Information Literacy

CDP- The Tool for Change.

Bianca Bertalli collection development, ETL503 , , , , , , 1 Comment

This semester of learning has reframed my understanding of how purposeful collection development can achieve the broader goals of school libraries as well as address challenges arising from a contemporary information context. By deeply engaging with the policies and collection management guidelines from peak bodies such as ALIA (2024), ALIA & ASLA (2016) and IFLA (2015), I have come to understand that through the articulation of clear guidelines that drive robust decision making, the teacher librarian (TL) has the power to enhance both the functionality and the reputation of the school library (Mitchell, 2011; Kimmel, 2014).

When I first began working in the TL role and recognised the scope of change needed within my own library collection in order to allow students to gain true information fluency and engage in the critical consumption and creation of information, I felt completely overwhelmed (Bertalli, 2023; NSW Department of Education 2022). I had naively thought that my role would be centred around literacy in the traditional sense, until I learnt what true transliteracy might look like for students today (Bertalli, 2023; O’Connelle & Oddone, 2023). It soon became clear that while our current library collection was considerable in size, it was not balanced in terms of format, and I realised that substantial changes to the collection would need to be made if I was to truly support our students to gain 21st Century skills (Bertalli, 2024; Newsum, 2016; Mitchell, 2011). Once I began to engage with ETL503 subject content, I started to understand the way in which a robust CDP would become the transformative tool that would assist me to make the changes I needed to move towards a collection that truly reflected the needs of my school context. Understanding the role of the collection development policy felt like finding the missing link that had finally bridged the theoretical knowledge I had been collecting in earlier subjects and the practical way to perform my role effectively.

ETL503 also enabled me to reflect upon my own ad-hoc collection management decisions in the past, inherited as custom and practice from the previous teacher librarian. I realised that at times, during my first year in the TL role, I had agonised over various acquisition choices due to self-censorship and fear of local community reactions to new and diverse perspectives. I now understand that this apprehension is preventable by applying selection criteria, that is supported by the school leadership and developed in consultation with the wider learning community (Bertalli, 2024; Morrisey, 2008). Although Johnson (2009) states that “collection development … [is]… a combination of knowledge, experience and intuition”” (2009, p.108), ETL503 assisted me to understand that in order to ensure that the collection was truly reflective of, and responsive to, changing curriculum and information needs, a more structured process was required (Bertalli, 2024).

Finally, in line with Kimmel’s (2014) findings, I have come to realise that developing a rigorous CDP has the potential to raise the status of the school library and ensure it is seen as central to student achievement, in the local community. A CDP is in fact a new way to advocate for my TL role that I hadn’t previously considered (Bertalli, 2023). ETL503 has been a rewarding learning experience that will be useful to my work, and beneficial for my students, each and every day.

References

Australian Library and Information Association. (2024). ALIA core values policy statement. https://read.alia.org.au/alia-core-values-policy-statement-0

 

Australian Library and Information Association (ALIA) & Australian School Library Association (ASLA). (2016). Joint Statement on school library resource provision. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_School_Library_Resource_Provision.pdf

 

Bertalli, B. (2023, March 8). Teacher Librarians- It’s Time to Renew Our Role. Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2023/03/

 

Bertalli, B. (2024, March 6). 99% there- yet so far to go! Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2024/03/

 

Bertalli, B. (2023, March 22). Literacy- Is it more than just reading and writing? Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2023/03/

 

Bertalli, B. (2023, May 20). Looking back on chapter one. Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2023/05/

 

Bertalli, B. (2024, March 29). F*@! Do we face the same school library censorship challenges? Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2024/03/

 

Bertalli, B. (2024, April 26). Show me the money! Library budgets and the role of the teacher librarian. Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2024/04/

 

International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015).  IFLA school library guidelines.  https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

 

Johnson, P. (2004) Fundamentals of collection development and management. American Library Association.

 

Kimmel, S. C. (2014). Developing collections to empower learners. American Association of School Librarians.

 

Mitchell, P. (2011). Resourcing 21st century online Australian curriculum: The role of

school libraries. FYI: the Journal for the School Information Professional, 15(2),

10-15.

 

Morrisey, L. J. (2008). Ethical Issues in Collection Development. Journal of Library Administration, 47(3–4), 163–171. Education Research Complete. https://doi.org/10.1080/01930820802186506

 

New South Wales Department of Education. (2022). Information fluency framework. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

 

Newsum, J. M. (2016). School Collection Development and Resource Management in Digitally Rich Environments: An Initial Literature Review. School Libraries Worldwide, 22(1), 97–109. https://doi.org/10.29173/slw6908.

 

O’Connelle, J. & Oddone, K. (2023). Information Literacy [Module 3]. ETL401, Interact2. https://interact2.csu.edu.au

 

 

 

 

 

Looking Back on Chapter One…

Bianca Bertalli ETL401 , , 0 Comment

Image from: https://www.freepik.com/

My understanding of the importance of the teacher librarian role has increased exponentially during my studies, in the Charles Sturt University ETL401 Introduction to Teacher Librarian subject. The Australian School Library Association (2001) highlights the significance of the teacher librarian role and argues that the quality of information services within the school context will impact the quality of life for learners well beyond the classroom. By understanding how to easily access, critically consume and ethically create information our students will have the best opportunities in their academic, personal, and professional lives (Callison 2009; Rogers-Whitehead, Milstead & Farris-Hill, 2022).  While I understood the significance of equitable access to information and the outcomes for students, I had never considered the teacher librarian role as key to defending the principals of freely flowing information that is diverse in nature and in the interest of promoting Australia’s cultures, peoples, and democracy (ASLA, 2016). It certainly is a considerable responsibility.

 

When I first attempted to articulate the value of the role of the teacher librarian (Bertalli, 2023, March 8) I had only just begun to understand the complexity of Information Literacy, especially in the context of an evolving information landscape. As I considered whether this would see teacher librarians become less relevant (Bertalli, 2023, March 1), I discovered in my readings that the expansion of information actually elevated our role, making us more essential to our students and our society (Oddone, 2016; Whitehead et. al., 2022). Through readings, podcasts and module content I began to feel excited by the idea of Information Literacy being an active set of processes that was more than just the traditional understanding of literacy (Bertalli, 2023, March 22).

 

Throughout the subject I felt I was emotionally inconsistent. My interest piqued reading new content and I would feel excited however I also felt extremely overwhelmed at times, especially when considering the changes I needed to make in my own school in order to fulfil the teacher librarian role in all of its potential (Bertalli, 2023, April 2). When I began to understand that inquiry learning had emotional processes attached to each stage, I began to better understand my own emotional responses as I engaged in research and writing (Kuhlthau, Maniotes & Caspari, 2015). Being able to experience the various stages of inquiry learning myself, helped me to better understand the value that the various models could provide to my students.

 

Collaboration has been an ongoing theme throughout this unit. Fontichiaro’s (2009) notion that inquiry provided “common ground” (p. 117) on which teacher librarians and teachers can begin to build collaborative practice, assisted me in viewing inquiry as the key to collaboration. Originally I had pitched co-planning a unit of work as a method of collaboration but was met with passive resistance due to teacher burnout following intense curriculum reform (Bertalli 2023, April 2). Stripling’s (2020) article provided a viable alternative for my context, which gave me renewed hope. Restricted by a release from face-to-face teaching role, it may not be viable for me to co-teach with classroom teachers, however I am able address the ACARA (n.d.) General Capabilities and develop students’ Information Fluency skillset (NSW Department of Education, 2022), by planning inquiry lessons that link into curriculum content already being taught.

 

I am optimistic as I reflect on my first subject in Teacher Librarianship. I can see now that my role is intrinsically linked to inquiry learning. Nurturing curiosity and wonder in my classroom have always been a passion. I am now aware, however, of the responsibility I have to ensure my students take their inquisitive nature into a world of transient information, equipped with the skills to critically consume and create new ideas.

 

References

Australian Curriculum and Reporting Authority. (n.d.). General capabilities (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

 

Australian School Library Association (2001) Learning for the future; developing information services in schools (2nd ed.). Curriculum Corporation.

 

Australian Library and Information Association and Australian School Library Association. (2016). Statement on information literacy. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_Information_Literacy.pdf

 

Callison, D. (2009). Information inquiry. In Fontichiaro, K. (Ed). 21st century learning in school libraries (pp. 121-125). Libraries Unlimited.

 

Fontichiaro, K. (2009) 21st century learning in school libraries. Libraries Unlimited.

 

Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2015). Guided inquiry: learning in the 21st century (2nd ed.). Libraries Unlimited.

 

Rogers-Whitehead, C., Milstead, A. O., Farris-Hill, L. (2022). Advocating digital citizenship: resources for the library and classroom. Libraries Unlimited.

 

Stripling, B. K. (2020). Advocating for the “why” of school libraries: Empowering Students through Inquiry. Knowledge Quest, 48(4), 14-20.

 

Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS Connections, 98, 1-3. https://www.scisdata.com/connections/issue-98/the-importance-of-school-libraries-in-the-google-age/

Literacy- Is it more than just reading and writing?

Bianca Bertalli Uncategorized , , 0 Comment
This is a picture of my 3 year old daughter, Lucia. I captured this photo yesterday when we were running errands at the local Post Office. I took the picture because as I watched her work away busily, I found her pre-writing both incredibly adorable and absolutely mind blowing.

 

In her short time on this planet, Lucia has begun to understand some basic print conventions and gained some early literacy skills. For example, despite not quite being able to reach the desk (note the tippy-toes), Lucia understands that by holding a pen, you can make marks and symbols that hold meaning. She also knows that we write these symbols from left to write and return sweep when we reach the end of the line. Lucia could ‘read’ her writing to me and explain that it was a birthday invitation, addressed to her from a fellow 3 year old buddy, indicating she also understands that writing is a form of communication and that there is both a sender and a receiver of information, involved in the communication process. Being 3, Lucia can’t yet read or write in the conventional sense, but I suspect that her literacy development is well underway and won’t stop at reading and writing but instead move through to  communicating, creating and forming critical responses… and beyond!

 

 So I guess this brings me to the question- What is it to be literate? Is it to be able to communicate effectively? To read and write with purpose?  To convey and understand meaning? Or as O’Connell an Oddone (2023) ask “In this context of multiple literacies, does being literate actually mean being competent or good at something? Has the term literacy become watered down? Or does it add another dimension of meaning and complexity when it is included in the term?” (para. 21)

 

I believe that to be able to read and write is no longer a satisfactory indicator of whether someone is literate. The Australian Literacy Educator’s Association (ALEA) Declaration on Literacy in the 21st century, better reflects what it is to be truly literate. By the inclusion of words such as ” access… record…develop… communicate …comprehend… respond… produce…  pose… explore… understand… interact… enjoy… share” (Australian Literacy Educator’s Association, 2015, p. 1) the declaration conveys the multifaceted processes that literacy encompasses and the direct effect that this has on participation within the particular context being discussed.

 

As teacher librarians, we strive for our students to become literate- beyond the basic and traditional definitions. If I had to come up with a (very simple) definition of the contemporary idea of literacy it might be something like this:

 

“To be literate is to use the skills needed to gain understanding, make meaning, enable participation and convey ideas- across multiple contexts”. 

 

I am not sure whether that comes close to covering the complexities, but I would love to know your thoughts!

References

Australian Literacy Educators’ Association. (2015). ALEA Literacy Declaration. Australian Literacy Educator’s Association. https://www.alea.edu.au/about/alea-literacy-declaration/

O’Connelle, J. & Oddone, K. (2023). Information Literacy [Module 3]. ETL401, Interact2. https://interact2.csu.edu.au

 

 

 

Teacher Librarians- It’s Time to Renew Our Role

Bianca Bertalli ETL401 , , , 4 Comments

As a classroom teacher of 12 years, I must admit I was naïve about the evolving role of the teacher librarian and the capacity for change that the position could deliver. I knew that a teacher librarian was able to support students in their research skills, but what I hadn’t fully considered was the ways in which the teacher librarian could collaborate and compliment the learning being developed and planned by teachers, or the broader ways in which the role could address the value of information literacy in the school and influence learning culture.

Teacher librarians teach information literacy- the process of ‘finding, assessing, evaluating, using and referencing information’ (Dring, 2016, para. 4). When considered in the context of ever evolving technology and the immeasurable quantities of information now available, teacher librarians face complex challenges that will require them to continually adapt, “seeking out solutions and strategies” (Combes, 2008, p. 10). This increase in information availability, however, does not need to be an indicator of the decline in relevance for the teacher librarian role. Oddone (2016) explains that as the access to online information increases, the importance of the teacher librarian role is not diminished- rather, it is more vital than ever before. teacher librarians do not just assist with research but are key in assessing, collating, and sharing knowledge and supporting students and colleagues through this process too.

Prior to working in the role of a teacher librarian I was unaware of the need to defend the professional status of teacher librarians both within, and beyond, my school community. Dring (2014, para. 10) comments that teacher librarians face a widespread view of their role as “. . . minders of a spare IT suite or as date label stampers”, which undermines the capacity of the role and its potential for influence. In the current climate of curriculum reform and unprecedented workload (NSW Teachers Federation, 2021), teacher librarians have been presented with an opportunity to render the teacher librarian role as essential in supporting teachers and students through change. Novak (2016, p. 6) highlights the importance of collaboration as an important element in improving the opinion of the teacher librarian role. In 2012, the “Local Schools, Local Decisions” education reform threatened to deregulate the mandated teacher librarian position within NSW schools. This was met with furore from Federation union members and resulted in a recommitment from the NSW Department of Education, to fill vacant teacher librarian positions in a permanent capacity (Marks, 2020). I can now appreciate the significance of these events. The dual qualification of teacher and librarian, and the unique skills that come with those, must be promoted to be valued (Novak, 2016).

While I have only been in this dynamic and demanding role for 5 weeks, my eyes are opening to the possibilities our library learning space holds. I see the potential for reconnecting students to a love of literacy and developing a shared goal of building information literacy with my colleagues. I was recently given my school name badge with the role of ‘LIBRARIAN’ under my name. I immediately had my badge ‘rebadged’. I am a TEACHER LIBRARIAN and I am excited for the possibilities that my dual role will deliver to our school community.

 

References

Combes, B. (2008). Challenges for teacher librarianship in the 21st century: Part 1 – Technology. SCIS Connections,  66 10-11

Dring, Sally (2014, September 18) Don’t overlook your school librarian, they’re the unsung heroes of literacy. The Guardian. https://www.theguardian.com/teacher-network/teacher-blog/2014/sep/18/school-librarian- literacy-support-teacher-students

Marks, K. (2020). New chapter for SIG recognises vital role. Education: Journal of the NSW Teachers Federation. https://www.proquest.com/openview/63074e303f4ab67390b2dbb8034660a7/1?pq-origsite=gscholar&cbl=27966

Novak, B. (2016). It’s time: Lets improve schools’ perceptions of teacher librarians. SCIS Connections 99 1-3

NSW Teachers Federation (2021, February 20). Gallop report release highlights teaching crisis. https://www.nswtf.org.au/news/2021/02/20/gallop-report-release-highlights-teaching-crisis/

Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS Connections 98 1-3

 

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