Month: April 2022

The term ‘literacy’ is a complex one. It is a word where the meaning differs depending on context. In a school or learning setting it is connected to ideas of curriculum such as reading, writing, speaking and listening. UK’s National Literacy Trust defines it as “the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world” (2017, para.1). The Australian Curriculum defines it as developing “knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society” (n.d., para.2). The use of the words ‘effectively’ and ‘confidently’ in these definitions indicate the need for proficiency in the skills required to be literate.

The idea of proficiency is carried with the meaning when the term ‘literacy’ is used in conjunction with other terms such as ‘digital literacy’, ‘visual literacy’, ‘financial literacy’ and ‘critical literacy’, among many others. To be literate in any of these areas is to be proficient at using the skills associated with them to understand and/or communicate related concepts and ideas.

No matter how you define literacy, it is essential to living in our ever changing world.  

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). What is Literacy?. https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/what-is-literacy/

National Literacy Trust. (2017). What is literacy?. https://literacytrust.org.uk/information/what-is-literacy/

As part of a module on collection development policies I was encouraged to find school library collection development policies online. My readings indicated that collection development policies are publicly available documents. I began searching the websites of schools in my local area. Not one had any kind of reference to their library, let alone their collection development policy. I then tried my old high school that was listed in “The Great School Libraries Report” (Freedom of Access to information and Resources, 2016). Its website was also missing any reference to its library.  After much searching I was finally able to locate some from my state within Australia. It was interesting to note that they are all labelled as ‘collection management policies’ rather than collection development policies.

The collection management policy I viewed had a short but clear purpose as well as aims and objectives of the collection. It contained the selection criteria used and a clear stance on donations. The policy stated criteria of weeding of the collection. It also said that the collection would be evaluated and gave reasons for why the collection would be evaluated but did not indicate how this would occur. The purpose of this document is to guide the collection development of this school’s library and provide clear information about how items are selected, managed and ‘weeded’. The policy also contains a form for reconsideration of a resource to be filled out when a resource is challenged.

I think the collection management policy is for a number of different stakeholders. I believe it is for leadership of the school so they have a clear idea of how the library develops and manages the collection. The policy is for the library staff and helps continuity. If staff change, then the knowledge of the library collection’s purpose and selection criteria are not lost. It is also for the general community to understand how items for the selection are chosen, particularly if there has been a challenge to a resource.

A collection development policy is a fundamental document for a school library that should be easily available for the school community to access. Not having an electronic version available on the school website (or any mention of the library at all) is doing a disservice to that community.

References

Freedom of Access to information and Resources. (2016). The impact of the Great School Libraries: Report 2016. Reading, digital literacy, critical thinking and research. https://read.alia.org.au/great-school-libraries-special-report

21^st century skills and the focus on accountability in our curriculum do seem to be at odds with each other. 21^st century skills seem like they should slot nicely into the curriculum and provide ways for teachers to engage students. However, the emphasis on data and testing of individual student achievement is at odds with the notions of creativity, collaboration, citizenship, decision making and many other 21^st century skills. When there is less emphasis on individual student achievement data through testing and more focus on a true inquiry based curriculum then these skills and the accountability involved will continue to be at odds. Schools and governments are focused on measurable outcomes and student growth, while inquiry based curriculum holds space for students to struggle with concepts and processes and is not a clear cut progression forward in terms of skills and knowledge. Concepts and skills that are harder to assess are being left by the wayside.

Other issues that can impede inquiry learning in schools is time. There is always the pressure to cover more in an increasingly shorter amount of time. Staff knowledge about and willingness to implement inquiry learning can also be a barrier, particularly when mapping which areas of the curriculum are covered through an inquiry unit is less straight forward than other methods of delivering curriculum.

Barriers between classroom teachers and teacher librarians to carry out inquiry learning involve time for collaboration. For inquiry learning to work well, teacher librarians and classroom teachers would need time built into their schedule to plan and to implement the teaching together. This can take away from other roles given to the teacher librarian such as being time release for other teachers.  Another barrier may confusion about who does what during the planning and the carrying out of the inquiry unit. Are there defined roles for each adult?

There is little doubt that inquiry learning and 21^st century skills are important for students as they develop and eventually enter the workforce, however curriculum and assessment priorities need to be rearranged to accommodate them.