Month: September 2019

ETL401 Module 5.2 Information Literacy in education

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…reflect on what you can take from the discussion of information literacy to your IL role in school.

The diversity of Information Literacy (IL) definitions and models is somewhat overwhelming! Bruce, Edwards and Lupton (2006) discuss Six Frames for Information Literacy Education and explore the relational frame in more detail, as it is a less familiar way (or less traditional way) of working in the IL context. While I’m not yet in a TL position, I can see that the relational frame has relevance for TLs wanting to implement innovative 21st century skills and learning.  At its core, the relational frame aims to have students experiencing information literacy in a range of powerful contexts, so that students “develop more complex understanding” (p.6). Bruce et al. (2006) also elaborate on an IL tool, the ROSS (Reflective Online Searching System). This software program uses the relational model to create a learning environment which aims to expand students searching processes. This opening up of student search processes is surely a goal of all TLs. Bruce et al. (2006) argue that a core value of the six frames is that it can prompt reflective practice for TLs, challenging them to identify their go-to frame of working, and to consider other frames to develop their professional practice.

Kutner and Armstrong (2012) examine librarians working in higher education institutions, in our 21st century information landscape, where an intersection of global learning and information literacy occurs. They argue that librarians need to engage with an “expanded notion of information literacy” which now includes engagement with “social, cultural, economic and political contexts of information access, retrieval, use and creation” (p.25).  A skills-based approach is now not enough to engage students and faciliate deep-understanding of information literacy. The engagement of librarians encompasses being actively involved in campus-wide conversations around information literacy education, and to utilise the potential leadership of librarians as information literacy experts. This article resonated with me, as I connected it with Karen Bonanno’s (2015, 2011) article and speech and her call to arms of Australian TLs, who must become proactive in their own contexts to remain relevant and vital in their school community. Kutner and Armstrong (2012, p. 30) argue that the conversation and reflection of librarians should happen at three levels:

  1. pedagogical – the how, what and why of teaching information literacy
  2. pragmatic – the challenges of limited time with students yet more scope to cover
  3. Information literacy standards – updating the guiding professional standards

This discussion of information literacy reinforced the importance of TLs being active contributors to their school contexts, to support the concept of educating students for global citizenship.

References

Australian School Library Association (ASLA) (2011). A profession at the tipping point: Time to change the game plan. Keynote presentation, Karen Bonanno. Retrieved from https://vimeo.com/31003940

Bonanno, K., (2015) A profession at the tipping point (revisited), ACCESS, March, 14-21. Retrieved from https://search.informit.com.au/fullText;dn=064399679084070;res=IELAPA

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education. In S. Andretta (Ed.). Change and challenge: Information literacy for the 21st century. Blackwood, SA: Auslib Press. eBook, CSU Library Reserve.

Kutner, L. & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. CSU Library.

ETL401 Module 4.2 Evidence gathering to meet AITSL standards

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Consider ways in which you might use the two Australian School Library Association (ASLA) documents to further your understanding of the role of the TL, or to inform your practice.

The two Evidence Guides for Teacher Librarians (ASLA, 2014, 2015) in the proficient and highly accomplished career stages, are useful tools to be used in conjunction with the Australian Institute of Teaching (AITSL) documents. They outline the AITSL standards which:

…cover three domains of teaching: professional knowledge, professional practice and professional engagement. Across the three domains there are a total of seven standards, each with its own set of focus areas, which are interconnected, interdependent and overlapping (ASLA, 2014, 2015, p.2).

While I’m familiar with the AITSL standards through my employment as a classroom teacher, as I’ve never worked in the school library as a TL, I will certainly use them for guidance in crafting my new profession.  At this point in time, these documents are helpful in creating and informing my perceptions of the role.  The evidence guides provide a range of examples of what a quality TL practice may look like at the different career stages. In my future practice, I can see that they will be practical guides for preparing, setting and focusing my professional goals and learning plans (ASLA, 2014, 2015, p2).  These guides are also a reminder about the importance of retaining samples of evidence for accreditation purposes.

Australian School Library Association (ASLA) (2014). Evidence guide for teacher librarians in the highly accomplished career stage.  Retrieved from: http://www.asla.org.au/site/DefaultSite/filesystem/documents/evidence-guide_ha.pdf

Australian School Library Association (ASLA) (2015). Evidence guide for teacher librarians in the proficient career stage. Retrieved from http://www.asla.org.au/site/DefaultSite/filesystem/documents/evidence_guide_prof.pdf