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Month: April 2021

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A Work in Progress: My Initial Understanding of Information Literacy

A Work in Progress: My Initial Understanding of Information Literacy

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I am currently at the very beginning in regard to forming my understanding of information literacy, so the views that I write below are my preliminary understanding of things to consider when embedding information literacy as a teacher librarian. No doubt these views and understandings will evolve and change the more I learn, so it will be interesting to revisit this post in the future to see how far my understanding has developed.

 

Annemaree Lloyd’s (2007b) article, entitled Recasting information literacy as sociocultural practice: Implications for library and information science researchers, resonated with me the most. I was able to apply her observations around how NSW ambulance officers and firefighters became information literate within their professions to my own experience of becoming a primary school teacher; moving from the educational theory learned in university lecture theatres (epistemic information), to undertaking teaching practicums (corporeal information), then to my first job as a teacher (social information). Lloyd’s definition of information literacy is embedded in a sociocultural theory of learning. She describes information literacy as:

“a catalyst for learning and at the same time inextricably enmeshed with learning. Information literate people have a deep awareness, connection and fluency with the information environment. Information literate people are engaged, enabled, enriched and embodied by social, procedural and physical information that constitute an information environment. Information literacy is constituted through the connections that exist between people, artefacts, texts and bodily experiences, which enable individuals to develop both subjective and intersubjective positions. Information literacy is a way of knowing the many environments that constitute an individual being in the world” (Lloyd, 2007a, p. 5).

To structure my current understanding of information literacy and how it applies to the role of a teacher librarian, I am going reflect upon each sentence in Lloyd’s definition of information literacy above within the context of student learning in a school environment.

 

“Information literate people have a deep awareness, connection and fluency with the information environment” (Lloyd, 2007a, p. 5).

For a teacher librarian, this sentence highlights the need to develop the transliteracy skills of students. Transliteracy is the ability to fluidly move between technologies, media and contexts in order to search, collaborate and communicate effectively (Sukovic, 2016, para. 2). For example, the skills needed to select, locate, and evaluate information within a book are different to the skills needed to select, locate, and evaluate information within a website, and users need to know both in order to gain exposure to a richer information environment. A library that is comprised of a diverse range of information in different modalities is required so students can proficiently develop and use transliteracy skills. Some of the transliteracy skill set is reflected in the Australian Curriculum’s General Capabilities through the elements below:

 

“Information literate people are engaged, enabled, enriched and embodied by social, procedural and physical information that constitute an information environment” (Lloyd, 2007a, p. 5).

This point touches on Lloyd’s (2007b, para. 26) “knowing locations”: epistemic (print and electronic texts that contain theory and are representational of a concept), corporeal (formed through observation or a “tactile and kinaesthetic activity associated with actual practice” (Lloyd, 2007b, para. 29)) and social (knowledge gained from first-hand practice and experience). In a school context, I draw parallels with this idea to the Gradual Release of Responsibility model that is commonly used within teaching and learning. This model sees teachers scaffold learning by moving through a sequence of modelled (student observes a task or skill), shared (student performs this task or skill with a peer or teacher), and independent learning (student performs the task independently). This model is commonly implemented with the teacher-student relationship at the centre and ignores the beneficial impact that collaboration with peers can have during the modelled and shared stages (Fisher & Frey, 2008, p. 3). Proving students with opportunities to collaborate and learn from each other is reflected in the following elements from the Australian Curriculum’s General Capabilities:

 

“Information literacy is constituted through the connections that exist between people, artefacts, texts and bodily experiences, which enable individuals to develop both subjective and intersubjective positions” (Lloyd, 2007a, p. 5).

Lloyd (2007b, para. 11) highlights how we need to use our whole body, not just our minds, when becoming information literate. Providing opportunities for students to engage with content through the utilisation of different senses via various modalities will strengthen their learning and development of information literacy. Again, it highlights the important role collaboration and social interaction play in learning. As I reflect on this element of Lloyd’s definition, I recall the Visual, Auditory and Kinasthetic learning style theory that was popular around the time that I was studying my degree. As a theory, its impact on learning has been challenged, but at the crux of it exists an idea that most competent teachers understand already: “that children learn through their senses, that environment and motivation are important, and that the human brain is pretty well adapted to processing the information from everything that they see, hear and do” (Sharp et al., 2008, p. 294). Understanding that learning is complex and thus planning learning experiences that engage all three can provide a richer learning experience to create information literate students.

 

“Information literacy is a way of knowing the many environments that constitute an individual being in the world” (Lloyd, 2007a, p. 5).

The ‘environments’ are the different contexts that exist within a student’s life which requires them to learn a related information literacy. Some environments that students may be developing their information literacy include part-time jobs, sporting groups, and hobbies. Groups, such as hobby and interest groups, can exist face-to-face on through online communities. In the school environment, teacher librarians can harness the use of technology, such as wikis, skype and the Google suite of tools, to foster collaboration, “break down the knowledge silos”, and expand the learning environment (Gibson-Langford, 2009).

 

The considerations that I have identified through the analysis of Lloyd’s (2007a) definition of information literacy are: the development of transliteracy skills, collaboration between students, providing learning experiences that utilise the students whole body and senses, and utilising ICT as a means of collaboration and expansion of the learning environment. As I mentioned previously, I am still in the preliminary stages of developing my own understanding of information literacy. Lloyd’s (2007a) definition combined with practical examples of how this applies within the workplace provided a context for me to develop my understanding. From this I was able to make connections to how it would apply in a school context and the considerations a teacher librarian would need to make when planning to teach information literacy.

 

References:

Fisher, D., & Frey, N. (2008). Better learning through structured teaching : A framework for the gradual release of responsibility. Association for Supervision & Curriculum Development

 

Langford, L (2009). Collaboration or Co-blab-oration. Synergy, 7(2).

 

Lloyd, A. (2007a). Learning to put out the red stuff: Becoming information literate through discursive practice. Library Quarterly, 77(2), 181-198.

 

Lloyd, A. (2007b).  Recasting information literacy as sociocultural practice: Implications for library and information science researchers. Information Research, 12(4). http://informationr.net/ir/12-4/colis/colis34.html#Lloyd_2007

 

Sharp, J. G., Bowker, R., & Byrne, J. (2008) VAK or VAK‐uous? Towards the trivialisation of learning and the death of scholarship. Research Papers in Education, 23(3), 293-314.

 

Sukovic, S. (2016). What Exactly Is Transliteracy?. Elsevier SciTech Connect. http://scitechconnect.elsevier.com/what-exactly-is-transliteracy/

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Slow And Steady Wins The (Collaborative) Race

Slow And Steady Wins The (Collaborative) Race

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‘Collaboration’ has been a reoccurring topic weaved throughout the modules of ETL401, yet it appears to be a concept that many school communities still struggle with. Teacher librarians need to be prepared to be patient and persistent while also setting realistic goals when advocating for a collaborative approach to teaching within a school. Annette Lamb (2011, p. 30) points out that the process is not a quick fix, rather “it may take a number of years to develop the type of open, supportive atmosphere necessary for full collaboration”. A teacher librarian facing a culture that does not value collaboration can plant a seed of inspiration, then cultivate and use this to gain momentum.

 

When beginning to implement a collaborative culture within a school community, the key is to start small. Kasey L. Garrison and Lee FitzGerald (2019, p.1) encourage teacher librarians to engage their fellow teachers in collaboration “one interested teacher at a time”. Karen Bonanno (2011, 17:15) also shares this perspective, suggesting that teacher librarians should put their energy toward the people who want to work with them. By collaborating with one teacher who is keen and interested, a teacher librarian will be able to co-create a guided inquiry unit that showcases to others the deep and meaningful learning that can achieved through collaboration. Teacher librarians can then use this partnership as a springboard to inspire other classroom teachers into a collaborative partnership. Michael G. Fullan (1999, p. 35) cites the need for “urgency-agency-energy” for collaboration to comprehensively embed itself into the school culture. ‘Urgency’ (motivation to make something happen quickly) coupled with ‘agency’ (the ability to utilise a range of collaborative skills) create the ‘energy’ that is needed to change a school’s culture to one that endorses collaboration (Fullan, 1999, p.35). Starting off small and harnessing the enthusiasm for collaboration that already exists in some teachers is the perfect place to begin cultivating the “urgency-agency-energy” needed to create an overall culture shift towards collaboration.

 

Communication is another important element in the success of promoting collaboration. Making connections with everyone associated with the teaching and learning process and nurturing these relationships, be it face-to-face or digitally, can bring success to the library program (Lamb, 2011, p. 28). This could be something as simple as emailing “hints and tips” or interesting resources to relevant teachers (Korodaj, 2019, para. 25). Asking to be a part of team meetings can also help create connections to teachers who may be hesitant to collaborate. Once a collaborative partnership between a teacher librarian and a classroom teacher has been established, it is essential to the success of the teaching and learning that the high levels of communication remain constant from the outset to the conclusion of a unit to ensure that both remain on the same page (Garrison and FitzGerald, 2019, p. 7). Sharing collaboration success stories with your school community will also help in changing perceptions to one that values collaboration between the teacher librarian and teachers.

 

The most convincing point in any argument for collaboration within a school community is the research that clearly demonstrates its positive impact on student learning. Embedding the teaching of literacy, information literacy, and digital literacy into guided inquiry units through collaboration with classroom teachers makes learning richer. One such example exists at the Methodist Ladies’ College in Victoria, where credit of the evident growth of digital literacy skills was given to the collaboration that exists between teacher librarians and teachers (Moloney & Lucas, 2019, p. 17). As these skills are not isolated to the library alone, their inclusion into subject-specific guided inquiry units give students the opportunity to develop and use these skills in an authentic manner.

 

Another argument for collaboration is a teacher librarians’ ability to assist teachers in meeting the general capabilities within the Australian Curriculum (Korodaj, 2019, para. 11). In an era of education that is still outcomes-based and data-driven, it can be difficult for a classroom teacher to reconcile the pressure to churn through content with the acquisition of 21st century skills. Leaning on a teacher librarians’ expertise in this area can enable a teacher to merge these two, sometimes conflicting, paradigms.

 

Ultimately, collaboration is considered a 21st century skill that we expect our students to develop, so modelling for them what effective collaboration looks like is only going to increase their understanding. The evidence is clear that collaboration between the teacher librarian and teachers has a positive impact on student learning and results… and after all, isn’t that what we are all striving for?

 

References:

Bonanno, K. (2011). ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan. https://vimeo.com/31003940

 

Fullan , M. (1999). Change forces: The sequel. Routledge Falmer.

 

Garrison, K. L. & FitzGerald, L. (2019, October 21-25). “One interested teacher at a time”: Australian Teacher Librarian Perspectives on Collaboration and Inquiry [conference paper]. 48th Annual Conference of the International Association of School Librarianship and the 23rd International Forum on Research in School Librarianship, Dubrovnik, Croatia.

 

Korodaj, L. (2019, April 24). At the crossroads (or a crossover!): Introduction to Teacher Librarianship (ETL401) and Teacher Librarian as Leader (ETL504). Lori’s E-Musings.

https://lorikemusings.wordpress.com/2019/04/24/at-the-crossroads-or-a-crossover-introduction-to-teacher-librarianship-etl401-and-teacher-librarian-as-leader-etl504/

 

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends : Linking Research & Practice To Improve Learning, 55(4), 27-36.

 

Moloney, S., Lucas, A. (2019). Teacher librarians co-designing learning for effective digital literacy programs. Access, 33(3), 4-21.

The ASLA Evidence Guide: Teacher first, librarian second

The ASLA Evidence Guide: Teacher first, librarian second

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The Evidence Guide for Teacher Librarians in The Proficient Career Stage (Australian School Library Association, 2014) is a window through which I am able to gain a comprehensive understanding of what will be expected of me when I eventually step into the role of a teacher librarian. As discussed in my first blog post, I am commencing this degree with limited predetermined ideas of what the role should be. This has allowed me to look at the role through fresh eyes and form my ideas from the ground up. This has been particularly pertinent as literature has indicated that the role is constantly evolving to adapt to learning in the 21st century (Lamb, 2011, p. 27). The Evidence Guide gives me a clear indication of what will be expected of me when I eventually do step into the role of a teacher librarian.

 

From first glance, this document clearly articulates that the role is teacher first, librarian second. By building upon the standards outlined within the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership, 2011), the Evidence Guide emphasises that teaching is at the core of the role. Through the elaborations made on the descriptors, the document outlines the pedagogy that a teacher librarian would need to demonstrate to be considered proficient within their role. One such example can be seen below within the focus area 2.1 Content and teaching strategies of the teaching area.  The elaboration on the descriptor states that: “Proficient teacher librarians use their knowledge of current content requirements and teaching strategies to plan and teach a wide range of topics” (Australian School Library Association, 2014, p. 6).

An extract from the Evidence Guide for Teacher Librarians in The Proficient Career Stage (Australian School Library Association, 2014).
An extract from the Evidence Guide for Teacher Librarians in The Proficient Career Stage (Australian School Library Association, 2014, p. 6).

This indicates to me that planning and teaching is not isolated to classroom teachers alone. The inclusion of the word ‘wide’ when describing the topic range suggests that the content a teacher librarian would be planning for will overlap slightly with the planning of a classroom teacher (through collaborative planning), and goes beyond that of literacy, digital literacy and information literacy skills. Mandy Lupton (2014) recognises the teacher librarian’s unique “birds-eye view” perspective and proposes that teacher librarians utilise this and become curriculum consultants within their school (Lupton, 2014, p. 23). Reading the Evidence Guide clearly reinforces that the role of a teacher librarian is one that is strongly embedded in pedagogical undertakings of the school.

 

I have reflected upon how I would use the Evidence Guide to inform my practice in a previous blog post. In this post I applied the perspective of a reflective practitioner; using concepts of ‘structure’, ‘challenge’ and ‘support’ to frame my analysis. Throughout my learning in this degree, I will continue to make connections to the Evidence Guide for Teacher Librarians in The Proficient Career Stage (2014) to further my understanding of the role of a teacher librarian.

 

References:

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. AITSL.  https://www.aitsl.edu.au/teach/standards

 

Australian School Library Association. (2014). Evidence Guide for Teacher Librarians in The Proficient Career Stage. ASLA. https://asla.org.au/evidence-guides-tls

 

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends : Linking Research & Practice To Improve Learning, 55(4), 27-36. https://doi-org.ezproxy.csu.edu.au/10.1007/s11528-011-0509-3

 

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

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Using digital tools to collect evidence

Using digital tools to collect evidence

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As mentioned in a previous blog post, teacher librarians will become an endangered species if they do not make visible what is invisible; that is, the pedagogical impact of their role on the teaching and learning within a school. Collecting evidence gives a teacher librarian the ability to make the pedagogical impact of their role obvious. In the school context, evidence can then be used to accurately guide the direction of the school library (Bonanno, 2015, p. 17). On a professional level, it assists in identifying areas of personal strength and areas in which professional development goals can be created. Prior to reading Joyce Kasman Valenza’s article Evolving with Evidence: Leveraging New Tools For EBP (2015), I had only considered using digital technologies as a way of displaying and sharing the evidence, as opposed to an efficient way to collect data. Taking advantage of these digital tools can assist busy teacher librarians to work more efficiently, as once a tool is established it can run automatically, with some digital tools also having the ability to analyse data at the click of a button. Valenza’s article also highlights the effectiveness of using digital technologies to capture not only quantitative, but qualitative data. Asking questions, such as “what have you learned about finding information?”, can lead to a richer understanding of less tangible aspects, such as the skill level of students or the culture of the school library (Valenza, 2015, p. 38).

 

When it came to collecting evidence using digital technologies, the only concepts I had prior to reading this article were taking photos or taking screenshots of documents that contained data. As Valenza states, taking photos are still a worthwhile way to collect evidence (Valenza, 2015, p. 42), but if I can supplement this with a myriad of other digital techniques, it will make a portfolio of evidence much more robust. I was already aware of some of the digital tools Valenza described in the article and have utilised them within in my teaching practice, such as Survey Monkey and the Google Workspace suite of programs (Google Docs, Google Sheets, Google Forms). But overall, most of the digital tools listed were new to me. I have analysed a few below that I would see myself using in the library context in the future, and added a few more digital tools that I have used in the past that would provide other avenues for collecting evidence of my practice as a teacher librarian.

Padlet logo
Padlet logo: https://padlet.com/

From perusing the website, Padlet really stood out to me as a digital tool that I could use in a multitude of ways, both professionally and personally. Valenza suggests using it as an exit ticket system, where students reflect upon their learning at the conclusion of a lesson by answering a metacognitive question, which is a fantastic formative assessment strategy (Valenza, 2015, p. 39). There is also a great website that details 30 creative ways to use Padlet for teachers and students (Renard, 2017), which includes some library-specific strategies, such as using Padlet to create a book wishlist or a library suggestion box for students to request books that they would love to see included in the school’s collection.

Curriculet logo
Curriculet logo: https://www.curriculet.com/

My first essay for ETL401 analysed the different attributes of eBooks in comparison to print books, so reading about the digital tools that give teachers and students the ability to interact within eBooks piqued my interests. While researching my essay it was clear that there was a preference amongst current students for print books over eBooks, leading to implications for the teacher librarian to actively promote eBooks to ensure they do not become an invisible, unused resource. Using add-ons such as Curriculet would allow a teacher librarian to assess reading skills by designing prompts to questions through the reading of set texts. It is the perfect way to ensure eBooks are a well-used resource within the school library as well as being an efficient way to collect data on reading skills.

Thinglink logo
Thinglink logo: http://www.thinglink.com/

My instant reaction when I analysed thinglink was to use this digital tool as a way to enhance the photographs that I would have already been including in my portfolio of evidence. Thinklink allows the user to create hotspots within a picture. When a user clicks on the hotspot, it provides additional information on a particular aspect within the picture. The format of the hotspot can be text, video or audio. This would be a fantastic tool to demonstrate how each area of the school library is utilised in meeting the schools mission statement. It also allows me as a teacher librarian to demonstrate how I meet the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (2011).

 

As a classroom teacher, I have come across other apps that I would consider useful for collecting data:

Kahoot! logo
Kahoot! logo: https://kahoot.com/

Kahoot allows a teacher to create personalised quizzes which students can access without an account from an iPad, phone or laptop. The questions and multiple choice answers are displayed on a central display screen (such as a SmartBoard) and students use their devices to answer. They get personal feedback instantly on their screens and group feedback on the main screen. I have used Kahoot quizzes as icebreaker activities at the beginning of a school year and for formative and summative assessment pieces within units of work.

Seesaw logo
Seesaw logo: https://web.seesaw.me/

SeeSaw allows students to take photos or videos and annotate their work. This app was created as a way to share work in the classroom with family, but I have also used it as a way to capture student learning for my own records. Valenza discussed how she gets the students to video her library so she is able to gain a glimpse of the library from their point of view (Valenza, 2015, p. 42). SeeSaw could be an alternative way collect this evidence from students.

 

Valenza’s article has opened me up to a myriad of different digital technologies that I had never considered using before. I am excited to explore these apps further, even for my own personal use. From the readings within this module it is clear that I need to ensure that as a teacher librarian, I am conscious in making my pedagogical impact in the school obvious through the constant collection of evidence, which can be made more efficient through the use of digital tools.

 

References:

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. AITSL.  https://www.aitsl.edu.au/teach/standards

 

Bonanno, K. (2015). A profession at the tipping point (revisited). Access, 29(1), 14-21.  http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

 

Renard, L. (2017). 30 creative ways to use Padlet for teachers and students. BookWidgets. https://www.bookwidgets.com/blog/2017/08/30-creative-ways-to-use-padlet-for-teachers-and-students

 

Valenza , J. (2015). Evolving with evidence: Leveraging new tools for EBP. Knowledge Quest, 43( 3), 36-43.

A Self-Reflection on my Essay: eBooks vs. print books

A Self-Reflection on my Essay: eBooks vs. print books

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I write this post with a mix of emotions running though me. I have just hit the ‘submit’ button for my first assignment in ETL401. It is the first essay that I have written in 9 years.

I’m thrilled that I have completed the essay.

I’m nervous about what the reader/marker will think.

I’m doubting myself, questioning if I actually covered the topic succinctly.

I’m proud that I achieved what a few weeks ago seemed like an absolutely daunting task.

My writing skills are still very rusty, but just from the process of composing this essay I feel like a little bit of grease has been added to my writing gears. After all, the only way to become a better writer is to just write!

 

Out of curiosity, I created a word cloud of my essay to see what key words stood out. Can you guess the topic of my essay from the scramble of words below?

A word cloud of my essay
A word cloud of my essay – can you guess the topic?

If you oh-so accurately guessed: an analysis of eBooks vs. printed books and how a teacher librarian finds a balance between these two modalities, then you are correct. 😉 Below are some of the key ideas that I found most intriguing in the battle between eBooks and print books:

  • The generation that are currently attending school have a predominant preference for print texts over eBooks, which is surprising given how adaptive to new technology they are perceived to be (Rutherford et al., 2018, p.321).
  • Studies have found that reading information in print leads to better comprehension compared to eBooks. When we use our digital devices in day-to-day life, we tend to skim and look for key words. When we use these same devices for reading eBooks, our brain instinctively applies the same skill of skimming when reading (Barron, 2017b, p. 18).
  • The customisable features of eBooks (such as font size, font type, background colours, read-aloud features) make them the perfect tool to break down barriers for students who have learning difficulties or disabilities (Baker, 2017, p. 8).

For a teacher librarian, it is their objective to find a balance between both eBooks and print books in order to cater for all students and develop the critical skills they need to be learners in the 21st century.

 

While researching this topic I could not help but reflect upon my own use of print and eBooks when it came to studying. I found it ironic that I was printing out eJournal articles on the topic of comprehension being better in print so that I, too, could better comprehend the research about this topic. I find it easier to understand what I am reading if I can hold, highlight, write notes in the borders and cross-reference with other printed copies.

 

Even though my preferred modality of text is print, I do have an appreciation for eBooks. eBooks give me the flexibility to study anywhere at any time. I am fortunate enough to currently be a stay-at-home mum to my one-year-old, and the only times that I can study are when she is sleeping. Unfortunately, libraries are not open at 10pm at night and I doubt they would let me peruse the library in my pyjamas. But with eBooks I can do just that! eBooks have given me the ability to further my education without being limited by my location or time constraints. And for that I am thankful and grateful.

 

References:

Baker, E. (2017). Where have all the ‘real’ books gone?. Practical Literacy: The Early and Primary Years, 22(3), 8-9.

 

Baron, N. S. (2017b). Reading in a digital age. Phi Delta Kappan, 99(2), 15-20.

 

Rutherford, L., Singleton, A., Derr, L. A., & Merga, M. K. (2018). Do digital devices enhance teenagers’ recreational reading engagement? Issues for library policy from a recent study in two Australian states. Public Library Quarterly, 37(3), 318-340.

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