Recent statistics about reading habits - showing that our children do not read much and that many do not make proper use of the libraries available - call for responsible action, rather than the pointing of fingers.

We always compare foreign statistics with the local scenario. However, what we always fail to mention is the fact that foreign schools have full-time librarians, whereas this is unheard of in Malta, except in some private schools. I am sure that employing a full-time librarian would be one significant factor contributing towards encouraging students to read more.

Reading what politicians write in our local newspapers, one would be inclined to think that they are the only ones who have an interest in education. I am sure that political interest is inherent in their actions since they have to please the electorate. However, the reactions published in The Times call for a serious stock of our national account regarding information literacy.

In my opinion, what is at stake in this situation is the proper use of personnel resources. One fine example is the case of the schools library service (SLS).

Let me explain. The SLS had been set up with the intent of providing a professional service to school libraries with all that this entails. At the moment, it is a one-man show.

Setting standards and expecting them to be met by just a single person leads one to various conclusions. Thus, it is useless creating new committees, groups and programmes (which in reality means more funds) if what we already have (i.e. the SLS and the libraries) are not taken care of properly.

If the money invested in a thousand-and-one things would have been invested in strengthening the SLS by providing professional librarians to help carry out what it was meant to be doing, then, given the proper time frame, one could start to talk about statistics.

Internet is not a substitute to reading and it can never be. Original data on the net only totals 36 per cent. Furthermore, traditional searches on the net result in searching what is known as the `surface web`. This is neither the time nor the place to further expand the internet`s pros and cons, but surely it cannot suffice as the sole reference tool or as a substitute for reading.

E-books (electronic books) will have to be downloaded and printed. Nobody is going to read more than 20 minutes online, apart from the fact that, if you have a PDA, you would be consuming your batteries.

Internet offers various kinds of resources and thus, when online, one has to apply various skills like site evaluation, authenticity of information and the like. Unfortunately, these skills, which are becoming ever more necessary in our information society, are not taught in most schools.

Reading is only one side of the coin. There are other important facets to information literacy that are to be taught if we want people to be information literate.

In my opinion, blaming the parents for their children`s lack of responsibility is not correct. Parents, teachers and librarians have to really collaborate seriously together if we desire to see generation after generation enjoy reading and become life-long learners.

We have to stop thinking and pushing forward the idea that the teacher is the one who knows it all or, worse still, that he/she is the only professional in the sphere of education.

In today`s rapid change in technology, if we are to handle information properly, it is not only the student who has to learn the information literacy skills but also the teacher needs to be conversant in IT, otherwise he/she cannot function as a teacher.

We are past the time of `chalk and talk`. Knowing how to use software from a CD-Rom does not make you IT conversant.

One leads by example. I believe that everyone agrees with that. Yet, if students do not see their teachers make frequent use of the resources available to them at their school library, how can one expect that children follow suit?

On the other hand, if their school library does not entice them because of the kind of books that are purchased - if ever purchased - then responsibility does not lie solely with the parents, but also with the heads of schools.

In my opinion, curriculum should include an information skills programme, including lessons for storytelling, a module about the internet, etc.

What about plagiarism? Who is teaching our students how to quote in a professional way? And what about an effective collaboration between the librarian and the teacher? I believe that the curriculum should seriously address these aspects of literacy too.

There is ample research and literature showing how school libraries improve students` achievements. Our association - the MSLA - has been set up to promote school libraries as the hub of learning. If school librarians do not take upon themselves the duty to which they are bound and start pursuing effective and efficient work in their school, then I wonder why they have taken such a post. I have my own conclusions.

We all have to work in one direction and refrain from blaming one another. I appeal to those in authority to (1) strengthen the SLS by supplying professional librarians; (2) provide enough funds at least to remain constant rather than decreasing each year; (3) tackle the important issue of employing full-time school librarians; and (4) start making proper use of human resources by consulting different associations.

I am sure that the MSLA can offer valuable data and can help in supplying effective programmes for improving information literacy.