for sources of information with
users who need it. In order to meet the information needs of its users, libraries
must provide full service to users (Patimah, 2019: 12) .
3. Role as Information Activities Center
The library class is important in literacy activities at SDI Al-Azhar 4. The library
class has various literacy activities that students can enjoy. Literacy activities in
the library class are reading books, storytelling, watching movies, and reviewing
books. This library class can train independence of students to find information.
Besides that, the librarian will always be willing to help students in the library
class. The library's role as a centre for information literacy activities is by what is
stated in the guidelines for implementing school libraries (National Library of the
Republic of Indonesia, 2015) .. In these guidelines, it is stated that the school
library is expected to play a role in helping students, educators, and education
staff have the ability to recognize information needs, solve problems, develop
ideas, ask essential questions, use various information-gathering strategies,
determine appropriate, relevant and authentic information.
Obstacles Faced and Solutions Implemented by Libraries in Literacy Activities
1. Covid-19 pandemic
The Covid-19 pandemic has undoubtedly had a real impact on changes in human
lifestyles. One of those affected by these changes is teaching and learning
activities in schools. Online methods replaced teaching and learning activities in
schools. This also affected the literacy activities carried out at the SDI Al-Azhar
4 Library. In the past two years, the teaching and learning activities method in
schools has changed from face-to-face at school to learning through online
networks. This is due to the Covid-19 pandemic, which has required schools and
all sectors to reduce face-to-face activities. This has also changed literacy
activities at SDI Al-Azhar 4. From the statements submitted by sources to the
authors, information was obtained that during the Covid-19 pandemic, teaching
and learning activities at SDI Al-Azhar 4 were only carried out online (in the
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
86
network). Likewise, with literacy activities organized by SDI Al-Azhar 4.
Literacy activities are held online, by literacy activities in regular times (before
the Covid-19 pandemic); only the intensity is reduced. Literacy activities on
significant holidays are still carried out online.
The flow of implementing literacy activities during the Covid-19 pandemic
involved teachers (homeroom teachers) and librarians as facilitators. The
teachers (homeroom teachers) continue to provide reading programs by the
theme of the holiday; then, the librarian is tasked with finding reading material
which is then sent to the teacher (homeroom teacher) to continue giving it to
students. In supporting student literacy activities at SDI Al-Azhar 4, the school
involves teachers, homeroom teachers, and librarians in providing and making
information literacy activities successful. They synergize and work together to
support each other in implementing literacy activities. Teachers and homeroom
teachers compile learning materials supported by the librarian in finding
materials that can be used as references for teachers and students to study.
Literacy activities that are often carried out by libraries through library classes
eventually reduce the intensity of their activities. The solution to these obstacles
is to get used to providing literacy activities through the online method. In
addition, the solution to these obstacles is to make librarians facilitators in online
teaching and learning activities. By using librarians as facilitators, librarians
actively display literacy resources that can be used as reference material in
student learning.
2. Library Collections
Another obstacle faced by libraries in carrying out literacy activities at SDI Al-
Azhar 4 is library collections. The library collection suffered much damage
because students accessed it too often. Much damage occurred to the cover of the
book and several pages of the collection, which were slightly damaged. In
addition, the limited collection is also an obstacle in providing reading materials
to students and teachers. This has an impact on students especially. Students who
frequently visit the library through library classes feel bored with the same
collections. The students also conveyed this to the librarian. In solving the
obstacles that occur, of course, an evaluation is needed in the implementation of
literacy activities at SDI Al-Azhar 4. Evaluation of these activities is held every
year, although not specifically routine evaluation activities are carried out. As is
the case with damage to books in the library which is then evaluated, and a
solution is found to procure the collection every year and also preserve the
collection. Libraries have a budget to repair damaged books and also buy new
87
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
books every year. The solution is obtained in an evaluation meeting held every
year by school staff, such as the school principal, head of administration, and
teachers.
3. Class Library
Class Library is in object-oriented program for students to visit the library, which
has been scheduled and sycronized with the teaching and learning activities at
SDI Al-Azhar 4. The class library has several literacy activities, such as reading
books, watching movies, and storytelling. From the activities in the library class,
there are several obstacles to its implementation.
The first obstacle is reading activities in the library. In reading activities,
students are usually instructed to read a book with a title that will be determined
by the homeroom teacher. This reading activity is an activity that is often carried
out when students come to library class. The obstacle faced is the limited number
of copies of each collection title provided by the library. Students in each class
average twenty (20) to thirty (30) students. So, when they enter the library class
and are instructed to read a book title, more than the number of copies available
will be required for each student to hold one book each.
Finally, these programs can be done by dividing the students into several
groups. In addition, the librarian finds similar titles to divide the group, which
exchange with their friends after reading. The next program is film screening
activities. However, sometimes technical problems were found when students
want to turn or access some CD movies that provided, such as in-focus that does
not working, the CD are scratched or damage, or the CD are not running well in
the middle of playing. To overcome this, librarians usually coordinate with
information technology management to help them.
CONCLUSION
SDI Al-Azhar has implemented literacy activities. This activities side by side of-
ficially when the government launched it. Even though they did not apply it in
detail to their curriculum, the literacy activities they carried out are appropriate
with GLS formulation that was lauched by the govermant. The GLS application
that has been applied by providing reading material in the library and reading
corner in each class, and also scheduling reading before learning activities. Fur-
thermore, in developing an interest in reading, SDI Al-Azhar 4 has several pro-
grams, such as storytelling, book reviews, and watching movies. Then in literacy
-based learning, SDI Al-Azhar inserts video playback into its teaching and learn-
ing activities.
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
88
In the literacy activities carried out by SDI Al-Azhar, of course, the library
also has a vital role in supporting these activities. In this case, the library has sev-
eral roles in facilitating rooms and reading materials that students can access.
Then the library also rolling as a mediator by helping students and teachers find
information. Then the library also often makes videos that will later be used in
teaching and learning activities. Furthermore, the SDI Al-Azhar 4 library also has
a role as a centre for literacy activities, namely in the library class, which is a
routine program for students to visit the library, which will later be presented
with literacy activities such as reading, storytelling, watching educational films
and so on.
The authors' research has proven that the school library has a role in assist-
ing literacy activities in schools. The roles of the library in literacy activities are
as a facilitator, mediator, and centre for literacy activities. The SDI Al-Azhar li-
brary is also vital in carrying out literacy activities in Al-Azhar 4 elementary
school. The role played by the library is as a facilitator by providing a place and
reading material. Then the role of a mediator, namely, the library, provides ser-
vices in supporting literacy activities for the SDI Al-Azhar 4 community.
Furthermore, the SDI Al-Azhar 4 Library is also a centre for literacy activi-
ties with literacy activities in library classes. SDI Al-Azhar 4 has made various
efforts to overcome the obstacles in implementing student literacy activities, in-
cluding proposing to buy new books and switching activities into online, due the
covid 19 pandemic. In addition, the library should be able to coordinate with the
homeroom teacher in determining the schedule of programs to be implemented in
library classes; the library can provide digital books that can be accessed by stu-
dents anywhere, the library can coordinate with the homeroom teacher in deter-
mining the schedule-programs to be implemented in the library classes. So, the
library can coordinate with the homeroom teacher in determining the schedule to
be implemented in the class library.
REFERENCES
Agustinova, Danu Eko. 2015. Understanding Qualitative Research Methods:
Theory & Politics . Yogyakarta: Calpulis.
Antasari, Indah Wijaya. 2017. "Implementation of the Familiarization Stage of
the School Literacy Movement at MI Muhammadiyah Gandatapa Sum-
bang Banyumas." LIBRIA 9 (1). https://doi.org/10.22373/1680.
Arikunto, Suharsimi. 2019. Research Procedures: A Practice . Jakarta: Rineka
Cipta.
Ariyani, Luh Putu Sri. 2016. "School Library Management in State Senior High
Schools and Vocational Schools in Singaraja City: Problems and Solu-
tions for Solving them." Lentera Pustaka: Journal of Library, Infor-
mation and Archive Studies 2 (2): 123–33. https://doi.org/10.14710/
89
Librarianship in Muslim Societies, Vol. 2, No.1, 2023. pp.73-90
P-ISSN: 2961-8347 E-ISSN: 2961-8339
lenpust.v2i2.13479.
Fadli, Muhammad Rizal. 2021. “Understanding the Design of Qualitative Re-
search Methods.” Humanika 21 (1): 33–54. https://doi.org/10.21831/
hum.v21i1.38075.
Herdiansyah, Haris. 2011. Qualitative Research Methodology: For the Social
Sciences . Salemba Four.
Please, Aliases. 2015. "The Role of the School Library on the Teaching and
Learning Process in Schools." JUPITER 14 (1): 38-42. https://
journal.unhas.ac.id/index.php/jupiter/article/view/27.
Minister of Education and Culture of the Republic of Indonesia. 2015.
"Regulation of the Minister of Education and Culture of the Republic of
Indonesia Number 23 of 2015 concerning the Growth of Character."
2015. https://pauddikdasmen.kemdikbud.go.id/media-berita/
permendikbud-no-23-tahun-2015-about-penumbuhan-budi-pekerti.
Patimah, Titin. 2019. The Role of the Postgraduate Program Library of IAIN Ar-
Raniry Banda Aceh in meeting User Information Needs . Medan: Univer-
sity of North Sumatra.
National Library of the Republic of Indonesia. 2015. Guidelines for Organizing
School Libraries 2015 . Jakarta: National Library of the Republic of Indo-
nesia.
Salma, Aini, and Mudzanatun. 2019. "Analysis of the School Literacy Movement
on Reading Interest in Elementary School Students." Undiksha PGSD
MIMBAR 7 (2): 122-127. https://doi.org/10.23887/jjpgsd.v7i2.17555.
Ministry of Education and Culture's School Literacy Movement Task Force.
2019. Master Design of the School Literacy Movement . Jakarta: Direc-
torate General of Primary and Secondary Education Ministry of Educa-
tion and Culture.
Sugiyono. 2014. Quantitative, Qualitative and R & D Research Methods . Ban-
dung: Alphabet.
Sumartini, Endang Sri; Mustafa Nurcahyono; Supriyanto; 2015. Guidelines for
Organizing School Libraries . https://pustaka-digital.kemdikbud.go.id/
index.php?author=Sumartini%2C+Endang+Sri&search=Search
The Role of The School Library….
Ahmad Rizaldi, Fadhilatul Hamdani
90
