My understanding of Information Literacy (IL), IL models and the TL role in inquiry learning has certainly expanded through this subject.  Light bulb moments have occurred over the last few weeks especially, as I’ve worked through the IL module and IL plan. At the start of the ETL401 course, I felt I had a fairly sound understanding of the role of the TL as research and information experts in the changing information and education landscapes, as discussed in my initial  Assessment 1: Blog post.  I recognised the importance of incorporating digital literacy into the TLs expanding practice, but my knowledge surrounding the details of IL and inquiry learning were still undeveloped. To use an analogy from Fitzgerald, Garrison, and Sheerman (2018), I was at the wide section in my funnel of learning! It was during module 3 when I first made the connection of the General Capabilities (GC), including Critical and Creative Thinking, to the core business of TLs. Clearly, IL isn’t just a set of skills for retrieving information, but is also about managing, evaluating and using information. In my Module 3.2 blog post, I reflected on Bonanno (2015, 2011) who stresses the importance of TLs becoming proactive participants and leaders in contemporary IL education. I realised that the TL role should explicitly connect with the changing, 21^st century information landscape. I still, however, wasn’t sure how exactly the TL facilitated these skills and ways of working.

As we progressed through modules 4 and 5, inquiry learning as a model for facilitating IL was taking shape, as I read widely and slipped towards the narrower part of the funnel. The conflict between the Australian Curriculum’s (AC) promotion of 21^st century skills, through the GC, and the nationwide focus on standardised assessment and accountability was a key issue in module 4. This was explored in Discussion Forum 4.1 where myself and others considered these skill sets as both being necessary and co-dependent, although difficult to manage. In the thread, Fitzgerald stressed that increasing teacher accountability and testing takes a great deal of time, which can compromise the ability of teachers to implement creative, inquiry teaching. This is a key obstacle for the introduction of inquiry learning into many school settings.

IL as a set of skills or as a way of learning, the expansion of IL pedagogy, as well as the leadership role of a TL in this pedagogy, is referred to in my Module 5.2 blog post which reflects on articles by Bruce, Edwards, and Lupton (2006) and Kutner and Armstrong (2012). The need for TLs to inhabit progressive teaching and decision-making roles which support students’ deep understanding, is a theme which keeps cropping up in my own learning journey. I could now answer my earlier query. TLs can facilitate IL through the provision of inquiry learning experiences, which promote the acquisition of 21^st century skills as well as collaborative ways of working. Learning is relevant and student-centred, rather than product driven.

When digesting the work of Lupton (2014) and Bonanno (2014) in module 5, the value and importance of embedding an integrated IL model of instruction into our schools was at the forefront of my thinking. I commented on Lupton’s (2014) analysis of inquiry skills in the AC and the need for an IL model to structure them in Discussion Forum 5.3a . Lupton’s findings regarding the omission of “evaluation of information and the acknowledgement of sources” (2014, p.17) piqued my interest and I was determined to include these inquiry skills in my IL plan. I considered IL models currently being used in Australian schools, such as the Big 6, the NSW ISP, iLearn and the Guided Inquiry Design process (GID), which all describe the stages students take to progress from ignorance to understanding when engaged in an inquiry task (Fitzgerald, 2019). I reflected on the advantages and challenges of implementing GI in Discussion Forum 5.3b, and noted a specific advantage of the GID process being the inclusion of the predicted emotional highs and lows of the student researcher. I particularly value this element as it is a builder of student resilience, much needed with my own students.

As well as being the IL expert, the TL role in inquiry learning is as a team-teacher who can facilitate and maintain students’ engagement with a research task. A TL supports students through an inquiry process, guiding them to acquire skills, ask questions and build deep understandings, connections and solutions. While challenges abound, it is an exciting time to promote IL and GI for contemporary learning and student growth.

References (Part C)

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.

Fitzgerald, L. (2019). Information literacy. In ETL401: Introduction to teacher librarianship, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Fitzgerald, L., Garrison, K.L. & Sheerman, A. (2018). ‘It’s just what the brain does’: The shape of Guided Inquiry. ACCESS, Sept., 32(3), 4-10. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=3&sid=7f13d107-9c0c-40c6-be5d-811787b71ec0%40pdc-v-sessmgr01

Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.

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

Lupton, M. (2014). Inquiry skills in the Australian Curriculum v6: A bird’s-eye view, ACCESS, 28 (4), 8-29. Retrieved from https://eprints.qut.edu.au/78451/1/Lupton_ACCESS_Nov_2014_2pg.pdf