PUBLIC LIBRARY SERVICE COMMUNICATION STRATEGY IN IMPROVING STUDENTS' INTEREST IN LITERACY IN THE CITY OF TEBING TINGGI

Abstract

This research is motivated by the importance of the communication strategy of the Tebing Tinggi City Public Library Service in conveying literacy messages to high school students amidst the development of digital technology. This study aims to determine the communication strategy implemented by the Tebing Tinggi City Public Library Service in an effort to increase literacy interest in high school students and identify obstacles faced in its implementation. This study uses Harold D. Lasswell's communication model which includes the elements of communicator, message, media, target, and effect, as well as the concept of Cangara communication barriers which include technical, semantic, as well as psychological and social barriers. The research method uses a qualitative descriptive approach with data collection techniques through interviews, observation, and documentation. The research informants consisted of the Head of the Service, Head of Sub-Section, Young Expert Librarians, Data Processors, and high school students. The results of the study indicate that the Tebing Tinggi City Public Library Service implements a communication strategy through direct and persuasive message delivery by utilizing various activities such as literacy festivals, reading competitions, book reviews, literacy seminars, mobile libraries, and digital media through POCADI and the BUNIK Tebing Tinggi application. From the aspect of communication effects, these activities received responses in the form of student attention, attendance, and participation in various literacy programs. However, the use of digital media has not been running optimally and information about these services is not yet evenly known to students. The implementation of the communication strategy also faces technical obstacles in the form of limited budget, human resources, facilities, and reading collections; semantic obstacles in the form of the need to adjust the language and form of messages to student characteristics; and psychological and social obstacles in the form of differences in student responses, environmental influences, and the tendency to use digital media for entertainment. The conclusion of the study shows that the communication strategy has been implemented through the elements of communicator, message, media, target, and effect, but still needs to be strengthened in the use of digital media, the development of messages that are appropriate to the characteristics of the target, and consistency in program implementation so that literacy communication can take place more effectively and sustainably.