ETL401 – Seoul Learning

Assessment 3: Part C_Reflective Practice

Bradley, P. (2012). Library warning poster. [Photograph]. Flicker. https://www.flickr.com/photos/52965040@N00/8073524689

I have been on a journey into the role of the teacher librarian (TL), information literacy and inquiry learning models. Even the ‘basics’ prove challenging, such as the ever growing definitions and types of literacies to be aware of! (Seewald, 2021, Jan 9).

Recently I read Lutpon’s Adding value: Principals’ perceptions of the role of the teacher-librarian (2016), and was pleased to read the positive attributes of the TL as described by the principals. Categories such as curriculum leader, manager, superperson, and connector were assigned (Lupton, 2016, pp.59-61) and it was encouraging to read about the recognition given to great TLs. The TLs were regarded so much more than what Harzell (cited in Farmer, 2007) has described as merely “responsive helpmates” (p. 60). I witnessed the above stated categories (particularly ‘superperson’) in my current school, with a former TL, Judith. I wrote about the teaching of “wisdom” (Sternberg as cited in the Oregon Technology in Education Council, 2007) in my blog (Seewald, 2020, Nov 26). Judith took on this ‘wisdom’ role too. As stated in my very first blog post, working with Judith “had a profound impact on my understanding of the role of a TL” (Seewald, 2020, Nov 22). However, I now realise that this was just the beginning in my exploration of the roles and responsibilities of a TL.

A couple of points from Lupton’s research hit home. The majority of the principals valued the “T” in the TL much more than the “L” (Lupton, 2016, p. 58). Skilled teaching, (particularly in the area of inquiry and ICT) as well as resourcing the curriculum with understanding and insight were highlighted. So much so, that Lupton (2016) has warned that some TLs may “find themselves redundant” (p. 58) if they are focused more on library management rather than on teaching and integrating themselves within the curriculum. As Herring (2007, p.32) states, information literacy is the key role of a TL, and it is educational, as opposed to administrative! This is such an important point to note. It links really well with what Bonanno (2011) has been saying; TLs need to get out there and (not so quietly) show what they can do!

I am still musing over the role of the TL in inquiry teaching. I’ve not seen this done at all, in any of the international schools I have worked at, beyond the occasional stand alone lesson about ‘how to reference’ (Seewald, 2021, Jan 7). I’m struggling to reconcile the expectations of a TL in this area and what I have witnessed in over 20 years of teaching. Most of our readings point to an expectation that the TL is hands-on with inquiry/information literacy teaching. Not an “it’s the icing on the cake if they do this” approach, but more a ‘this is a huge part of the role’.

Why haven’t I seen more of this in practice then? Have I just missed the opportunities? I have always been pretty self sufficient in teaching research skills because they are embedded in my subject criteria of MYP Individuals & Societies, so I have always taken on that responsibility, as outlined in a recent blog post (Seewald, 2021, Jan 9). Have I not seen a TL/subject teacher partnership because of the IB framework I have always worked in – one which expects subject teachers to teach inquiry-based lessons as the ‘norm’ not the ‘exception’? Or is it because we as teachers have really pigeon-holed the role of the TL, with more of the emphasis put on the “L” in “TL”? I suspect it is more of the latter. And that is what I have found so challenging in the past few weeks – confronting what I thought a TL was and recognizing that, in part, my own beliefs have hampered the TL / teacher relationship, of what we could do together in a collaborative partnership.

Another light-bulb moment for me was learning about the information literacy models that I had never heard of before (Seewald, 2021, Jan 9). I would really value working with a TL to implement an agreed upon framework to provide a consistent approach (Seewald, 2021, Jan 10). I can only take students so far with my little ‘Research Booklet”! In addition, the realisation that TLs can be involved in their own research, such as using the SLIM Toolkit (Todd et al., 2005) really brought home to me the wide ranging skills a TL can offer and the importance of evidence-based practice.

References

Data, information, knowledge, and wisdom. (2007, February 27). Oregon Technology in Education Council. Retrieved January 16, 2021, from https://otec.uoregon.edu/data-wisdom.htm

Farmer, L. (2007). Principals: Catalysts for collaboration. School Libraries Worldwide, 13(1), 56-65.

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.), Libraries in the twenty-first century: Charting new directions in information. (pp. 27-42). Chandos Publishing.

Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-61.

Todd, R. J., Kuhlthau, C. C., & Heinström, J. E. (2005). SLIM: A toolkit and handbook for tracking and assessing student learning outcomes of Guided Inquiry through the school library. Centre for International Scholarship in School Libraries at Rutgers University. Retrieved January 16, 2021, from http://eclipse.rutgers.edu/wp-content/uploads/sites/20/2014/03/slimtoolkit.pdf

Guided Inquiry Design: An initial perspective

Ramberg, M. (2006). Questions? [Photograph]. Flickr. https://www.flickr.com/photos/40021607@N00/185508448

Disclaimer:

Oh no! I wrote out this rather lengthy post in response to a prompt in Module 5. However, it’s only now that I realise I was supposed to use my TL hat in doing so. But my hat is only in the design stage at the moment, as I’m such a newbie and always seem to revert to my classroom teacher space. I’m sorry Liz, I don’t want to delete it so here it is:

The subjects closest to my heart are MYP Individuals & Societies (I&S) and DP History. Both have heavy research components. As I have taught vertically through the MYP and DP, I notice that those students who have not grasped effective research skills really struggle in DP History, particularly in their Internal Assessment papers and their Extended Essays. MYP I&S’s Criterion B (Thinking Critically) provides the rubric we use for assessment. By the end of Year 10, students should be able to:

Formulate a clear and focused research question and justify its relevance
Formulate and follow and action plan to investigate a research question
Use research methods to collect and record appropriate, varied and relevant information
Evaluate the process and results of the investigation (Individuals & Societies Guide, p. 38)

Criterion B was pretty daunting to teach towards when I first started in the MYP. It seemed like a mountain to climb – how to provide the steps? I was in an IB MYP workshop when a fellow delegate shared a document with processes he had put together in order to reach the above listed goals. I took this document, thanked him profusely and after many modifications, still use it. It’s called the Research Booklet (yes, I know, scintillating title). I’m pretty attached to it by now! The best thing is that it keeps all of the student processes (including the evaluation) in ONE document. It’s then easy to check up on where kids are at, without having to sort through many papers (physical and digital) per student.

After reading through Module 5 about Information LIteracy Models (ILM), I had a bit of a revelation. I was trying to scaffold kids into better research skills with my humble booklet. Great, but without any framework or base to guide me.

I have just started reading about the Information Search Process / Guided Inquiry Design Process (ISP/GID). I absolutely love the fact that the GID is embedded in the research of the ISP, giving it a very strong evidence based practice leaning. The stages of Kuhlthau’s ISP make total sense to me – I have seen it over and over again in students (and myself!) without ever putting a name to it. It was so refreshing to read about the ISP – because it acknowledges the affective component of researching – which if the frustration becomes overwhelming – stops the research process altogether. To see student’s thoughts, feelings and actions captured in one model and how they “interplay across time within the context of a traditional research assignment” (Kuhlthau & Maniotes, 2014, p. 10) was very powerful. Finally, someone was listening to the kids and trying to see and understand the process through their eyes!

I obviously need to read deeper about GID. My initial thoughts in regards to it include an appreciation that the GID stages are thoughtful and don’t skip straight to formulating questions. Too often I have seen this with students as they rush to ‘nail’ their research question – often having to revise it later (and not due to further deeper research, but due to the rush at the start!)

I could definitely adapt my booklet to reflect the steps provided by GID. I feel then that I would have a solid research base behind me for the sorts of questions others ask – why are you doing it like that? For me, I can see an easy switch. The challenge would be to convince others. This wouldn’t be too hard in my own subject area (especially if I did all the work to prep a unit based on GID as an example!) BUT introducing this across the whole middle school or high school would be much more difficult. I’m not sure how I would even start to do that. Maybe here is where the role of the TL could come in? Would a presentation/information/invitations to Heads of Departments and the Principals be effective? It would definitely have to involve the MYP and DP coordinators, although I think they would be very much on board. We are a very inquiry orientated school, but we lack consistency in our approaches. So why hasn’t this already been done? For years we have struggled with some subjects teaching research skills, and others not, and the ones that do – all do it differently. I’d love to see a consistent approach, with the TL driving this supported by a well researched ILM.

References

FitzGerald, L. (2001). The twin purposes of guided inquiry: Guiding students inquiry and evidence based practice. Scan, 30(1), 26-41.

International Baccalaureate. (2013). Individuals and Societies Guide. International Baccalaureate Organization. https://resources.ibo.org/myp/subject-group/Individuals-and-societies/resource/11162-32902/?lang=en

Maniotes, L.K., Kuhlthau, C.C. (2014). Making the shift. Knowledge Quest. 43(2), 8-17.

Information Literacy: Who is responsible for what?

I’m trying to wrap my head around the TL’s role here. As my subject (MYP Individuals & Societies) has embedded research skills into its criteria, I have actively taught research skills for a long time. I think I’m one of the odd few who absolutely love teaching them, so I have not requested help from a TL to do this. I’m not saying this is a good idea, or that the TL has little to offer – in the moment I just didn’t feel like I needed help AND I didn’t really see the TL role in that light, beyond a ‘stand alone’ research session. (Of course this is now beginning to change.) I have seen TLs do ‘stand-alone’ lessons on how to reference or what databases are available to students, but if they are not linked to the unit specifically, I rarely see the information sink in. Kids switch off as soon as you say “Here’s how to reference properly….” particularly if they have not developed a relationship with the person who is delivering this information. In other subjects that have research components, (but the skills aren’t mandated to be assessed within the criteria) – I see a “brush off” and have heard teachers say “oh, you should have learnt that in English or I&S”. There doesn’t seem a consistent approach.

Who is responsible for what? If your subject has skills embedded and assessed, is this solely the teacher’s responsibility then? If your subject doesn’t have these skills embedded, and there is no pressure then to ‘assess’ them, how do your students progress in research skills in that particular content area? Does the TL become more involved in these subjects then? I don’t think we can isolate research skills just to one subject. I guess, in a perfect world, these questions would be considered and addressed at a school wide level, with the role of the TL highlighted. Although I would say that at my school, we are highly collaborative and inquiry focused, but in our setting, we have not utilized the skills of a TL to their full extent. We are not there yet. And – if this is not an expectation from senior management – what happens then? I also think the personality and drive of a TL has a big role to play here. I’m guessing that a TL who feels content and ‘safe’ within the physical walls of the library will not push for a change in that perceived role. Other TLs, who have the drive and desire to push the school forward will be out and about, being visible, making connections outside of the library. (It’s the same with classroom teachers too!) So there are many factors to consider here.

The right TL for the job + an open minded leadership + teachers willing to collaborate = better research skills for our students?

Literacy and its meanings

Wilson, S. (2013) Digital Literacies Peacock. [Photograph]. Flicker. https://www.flickr.com/photos/52926035@N00/8506818215

I enjoyed reading the Module 5 material on literacy. That list of different types of literacies seems ever growing! I stumbled upon one more (not on the list), that of “global literacy”. I found it in a thesis paper, with the title of “The Qualities that Inform Global Literacy Teaching in the U.S.” (Olabisi, 2020). Within it, Olabisi cites a definition from Reimers et al. “global literacy is the information and skills a person needs to successfully function in a globalized context”. I’m presuming this would have elements of international mindedness/intercultural awareness, global citizenship etc.

In the above context, it would seem that the word ‘literacy’ refers to a descriptor – in terms of competency. I don’t think the use of the word ‘literacy’ in this way means a dilution of the term. I think it adds depth and richness to the more traditional meaning of literacy (reading, writing, speaking, listening and viewing). However, it is really important that we use ‘literacy’ as it befits our context and purpose, so we need to be more intentional, more nuanced when using the word. This seems like a simple point, but the more I think about it, the more important it becomes. Maybe we should start challenging each other when we hear the word ‘literacy’ used in an ill defined manner. For example,

What does the assistant principal mean when she says literacy rates have flattened when looking at the latest round of Grade 7 MAP scores?
What goals, skills and concepts is another teacher referring to when he says that he wants to create a new “visual literacy” unit for Individuals & Societies?
When collaborating with the English teacher on an interdisciplinary unit, what do we mean we want to assess “critical literacy”?

On another note, I am concerned with the pervasive idea that students are so comfortable with technology, that therefore they must know how to use it. Yes, they use it very well in social networking and gaming (I see my son gaming online with friends, two computer screens plus one phone propped up so he doesn’t “miss anything!”) When it comes to research skills, it is a completely different matter and I seem to see the same patterns year after year with the next group of students. I totally resonated with Coombes’ (2009) article in which she outlined the popular perception that just because our students are ‘tech-savvy’ doesn’t necessarily mean a correlation between being comfortable with the internet and exhibiting strong information finding skills. I’d like to extend these thoughts in my next post, once I have read about information literacy and the various models we can use.

References

Coombes, B. (2009) Generation Y: Are they really digital natives or more like digital refugees? Synergy, 7(1), 31-40.

Olabisi, J.E. (2020). The Qualities that Inform Global Literacy Teaching in the U.S. [Dissertation, University of Phoenix]. ProQuest Dissertations Publishing.

Teacher and TL collaboration : a forum discussion post

The following is a modified response to an original discussion thread for Module 4.2.( in regards to the challenges of teacher / TL collaboration). At a later date, and hopefully when I am in a TL position, it will be interesting to reflect upon this issue ‘from the other side’. I’ve also just realised that it was my turn to post to my blog re: the discussion schedule. So I hope that my forum response will also be acceptable as a blog post too.

Hi Elyse

Thanks for your thoughts! I think we may be a little further along in our school but it has been hard work to get there. There is a professional expectation that comes from the top down, that we are to be collaborative. We meet 2 times per cycle in the high school (we have an 8 day cycle) as subject/grade level teams – it’s scheduled in. In middle school, grade level subject teams meet on an informal basis almost every day to plan/prep/co-mark and moderate assessments. Once again, they can, because the time is protected for them to do it.

Despite this, there are teachers who still really don’t want/refuse to collaborate. I understand a few of the reasons they give, and don’t understand many others. I do know that co-teaching or working closely in a situation where personalities clash is absolutely awful. On the flip side, my best teaching experiences have been based in a close, collaborative team where different styles and methods are respected and shared, and there have been strong interdisciplinary connections made.

Although a pretty strong model of collaboration exists in our school, there have been very few times when the TL has been invited to these meetings. Thus I have realised reading through this module, that we have a long way to go with this. The TLs in the middle and high school will come and do stand-alone research/’how to reference lessons’ but I’ve noticed that these lessons are only really successful if teachers have included them in on the background – the inquiry questions of the unit, what the kids are doing – so they can link in practical, task-specific resources and examples of how to research/reference.

I think we as teachers, also need to be more proactive here in reaching out to the TL, as well as the other way around. But as you have also commented – there is a misunderstanding (from classroom teachers) of what a TL can do so they are overlooked. I know my own classroom teacher perspective in regards to TLs has really been flipped on its head just since beginning this degree. Even though I have worked with an absolutely fantastic TL previously (who inspired me to do this course) – I realise now that I just barely scratched the surface of what the professional relationship could have been.

At the end of the day – it’s all about the students and if we just keep chipping away in this direction, in whatever role we have, I hope we keep moving forward.

Ang

ETL401 & INF447: Meeting in the middle with evidence-based practice

ETL401 Module 3.4 : Accountability in Practice

ETL401 Module 3.4 fits well with what we are learning in INF447 Research in Practice. I found our first written assessment in INF447 really challenging – evaluating, comparing and contrasting two research articles. A lot of new terminology: paradigms, methodology, methods, frameworks etc. Throw in analysing statistics and it really freaked me out! I may not be comfortable with the nuts and bolts of research but I am for sure now developing an appreciation for its necessity. Bonanno’s (2011) extortion to make sure TL rhetoric is heard by the right people – without evidence based practice, how can we expect school leadership to take us seriously? In my ETL401 discussion essay on genrefication vs the DDC, it was clear that not enough research has been done on the sustainability of genrefication (Gray, 2019). I’m sure this is one of many areas that could be a place for TL practitioners to delve into.

It was encouraging to read Valenza’s article (2015) because it made me realise that a lot of the tips and practices she talked about – really – are the basics of research – the data gathering as such. They are accessible to me, and some of the tools I actually use extensively in the classroom already. Maybe I don’t have to be an uber researcher to collect and analyse data – I just need practice, a good role-model and a little more confidence?

We moved to using Google Classroom in the middle and high school about two years before Covid hit. We are pretty well versed in what it offers and use its companions (such as Google Forms) extensively. We had to teach virtually from March 2020, with a brief period of a hybrid physical school/virtual learning model, then back to full virtual in December 🙁 We had to upskill pretty quickly with a range of online formative assessments/feedback platforms. I recognise a few applications/programs that Valenza summarized. I have used Padlet and Flipgrid a lot for formative assessment/feedback – Flipgrid is great when your class is just sick of writing 🙂 I also use Go Formative, Edpuzzle, NoRedInk and Sutori. I can see these all working for a TL, with the exception of maybe Sutori which is really geared towards History and Individuals & Societies.

I’m usually on the lookout for any tips and tools, so really appreciated Valenza’s article and have bookmarked many of her suggestions to explore further.

References

Bonanno, K. (2011). A profession at the tipping point. [Keynote speech]. ALSA Annual Conference.

Gray, M. (2019). Genre fiction collections in Australian school libraries. Scan: The Journal for Educators, 38(10), 18-25. https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/genre-fiction-collections-in-australian-school-libraries

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

Are school librarians an endangered species?

A one hundred word summary of Karen Bonanno’s keynote speech at the ASLA conference, 2011

“The Glass Half Full” by Cayusa is licensed under CC BY-NC 2.0

We could be, but only if we allow it. With what has been described as an ageing, invisible profession, the path of least resistance would be to view the future with a ‘glass half empty’ attitude (Bonanno, 2011). However it is up to the drive and passion of TLs who understand our own worth, to ensure we match the rhetoric of our contribution, with the right audience (Bonanno, 2011). Bonanno suggests using the 5-finger approach in order to maximize our presence, efforts and relationships:

Strength of character
F.O.C.U.S
Brand
Relationships
And the little things that count (Trump & Kiyosaki, 2011)

References

Bonanno, K. (2011). A profession at the tipping point. [Keynote speech]. ALSA Annual Conference.

Trump, D.J. & Kiyosaki R.T. (2011). Midas Touch: Why Some Entrepreneurs Get Rich-And Why Most Don’t. Plata Publishing.

Response to Module 3.1_AITSL Standards

We have been asked to consider how we might use the ASLA evidence guides or the AITSL Standards for Teacher Librarian Practice in our own practice.

I was thinking of combining 7.3 (engagement with parents/carers) as well as 4.1 (supporting student participation). Very early on in this unit I thought about how library spaces within our school could be used for showcasing student products, and / or evidence of learning. Preferably these physical displays would be linked to specific units that the TL had been involved in. Students of ALL ages (and I teach the big ones!) will stop and look at well designed physical displays with lots of visuals….particularly if it has anything to do with their own class 🙂

I don’t see a lot of parents or people from the wider school community in our libraries but I think a Google classroom school library website highlighting new books and student/teacher activities could be a way of getting information out there. We get emails from the TLs updating us in regards to resources, but I am unsure whether anything goes to the wider community; I would have to check. Invitations to come and browse in the libraries, with a book chat and a cuppa at the end may be able to ‘hook’ interest from the community. They may not be overwhelmingly attended, but from classroom experience, it only takes one or two parents to get excited about something to get the word out and gain knowledgeable support from the community. I wonder if there could be a culture of “that area is for the students and I don’t want to interrupt” and that is why we don’t see it used often by others or ? (Time to get out the INF447 Introduction to Research skills!)

I also looked through the IFLA school library guidelines, as I am in an international setting. I appreciated how they gave world-wide practice examples of many of the guidelines.

References

Australian Library and Information Association. (2014) AITSL standards for teacher librarian practice. https://www.alia.org.au/sites/default/files/AITSL%20Standards%20for%20teacher%20librarian%20practice%202014.pdf

Australian School Library Association. (2014). Evidence guide for teacher librarians in the proficient career stage. https://asla.org.au/resources/Documents/Website%20Documents/evidence_guide_prof.pdf

International Federation of Library Associations and Institutions. (2015). IFLA school library guidelines. http://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Reflections on the first three weeks

I’m just a few weeks into my teacher librarianship (TL) training. I thought this might be a good time to reflect a little. These are my thoughts (in no particular order):

Wow, I really had no idea that the TL world was so intricate, diverse, thoughtful, complicated, outward looking, people driven, technological…I struggle to find just the right adjectives! Only three weeks, and I have managed to navigate (although poorly), new terminology, such as: patron driven acquisition, bundled sets, selection aids, collection development and management, library ‘nostalgia’, the data-knowledge continuum, information landscape, artefacts, positivism vs interpretivism….the list could go on and on. In many ways, I feel that I have entered into another universe.
I’m starting to see the overlaps. I was reading a research paper commissioned by the International Baccalaureate Organisation for ETL503, trying to get to the heart of the definition of international mindedness, when I realised, that I could use the same paper for a discussion forum for INF 447. Somehow, my brain had switched gears and I was picking out the research paradigm used (social constructivism) and the limitations of the research. It was an ‘aha’ moment. I absolutely love it when students have that ‘aha’ moment when they link concepts from one subject to another, (the trans-disciplinary ‘got it’ realisation), so to have my own quiet moment was encouraging.
I’ve been in our high school library a lot over the past week. After many years, I’ve stepped out of full time subject teaching and moved on to a one-year permanent substitute teaching contract at my school. My 15 year-old son is virtual learning full-time (government regulations due to Co-vid). Therefore, it’s not good if we are both bouncing around the apartment, with me nagging him to death about paying attention when he is on Zoom lessons. My retreat has often been the library. It has been really interesting to watch from a distance the comings and goings of students, teachers and administration with varying needs and requests and to see how our TL has handled them all. She is also in the process of coordinating final Extended Essay drafts and running sessions on referencing and formatting. I was lucky enough to spend some time with her yesterday morning, in which I got to pepper her with questions such as…

Q. Do we have a collection development policy with selection criteria + a challenged resource policy? A. We do (and now I have copies!)

Q.What library management system do we currently use? A. Follet School Solutions / Destiny, which apparently many international libraries use – US based.

Q. Although our high school population overall has a high reading level, there is a small group of EAL students or students who struggle with long texts. How do we cater for these? A. Our TL recommends Orca, a Canadian company that publishes books which have a “High-Low” focus – high interest/engagement for lower reading levels.

Q. How well is the high school library budgeted? A. Very well, but she stressed the importance of budget maintenance…..advocating for the library, demonstrating its continued central importance in teaching and learning.

Q. Do we use bundled sets? A. No, our TL sources books on an individual basis.

Q. What are her ‘go to’ selection aids and book review sources?? A. The main ones she relies on are Titlewave (Follet’s selection aid which is very extensive, and books can be delivered ‘shelf ready), Booklist, School Library Journal and a Facebook group, International School Library Connection.

Further questions I’d like to ask (if she has the time in the future) would be:

Q. How do we cater for our mother tongue populations? (I have a feeling this area could use some work as it is not visible just on a ‘walk-through’, which doesn’t mean to say it is not there.)

Q. What current issue/trend does she find challenging as a TL at this present time?

Q. Does she have many members for our wider school community using the high school library? (parents/guardians/other caregivers?) What is our community “reach”? Do we intentionally “reach out” and if so, how?

Figure 1: Christmas cheer in our high school library

References

Seewald, A. (2020). [Christmas cheer in our high school library] [Photograph].

Module 2.1 and 2.2: The information environment

I really enjoyed reading different definitions and perspectives of ‘information’. It made me think that as a subject teacher, I have had a rather limited understanding of information up to this point, almost one dimensional. When reading the module however, it was like my linear thinking was pushed into 3-D!

Several things stood out to me within the module sections of 2.1-2.2. They are reflections and are in no particular order.

: I appreciated the flow from raw data to wisdom as presented by Wideman (2008). We have an overwhelming amount of information in our lives and it was refreshing to be reminded of the possibility of a higher purpose – we could really use more wisdom! I started to reflect as to whether the word ‘wisdom’ has featured lately in any discussions I have had with students and I (to my sadness) could not think of any recent examples. I did a little reading around the subject of teaching wisdom in schools and stumbled upon Robert Sternberg who promotes this. “When schools teach for wisdom, they teach students that it is important not just what you know, but how you use what you know–whether you use it for good ends or bad.” (Sternberg, 2002, as cited in the Oregon Technology in Education Council, 2007). I realised that TL’s could play a very important role in this, as information specialists.

: I also found it helpful to think of information as a traded good that is inconsumerable, untransferable, indivisible and accumulative (Derouet, 2020). I had not really thought of information in these terms and it made me realise how powerful information can be due to these attributes.

: In this day and age of mis- and dis- information, when is a fact not really a fact? Information can be so very subjective too.

References

Derouet, L. (2020). The information environment [Study notes]. ETL401: Introduction to Teacher Librarianship. Interact 2. https://interact2.csu.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_3883144_1&course_id=_49763_1

Oregon Technology in Education Council. (2007). Data, information, knowledge and wisdom. https://otec.uoregon.edu/data-wisdom.htm

Wideman, R.M. (2008). The information hierarchy. [Powerpoint slides]. http://www.maxwideman.com/issacons/iac1013d/sld004.htm