SOCIAL INTEGRATION AND STUDENT INFORMATION NEEDS: THE SCHOOL LIBRARY AS A SOCIAL SPACE IN CONTEMPORARY EDUCATION

Abstract

School libraries are increasingly recognized not only as academic resource centers but also as vital social spaces that contribute to students' holistic development. This study explores the role of school library information services in supporting students social intergration as part of their broader information needs. Drawing on Katz’s information needs theory which highlights cognitive, emotional and social dimensions, the research examines how collaborative library environments can facilitate interpersonal interaction among junior high school students. The study employed a descriptive quantitative design, involving 60 students from SMP Negeri 35 Padang, Indonesia. Participants were selected through purposive sampling based on their active involvement in library-based group activities. Data collection included structured questionnaires (4-point Likert scale), systematic observations, and semi-structured interviews with both students and librarians. The study employed a mixed-methods design, combining descriptive quantitative analysis (questionnaires, Spearman’s rho) with qualitative data from observations and interviews. Findings reveal that 92% of students used the library to support group discussions, 68% reported enhanced peer relationships through library interaction, and 72% participated in collaborative topic- based discussions. Despite limitations in collection resources, the library continues to serve as a social learning hub, affirming that spatial and service design can significantly impact student engagement. This study emphasizes the importance of developing inclusive, socially responsive information services in school libraries, especially in resource-constrained settings. The findings contribute to the discourse on information behavior by highlighting the relational function of libraries in adolescent learning environments.