UDC 027.7(599)

NAVARRO M. R. V.

University of Perpetual Help System (Laguna, Philippines),

e-mail: navarro.maryrose@uphsl.edu.ph, ORCID 0009-0009-5422-9293

MASALINTO M. L. D.

University of Perpetual Help System (Laguna, Philippines),

e-mail: masalinto.lindie@uphsl.edu.ph, ORCID 0000-0002-6732-4179

GALICIA L. S.

University of Perpetual Help System (Laguna, Philippines),

e-mail: galicia.leomar@uphsl.edu.ph, ORCID 0000-0001-9356-3862

MALABANAN E. D.

University of Perpetual Help System (Laguna, Philippines),

e-mail: malabanan.elizabeth@uphsl.edu.ph

PALMA R. D.

University of Perpetual Help System (Laguna, Philippines),

e-mail: palma.raffy@uphsl.edu.ph

Knowledge, Preparedness and Challenges in Hyflex Library Operations among Higher Education Institutions (HEIs) Librarians in Calabarzon Philippines

Consequently, academic libraries, according to Allen (2005), must adapt to changing information needs and technology by employing hybrid and flexible librarians who provide adaptable instructional and information services while managing changing physical locations. Verma and Gustafsson (2021) emphasize the importance of adapting resources and services to meet the needs of today's hybrid and flexible library landscape. To ensure successful information dissemination, Nkiko and Iroaganachi (2015) stress the importance of eliminating accessibility barriers, such as format, content, cost, distance, time, and language. Allen (2005) also emphasizes the need for academic organizations to invest in staff training and recruit librarians with diverse skills, including problem-solving, decision-making, and interpersonal skills, beyond technical expertise. Amaechi et al. (2018) identified challenges in implementing hybrid and flexible library operations, including inadequate funding, undefined policies, and non-compliance with technology demands. Samantha (2020) highlights the need for policies to prevent disease spread when reopening libraries post-epidemic. Walton and Edwards (2001) note academic librarians' challenges in staying relevant in hybrid learning, requiring flexibility in skills, services, timing, and organizational structures.

In the Philippines, the Commission on Higher Education (CHED) mandated flexible learning schemes for academic institutions through CHED (2020) Memorandum Order No. 4, series of 2020. This scheme caters to learners' unique needs in terms of place, pace, process, and products of learning, utilizing both digital and non-digital technology, including face-to-face and out-of-classroom modes. To support this initiative, a memo dated March 24, 2021, outlined guidelines for recalibrating Miscellaneous and Other School Fees (MOSF) during COVID-19, which included the creation or expansion of e-libraries/digital libraries/online libraries. This directive applies to Higher Educational Institutions (HEIs) in the Calabarzon region, primarily larger institutions like universities. These HEIs have already begun implementing hybrid and flexible resources and services, combining traditional and digital approaches to provide researchers with access to data and information sources within their schools.

While several local and foreign studies have explored Hyflex library operations, a limited body of research address the knowledge, preparedness and challenges specific to Higher Education Institutions (HEIs) in Calabarzon, Philippines. The researchers contend that identifying librarians' knowledge, preparedness, and challenges in Hyflex Library Operations can offer empirical insights to library and school administrators. These insights can inform necessary actions, such as facility retrofitting, personnel upskilling, and increased funding for digitalizing library materials. Ultimately, this would enable them to better meet the information needs of their clients in hybrid and flexible learning environments.

Objectives. The study's primary objective was to ascertain the extent of knowledge, preparedness, and challenges associated with HyFlex library operations among librarians at Higher Education Institutions (HEIs) in the Calabarzon region. To achieve this, the study addressed the following sub-problems:

1. Investigated the demographic profile of HEIs librarians, in terms of:

• Age,

• Gender,

• Position/Designation, and

• Years of service within the institution.

2. Explored the level of knowledge possessed by HEIs librarians concerning HyFlex library operations.

3. Investigated whether a significant difference existed in respondents' levels of knowledge regarding HyFlex library operations when categorized based on their demographic profiles.

4. Examined whether a significant difference existed in respondents' levels of preparedness for HyFlex library operations when categorized based on their demographic profiles.

5. Explored the challenges faced by librarians from Higher Education Institutions (HEIs) in implementing HyFlex library operations.

6. Proposed an action plan based on the study's findings to address the identified issues and enhance HyFlex library operations among librarians from Higher Education Institutions (HEIs) in Calabarzon.

Literature Review

Allen (2021) defines a hybrid and flexible library as an environment that combines physical and virtual services, supporting users' professional activities from information discovery to resource manipulation. Fowke (2018) characterizes these libraries as blending features of public institutions and private associations, offering tangible goods and services encompassing internet technology, social media, and print resources. Broopy (2020) underscores that these libraries aim to integrate technologies from various sources within a working library context and explore integrated systems in both electronic and print environments. They should provide access to diverse resources using different technologies. Waller and Lee (2022) note that libraries are evolving into learning and study spaces catering to various learner styles, offering network access to their databases. Effective flexible libraries include designated group study areas with ICT capabilities, diverse study zones, computer workstations, wireless LAN laptop facilities, adaptable space configurations, and space optimization.

Kaur (2015) observed that with the rise of information and communication technologies in libraries, concerns about irrelevance have diminished. Librarians now operate in a HyFlex library environment. Nwosu (2018) noted that the 21st century features a blend of HyFlex libraries, combining virtual and traditional elements. These libraries use diverse technologies to integrate electronic and print services. Tiwari added that the HyFlex library's versatility addresses the evolving needs of a dispersed user community.

Garrod (2018) outlined key roles and responsibilities in HyFlex libraries: learning facilitators educate users, academic partners build faculty relationships, and metadata specialists manage electronic information resources. Duties encompass resource evaluation, gateway access, and team building involving faculty, IT professionals, course designers, and web experts. Success in this flexible learning environment demands diverse skills and technology proficiency. On the other hand, Frederick and Wolff-Eisenberg's (2020) study found that higher education libraries have redesigned websites, reallocated resources, and enhanced virtual services, including reference, bibliographic instruction, and e-resources like electronic journals and books, to support hybrid learning. In the same vein, Sadueste (2022) discovered high levels of accessibility, usability, and user satisfaction in the hybrid resources and services of academic libraries in Albay province. Moreover, Montero (2021) research revealed that BRLC members are highly ready for library resource and service innovations, with updated online resources, databases, and a revamped reading area supporting the new normal in the learning environment.

Consequently, the Commission on Higher Education has recently set the final standards in operating an academic library, under the CHED (2021) Memorandum Order No. 22, series of 2021, which subject the minimum requirements for libraries in the Higher Education Institutions (HEIs) common to all programs. According to the CMO all types of school under the three-horizontal typology of HEIs, both in the highly urbanized areas as well as in the geographically isolated and disadvantage areas were considered in the preparation of this set of requirements. All institutions are encouraged to go beyond the minimum requirements to be able to adjust to the needs of the 21st century learners and educators in an ever-changing technological society. This will further improve the status and/or standards of the HEIs in terms of programs, resources and services. Moreover, libraries will become more responsive to the requirements of hybrid and flexible learning modalities. Furthermore, the CMO emphasizes that libraries must undergo redefinition, restructuring, and redesign using Information Communication and Technology (ICT) applications to stay relevant and responsive to flexible learning modalities and modern educational needs. This shift entails moving collections and services to online and digital formats. Librarians must exhibit competence, proactivity, and flexibility in managing libraries to adapt to global changes in information, aggregation, curation, and dissemination. Section 5-a of CMO No. 22, 2021, addresses services and utilization. It mandates libraries to offer a variety of services and tools supporting teaching, research, extension programs, and online teaching. These services encompass reference, library instruction, inter/intra-library loans, document delivery, selective dissemination of information, remote access to electronic resources, and software platforms for plagiarism detection. Innovative and flexible library services should continuously provide students, teaching and non-teaching personnel, and other stakeholders access to information through various means, including virtual libraries, circulation services (both face-to-face and online), book delivery and pick-up, scanning, photocopying, and electronic database instruction and training.

Methods

This study utilized the descriptive research design, as this is the most suitable and appropriate method for the study. The study specifically described the Higher Education Institutions (HEIs) librarians’ knowledge, preparedness and challenges on HyFlex library operations. A structured online questionnaire prepared using Google Forms was used to collect the data from the 148 Higher Education Institutions (HEIs) librarians in Calabarzon. Of the 148 target respondents, all answered the instrument representing 100% retrieval rate. The survey was administered from February 15 to March 25, 2023.

The questionnaire was divided into four parts. Part I dealt with the respondent’s profile variables. Part II focused on the respondent’s level of knowledge on HyFlex library operations; Part III covered the respondents’ level of preparedness for HyFlex library operations; and Part IV focuses on the ch ges of respondents in implementing HyFlex library operations. To further ensure the validity of the questionnaire, it was validated by experts in library management, research and statistics. It was also subjected to reliability testing using Cronbach’s Alpha Coefficient. Cronbach’s alpha measure showed .812 (good reliability) for knowledge indicators, .831 (good reliability) for preparedness indicators, and .923 (excellent reliability) for challenges indicators. For the statistical description of data, frequency and percentage distribution were used to describe the respondents’ profile in terms of age, sex, position/designation and years of service. Weighted mean was used to describe the respondents’ level of knowledge, level of preparedness and challenges encountered in Hyflex library operations. Mann-Whitney U test was used to describe the difference in the respondents’ level of knowledge and level of preparedness for Hyflex library operations when grouped according to their gender. While analysis of Variance (ANOVA) was used to determine the difference in the respondents’ level of knowledge and level of preparedness for Hyflex library operations when grouped according to their age, position/designation and years of service.

Results and Discussion

Analysis and discussion of the knowledge, preparedness and challenges on HyFlex library operations are presented in the succeeding tables and textual presentations. The rank of indicators was determined based on the computed weighted mean, from highest to lowest. In case of similar mean values, averaging the rank numbers and dividing by the number of cases were done.

Table 1

Profile of the Respondents

Table 1 shows the profile of respondents. Findings revealed that 51.4% were aged 31-40, 24.3% aged 21-30, 20.3% aged 41-50, and 4.1% aged 51-60. Females comprised 85.8%, males 14.2%. Positions included 48.6% Librarians, 25.7% Library Directors, College Librarians, and University Librarians, 20.3% Head Librarians, and 5.4% Assistant Librarians. Regarding years of service, 34.5% had 11-15 years, 26.4% 6-10 years, 23.6% less than 5 years, 10.8% 16-20 years, and 4.7% 21+ years. The typical respondent is a female Librarian aged 31-40 with 11-15 years of service.

Table 2

Respondents’ Level of Knowledge on Hyflex Library Operations

Table 2 depicts the respondents’ level of knowledge on hyflex library operations. Findings showed that respondents have high knowledge levels in Hyflex library operations. They excel in navigating online resources (mean 3.63, rank 1) and adapt well to managing Hyflex library processes (mean 3.47, rank 2). Respondents also demonstrate proficiency in handling materials and integrating resources (mean 3.43, rank 4). They are proactive and flexible in offering services (mean 3.42, rank 6) and provide virtual services aligned with Hyflex learning (mean 3.38, rank 7). Additionally, they excel in instructional services for Hyflex learning (mean 3.35, rank 8). Respondents have a good grasp of developing accessible print collections (mean 3.24, rank 9.5). Overall, respondents show very high knowledge in Hyflex library operations (mean 3.44), indicating their readiness to support new learning modes in Higher Education Institutions (HEIs) in Calabarzon. This is congruent with Tella's (2020) assessment of hybrid library operations in Nigerian Universities, revealing that most librarians had some knowledge but had gaps in implementation. Similarly, Bhardwaj and Kanjilal (2020) found that Indian librarians were knowledgeable about hybrid library services. In conclusion, ongoing training and resources are crucial for librarians to effectively aid hybrid and online teaching and learning.

Table 3

Respondents’ Level of Preparedness for Hyflex Library Operations

Table 3 summarizes respondents' high preparedness for Hyflex library operations. They excel in innovative approaches to information access and instruction (mean: 3.53, rank: 1), offer virtual services like Ask a Librarian chat (mean: 3.51, rank: 2.5), extend services beyond the library (mean: 3.48, rank: 4), enrich library collections (mean: 3.47, rank: 5), intensify resource acquisition (mean: 3.45, rank: 6), and implement comprehensive plans (mean: 3.38, rank: 7.5). They've also developed online portals for information literacy (mean: 3.24, rank: 9) and started digitizing collections (mean: 3.2, rank: 10). Overall, respondents are well-prepared for Hyflex library operations, with a mean of 3.46, indicating readiness among Higher Education Institutions (HEIs) librarians in Calabarzon to support new learning modalities.

The findings align with Montero (2021), showing high preparedness among BRLC members in library resources and services. They adapt innovations like online resources, rearranging library furniture for more reading space for the new normal. Similarly, Mathabela (2021) noted improved user services, including building access, electronic resources, and information services for online classes. Libraries are catering to increased online class needs (Chiwada, 2021).

Table 4

Difference in the Respondents’ Level of Knowledge on Hyflex Library Operations When Grouped According to Their Profile Variables

*Significant @.05

For differences in respondents' knowledge of Hyflex library operations based on age (F=1.116), gender (U=1289.500; Z=-.244), position (F=.825), and years in service (F=.069), p-values of .345, .808, .482, and .991 were obtained. All p-values exceeded the significance level of .05, indicating no significant difference. This suggests that respondents have similar knowledge of Hyflex library operations, regardless of age, gender, position, or years in service. Various factors like training, education, resource access, and individual technology interest affect librarians' knowledge (Beatty, 2019). Addressing these factors is crucial to ensure librarians possess the necessary skills for hybrid library operations. Allen (2005) adds that academic librarians should expand their skills, encompassing technology, problem-solving, decision-making, and interpersonal abilities.

Table 5

Difference in the Respondents’ Level of Preparedness for Hyflex Library Operations When Grouped According to Their Profile Variables

*Significant @.05

As shown in Table 5, a significant gender-based difference in preparedness for Hyflex library operations is evident (U=852.500; Z=-2.669, p=.008). Female respondents exhibit higher preparedness compared to males. This could be attributed to their active involvement in professional activities like training and seminars (Yousaf, Mohammad & Soroya, 2013). However, no significant differences were observed based on age (F=.231), position (F=1.596), and years in service (F=2.098) with p-values of .875, .193, .084, respectively. This means that the respondents have the same level of preparedness for Hyflex library operations regardless of their age, gender, position and years in service. These findings differ from Bhardwaj and Kanjilal (2020), who noted varying preparedness levels based on demographics. Factors like training and resource access play pivotal roles (Bhardwaj & Kanjilal, 2020). Equal opportunities for training and resource provision are crucial and professional development enhances preparedness for hybrid learning environments (Goodsett, 2019).

Table 6

Challenges Encountered in Implementing Hyflex Library Operations

Table 6 shows the challenges of HEIs librarians in implementing Hyflex Library Operations. Findings revealed that librarians encounter obstacles due to limited funds for materials, slow internet, and reduced user engagement, all scoring high on the difficulty scale. Transitioning from physical to digital formats and acquiring requested materials for Hyflex libraries are also problematic. Additionally, librarians struggle with balancing print and online collections and students' lack of awareness about available resources. They find it somewhat challenging to promote hybrid library services due to insufficient skills. Conversely, reduced staff and limited support from school administration are comparatively less challenging. In summary, HEIs librarians in Calabarzon face significant difficulties in implementing hybrid and flexible library operations, with an overall weighted mean difficulty rating of 3.25

Similar challenges were identified in recent studies. Rafiq M., Batool S. H., Ali A. F. and Ullah M. (2021) found that barriers to hybrid library operations included digital divide, low digital literacy, slow internet, and reduced online resource usage. Sadueste (2022) highlighted high internet costs and power outages as challenges for library professionals. Jeremia and Mwantimwa (2022) noted staff's lack of skills in promoting online services, hindering hybrid library implementation. Additionally, Malabanan, Galicia, & Navarro (2021) reported challenges such as transitioning to digital collections, budget cuts, and reduced usage of physical materials among academic librarians in Calabarzon.

Proposed Action Plan

The plan was proposed for the sustainability and development in Hyflex library operations. These action plans are significantly important as measures on addressing the weaknesses based on the findings of the study.

Table 7

The Proposed Action Plan to Address the Weaknesses Based on the Findings of the Study

Conclusions

Higher Education Institutions (HEIs) libraries in the Philippines have transitioned from traditional to hybrid and flexible (HyFlex) operations due to technological advancements, evolving patron needs, and the ongoing COVID-19 crisis. HyFlex library operations encompass a blend of internet technology, social media, and printed resources for its users. These operations improve the patron experience by providing numerous ways of accessing information and resources while also increasing the efficiency and effectiveness of library services.

The findings imply that HEI librarians have an extensive understanding of HyFlex library operations, as well as a diverse set of plans, resources, and training. HEI librarians demonstrate the same level of knowledge and preparedness for HyFlex library operations regardless of their age, gender, rank, or years of service. However, they face obstacles when it comes to establishing hybrid and flexible library operations, most notably a lack of funding to acquire items for HyFlex library operations and poor internet connections that impede the efficient delivery of online library services.

The following recommendations were proposed to improve HyFlex library operations practices:

1. Academic librarians should work with their colleagues, including IT professionals, faculty members, and students, to design and implement effective hybrid and flexible library operations strategies.

2. HEIs librarians should continue to participate in professional development training, workshops, and conferences focusing on hybrid and flexible library operations. These events can provide training on the newest developments in technology and practices to help them improve their knowledge and skills in HyFlex library operations.

3. HEIs librarians should stay updated on current trends and best practices in hybrid and flexible library operations in order to continuously enhance their preparedness and provide effective support to their users.

4. HEIs librarians should establish partnerships with other libraries and organizations to share resources, pool expertise, and collaborate on solutions to common challenges in hybrid and flexible library operations.

5. Academic administrators should provide ongoing support for retrofitting library facilities, resources, and services to assist HEIs librarians and staff in adapting to changes in workflows, technology, and user needs.

REFERENCES

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NAVARRO M. R. V.

Університет системи безперервної допомоги (Лагуна, Філіппіни),

e-mail: navarro.maryrose@uphsl.edu.ph, ORCID 0009-0009-5422-9293

MASALINTO M. L. D.

Університет системи безперервної допомоги (Лагуна, Філіппіни),

e-mail: masalinto.lindie@uphsl.edu.ph, ORCID 0000-0002-6732-4179

GALICIA L. S.

Університет системи безперервної допомоги (Лагуна, Філіппіни),

e-mail: galicia.leomar@uphsl.edu.ph, ORCID 0000-0001-9356-3862

MALABANAN E. D.

Університет системи безперервної допомоги (Лагуна, Філіппіни),

e-mail: malabanan.elizabeth@uphsl.edu.ph

PALMA R. D.

Університет системи безперервної допомоги (Лагуна, Філіппіни),

e-mail: palma.raffy@uphsl.edu.ph

Знання, підготовленість та виклики у гібридній бібліотечній діяльності бібліотек закладів вищої освіти (ЗВО) в регіоні Калабарсон (Філіппіни)

Мета. Традиційна бібліотечна діяльність протягом століть була основою суспільства, забезпечуючи доступ до друкованих книг та інших ресурсів. Однак з розвитком технологій, зміною потреб користувачів та кризою, спричиненою спалахом COVID-19, бібліотекарі запровадили гібридні та гнучкі бібліотечні послуги (HyFlex), щоб забезпечити студентам, викладачам та працівникам рівний доступ до навчальних ресурсів та послуг. Це дослідження вивчало знання, готовність та виклики, пов'язані з роботою бібліотек HyFlex, серед бібліотекарів закладів вищої освіти (ЗВО) у Кавіте, Лагуні, Батангасі, Рісалі та Кесоні (Калабарсон), Філіппіни. Методика. Дослідження є описовим за своєю природою, в ньому використовувалася самостійно розроблена анкета, яку заповнили 148 бібліотекарів ЗВО Калабарсону. Результати. Результати показали, що більшість респондентів – жінки, віком від 31 до 40 років, які займають посади бібліотекарів і мають стаж роботи від 11 до 15 років. Результати також показали, що респонденти продемонстрували дуже високий рівень знань і підготовленості до роботи в бібліотеці Hyflex. Однак вони зіткнулися з проблемами у впровадженні гібридних і гнучких операцій. Крім того, результати дослідження не виявили суттєвих відмінностей у знаннях респондентів щодо роботи бібліотек з Hyflex, якщо їх згрупувати за віком, статтю, посадою чи стажем роботи. Однак було виявлено значну різницю в готовності респондентів до роботи в бібліотеках Hyflex залежно від статі, тоді як не було виявлено значних відмінностей незалежно від віку, посади чи стажу роботи. Висновки. В цілому, результати дослідження свідчать про те, що, незважаючи на виклики, пов'язані з впровадженням гібридних і гнучких операцій, бібліотекарі ЗВО Калабарсону продемонстрували дуже високий рівень знань і підготовленості до роботи в умовах Hyflex бібліотек. Таким чином, закладам вищої освіти Калабарсон необхідно впроваджувати розроблений план дій і продовжувати адаптувати інновації для вдосконалення практик гібридної та гнучкої роботи бібліотек.

Ключові слова: операції HyFlex; описові дослідження; заклади вищої освіти; академічні бібліотеки; Філіппіни

Received: 14.08.2023

Accepted: 12.11.2023