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BLIS: Three Year Licensure Examination Performance of LIS Graduates Local Literature According to Bebeng (2010), in her study on "Level of Awareness of High School Students in the Province of Laguna on the Library Science Profession: Basis for Promotional Strategy," revealed that the level of awareness on the library science profession by the students is moderate. It can therefore be inferred that Library and Information Science course is not very popular among the students, with the lowest awareness on the economic rewards. The findings further divulged that female students were more aware about the profession and, in general, students from private and public high schools regardless of family income had the same level of awareness. The students agreed on the need to promote the LIS course through advertisement such as the use of media, brochures, newsletter, public relations through book celebration, career orientation, personal contact with librarians, community outreach and career talks in seminars/trainings. Promotional strategies advanced include the forms of advertising, personal selling, sales promotion and public relations. According to David and Perez (2011), their study revealed that all of the respondents found librarianship satisfying. They do not see themselves as leaving the profession in the near future. Librarians in the Philippines are satisfied that they chose librarianship as a career, although some of them became librarians by accident. They do not perceive themselves as leaving the profession in the near future. They predict that librarianship in the Philippines is just becoming increasingly important and they are ready to face the challenges of the near future. In terms of the gender, the survey revealed that there were 5000 female and only 1300 male registered librarian in the Philippines. According to Ramos et al. (2013), the Philippine government recognizes the significant role librarians and other information professionals play in the development of information-literate citizens. As such, two laws have been enacted to improve and strengthen library service and practice in the country. These laws are the Philippine Librarianship Act of 1990 (RA no. 6966) which was later repealed by RA no. 9246. The enactment of these laws have paved way for the offering of Library Science, which later was renamed Library and Information Science. The former used to be a specialization course under the Education program. As for the latter nomenclature, it is the option of the institution to retain it with education, or to bring the degree to the college offering Information and Computer Science (CMO No. 8, s. 2005). According to C.M. Nera (2014), the lowest performance in the April 2014 LLE can be explained by the composition of the examinees in this schedule. Analysis indicate that all but one of the 21 examinees were repeaters. It has been proven in much analysis that repeaters do not perform well in examinations and they often contribute to an institution’s decrease in overall passing rate. According to Mercado (2014), in an effort to address the growing needs of records and archives management, they designed a Bachelor’s degree in Records and Archives Management (BRAM), to be approved by a University. Currently, is designing a master of science in records and archives management; and is now at the preliminary stages of designing a postgraduate program in publishing studies. All these attempts are being made to strengthen the human resource capacities within the LIS profession. The LIS profession needs more professionals especially at graduate level to clearly articulate policy and decision making and to ably have discourse with policy echelons of power in government, institutions, and private sector. According to Merced and Canang (2014), a region-wide study that school facility, mental ability of the examinee, and economic stability of the examinee’s family, are all significant contributors in hurdling the Librarian’s Licensure Examinations. This present study is geared towards examining the five-year trend in the LLE performance of BLIS graduates in a Teacher-Training Institution in Benguet. It particularly aimed to provide a detailed report on the LLE performance of the graduates per test schedule on the five-year period from 2011-2015. It also aims to analyze the performance of each graduate on each of the six areas in the test, and find out how each area relates with the examinees’ overall rating. This is a feature of this research absent in earlier studies on LLE performance. According to Corpuz and Quinon (2015), higher passing percentage among first timers is not surprising. Such trend has already been established in many reports of licensure examination for teachers. However, the higher performance among the first-time takers in this institution contradicts the findings of Ramos et al. (2013) on their analysis of LLE performance of LIS graduates nationwide from 2004 to 2013. The wide scope and the length of time covered could have somehow affected the statistics on the relative performance of first timers and repeaters. This result of this study implies that for the BLIS examinees from 2011 to 2015, repeating the LLE does not put the repeater at an advantage. According to Mendoza (2016), a library is a social institution, which its role and function have been many changes with regard to the global developments, including new technologies and globalization. Librarians as custodians of these developments in the field of libraries will be responsible for new roles and responsibilities. These tasks are raised in different of cultural, research, scientific aspects. Obviously, the ability of research is very effective to improve services, assistance in planning and help to professional development. Library and Information Science (LIS) has to be oriented to the community in order to gain prominence in the academic society. According to Maghuyop (2016), the change in the degree’s nomenclature has resulted from the rapid developments in the field of information and communications technology (ICT). Such developments have drastically changed the way librarians work. ICT competence has become necessary in the field of information organization and dissemination, aside from the traditional library and information skills. To practice the profession as a librarian, students must enroll in the degree Bachelor of Library and Information Science. After graduation, they must pass the Librarian’s Licensure Examination (LLE). Successful examinees will be given certificate of registration and a professional identification card. According to Dela Merced (2017), LIS despite having a very strong theoretical foundation is considered as a pragmatic area irrefutably. However, two fundamental issues are raised related to research in the library profession. First, the library professionals rarely consider themselves as active ingredient in the research community while this group are considered as the subject of many studies and lateral partners in the academic study of and, although the participation of librarians in this issue is limit, often more important that their research rarely is considered serious and important by researchers from Academy. The second issue is about dissemination of research results, often the results of research projects won't be disseminated widely to apply in practice. Academic researchers to assess the impact of their research tend to publish results of their research in professional publications published by the experts, but there have been little attempts in publishing their findings.

Foreign Literature: According to Loo, Mitchell, and Rathbon-Grubb (2010) in their study titled "The value of a doctoral education in academic librarianship: the perceptions of PhD librarians" examined the value of this degree; the study population consisted of university librarians with PhDs in the United States and Canada. There were 300 participants, results showed that librarians with LIS PhD believed this degree had great impact in developing their skills in education and research and employment. In this study with evaluating the capabilities of librarians with PhD degree, also a general framework is presented for developing qualifications of this group. According to Berry (2010), he revealed that it is no surprise that students recruited from the working ranks of libraries choose the career because they love their jobs. They find the work varied and rewarding and the working conditions flexible. Their love of the work is, overwhelmingly, the reason most of these new librarians want professional degrees. According to Greer, Grover & Fowler (2010), the library and other information professions are far-reaching in the range of service provided. In some positions, information professionals have wide-ranging responsibilities, i.e., school media specialists, public librarians in smaller libraries, and one-person libraries. Other information professionals are specialized, e.g., map librarians, some archivists, law librarians, corporate librarians, acquisition librarians, reference librarians, research specialists, catalogers, and music librarians. Because of their responsibilities, information professional maybe called librarians, information specialists, researchers, archivists, information brokers, information entrepreneurs, or other terms. According to Ylimaki (2011), an environment that nurtures educational motivation can be cultivated at home, in the classroom, or throughout an entire school, describing the library. One of the most effective avenues for engendering student motivation is a school's culture. School culture is another theory anchored and developed in this study which can be embodied and transformed through channels such as shared values, heroes, rituals, ceremonies, stories, and cultural networks; and have offered the most succinct definition of school culture. They simply state it is an "inner reality." He later on expanded the definition by stating that "This inner reality reflects what organizational members care about, what they are willing to spend time doing, what and how they celebrate, and what they talk about". According to Jackson (2011), her article revealed that managers can motivate library associates to become professional librarians. Several narratives attesting to this fact are as follows: initially accept a position as a library associate at a public library branch as if you are looking for a job, not a career. Never consider librarianship as your ultimate career choice, LIS is required in order to become a librarian. According to Horry (2011) in order to discover the status of research in LIS in Iran and its thematic orientation over time, he has analyzed 2,490 productions in the form of articles, dissertations, and research projects using survey and bibliometric methods analysis, and their findings indicated that the most scientific contribution is related to the article and then the thesis and research projects respectively. According to Frarey (2012) in a study entitled "Placements and salaries: the 1969 Plateau" examined attraction condition of 4970 LIS graduates from 1951 until 1961 in Canada and the United States. Their results indicate that 1193 of graduates (81 persons in Canada and 1175 persons in USA) had been attracted to non-librarianship professional and 3517 of them (415 in Canada and 3102 in USA) had been attracted to librarianship professionals. Faculty of information and media studies in University of Western Ontario (2004), evaluated employment status of LIS graduates in 2004 among 44 graduates of this University. The results showed that 42 (95%) of these 44 graduates have been absorbed into the labor market which 75 percent of them were in jobs related to Librarianship. According to Mayer and Terrill (2012) in their study titled "Academic Librarians’ Attitudes about Advanced-Subject Degrees" evaluated the views of academic librarians on the importance of higher education in librarianship, their findings showed among their reasons for tendency to higher education in this field are: Development of research skills, increase credibility, and generally improve their job performance. They studied the skills of university LIS graduates and reached to this conclusion that LIS graduates must possess skills such as the use of information and communication technology, planning and organizational skills such as responsibility, and communication skills such as lecturing, report writing and human relationships. According to Alves, Lima, Alves, and García Peñalvo (2017) reported the incorporation result of a WLIS Program in the two-years master's degree in Library and Information Science (LIS). In order to understand the benefits and impact of a WLIS program, from a student perspective, students were asked to answer a questionnaire. Lastly, the results achieved during the study period are presented, including the student reported outcomes (from the questionnaire), as well as the informal feedback from students and companies' supervisors. The good results achieved, regarding the development of theoretical-practical competencies as well as generic or soft skills, during the master's, were also confirmed by the fact that students are hired by the companies to continue their work after the end of professional training. According to Xie, Zhou, and Fan (2017), several articles has been conducted in different areas related to feedback of LIS different academic degrees in other countries and from different dimensions but there haven’t been conducted any study about effect of MLIS on graduates in Iran, therefore this study examines the value of a MLIS in Iran from six dimension including: scientific progress, development of subject expertise, employment, individual characteristics, development of personal skills and capabilities, Scientific activities-Research.