The three dimensions of quality teaching are in perfect alignment with the characteristics of Inquiry Learning approaches. Intellectual quality encourages the use of pedagogy that focuses on the active construction of knowledge by students, and on the use of critical thinking skills that develop an understanding of key concepts or ideas. Both Project Based Learning and Guided Inquiry stem from constructivist views of knowledge where students will create their own ideas or conclusions about a topic. In order to ask their own meaningful questions, students will need to engage with their deep knowledge and understanding of a topic. In guided Inquiry, students are led through carefully orchestrated units that build their deep knowledge and understanding of a curriculum topic. This aspect of IL corresponds to the intellectual quality element of quality teaching.

In addition, the importance of quality learning environments cannot be underestimated, as classrooms where there is a strong and supportive learning atmosphere lead to improved student outcomes. In IL students are encouraged to exercise their self-regulation and decision-making in a classroom that is supportive of such practices. IL is grounded in constructivist theories of learning in which students will formulate their own questions, research a certain topic of interest to them and present their findings and knowledge to their peers. All these learning strategies and carefully planned steps take place in a supportive environment where students feel safe to take risks and share their newly acquired information without fear of being judged.

Finally, high quality pedagogy requires teachers to link the students’ work at school with contexts outside of the classroom such as the students’ family, experiences and cultural background. This is the third element of quality teaching that promotes learning practices that are meaningful and significant to students. It also corresponds to the IL process approach of allowing students to draw on their own personal interests and experiences in order to complete the steps of a learning task in a meaningful way.

1- Has the school in which you work (or know best) developed an information literacy policy?

2- How is information literacy approached in your school or experience?

3- How is digital citizenship approached in your school or experience?

4- How can a trans-literacy approach expand the teaching role of the TL beyond the traditional information literacy paradigm?

1- The school where I work has not developed an explicit information literacy policy; however, IL is an integral part of the teaching programs created collaboratively by teachers across all stages. My school has been a pioneer in NSW in future focus learning and has been singled out as an exemplar of successful 21st C skills learning, such as ICT capabilities.

2- IL is approached in several ways, namely in the flexible design of learning spaces that promote collaborative learning, and also in the acknowledgement of an Information and Communication Technology capability in all master programs. ICT skills are promoted and embedded in all learning opportunities. 95% of students bring their own device to school and use technology to acquire knowledge and skills that will not only enhance their understanding of subject content and also prepare them for life after school.

3- The dimensions of ethical digital citizenship are discussed in depth with prospective students during an orientation day that that takes place in term 4. Expert teachers give a presentation to Y6 students about what constitutes responsible digital behaviour and how it affects others. Students are given a booklet that contains information about online behaviour, resilience and wellbeing. Digital citizenship is reinforced in wellbeing programs that students participate in during the entirety of their schooling.

4- A TL is in an optimal position to supervise literacy enrichment programs across the school, such as Moodle literacy activities that students will have to complete online on a regular basis as stepping stones to success in the main curriculum areas. These Literacy and Numeracy milestones will ensure that students are better prepared to tackle their HSC exams in Y12 and also to embrace university studies with confidence in the future.

Explain what you think the phrase –  the tool is directing the user – means? How do you think embedded AI affects how people use technology in the digital environment?

AI has facilitated the use of certain features of the Internet, such as gathering and storing data about people that can be retrieved for later use. However, there are manifold sides to this process, as Internet multinationals such as Amazon are very adept at collecting data about consumers’ interests and inclinations as this information is registered in previous purchases. In one sense a person exercises their free will when they buy products, but on the other hand this leads to an infinite commercial exchange over which we have no control. Big companies are able to harvest our interests, showing us objects to buy, however this leads to an endless commercial game. Young and vulnerable people are very enthusiastic consumers and easily fall prey to the clutches of the Internet beast.