This qualitative study provides an overview of what we have learned so far about the information needs of Malaysian male juvenile offenders. This focus is important to consider when designing and delivering the best possible information services to this group. The study seeks to understand juvenile delinquents' information needs in the prison environment, focusing on their educational needs; online information environment and with the use of electronic resources; their everyday life information seeking (ELIS) needs, in the use of personal sources and prison libraries; in the use of books and other reading materials, and for future life perspectives. Data were collected using unstructured interviews with 23 juveniles (13 to 21 years old) living in four correctional schools in Malaysia. The data analysis revealed a general theme of the purpose of information needs, the location, the information sources, preferred reading materials, preferred language and subjects read. Formal information channels such as the library may be perceived as ineffective by inmates, regardless of their types of information needs and its objective validity. The Internet and informal networks among inmates were the most preferred source of information. Delinquents in the initial stage of imprisonment had significantly greater need for information than those in the final stage. Current findings add to the limited literature the juvenile offenders' information behavior and that of other youth.

This qualitative study extends our earlier research on what we have learned about the information needs of Malaysian male juvenile offenders. This study explores the extent to which the prison library is used as the environment for information seeking of male juvenile delinquents. Data were collected using participants' observation with 27 juveniles (13 to 21 years old) living in five correctional schools in Malaysia. Our observation at all research sites has led us to conclude that the prison library does not play much role in addressing the participants' information needs. The findings in this research are useful for the purpose of designing and delivering the best possible library services to this group. findings add to the limited literature on juvenile offenders' information needs and how the prison libraries meet the needs of this people.

The study explores how the prison information environment supports the information needs of the male juvenile delinquents in correctional schools in Malaysia. It may be tempting to assume that information seeking failure is inevitable, in a large measure due to the shortcomings on the part of the prison library itself. Apparently, it is not due to the juvenile delinquents' lack of desire to seek for information, but rather, the prison institutions provide inappropriate choices of sources. The study involved twenty six (26) participants living in five (5) correctional schools in Malaysia. Collection of material needs to be upgraded to increase their interest in reading and to appreciate the function and role of the library. The male juvenile delinquents need to be trained to stay alert to the worldwide issues happened outside of prisons as the information can help them when being released at one day.

This paper explores how upper secondary school (middle high school) students experience information literacy through resource-based school projects. It aims to understand whether these students have developed improved information literacy competencies after being exposed to various projects during their lower secondary grades. It also examines how, or in which direction of the "Three Directions Model" the students experience information literacy in their project journey. The research participants comprise of a group of seven students from a selected school in Shah Alam, Selangor. The research employs focus group interview data collection technique with the students. The findings show that the students in general have progressed in knowledge and various learning competencies as a result of repeated project work experiences. However, their mastery of fine information literacy skills was still low as information literacy models and literatures were not embedded in their project work instructions. It is recommended that information literacy models be clearly incorporated into project work instructions to assist the students to develop fine and detail information literacy skills. The findings are hoped to provide baseline information on information literacy development in learning contexts where information awareness is still low.

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