My understanding of the role of Teacher Librarian (TL) has not only expanded through my participation in this subject but also provided an evidence base to support my views as a classroom teacher of the value to student learning of a well-managed, current and relevant library collection to meeting the learning goals and objectives of a school community. While I had an appreciation of TLs and their support of me as a classroom teacher, I had little appreciation of the extent of the professional nature of a TL beyond the practicalities of running a library and providing instruction to students about finding information. As a result, my understanding of the many facets of a TL has expanded exponentially.

The importance of information literacy in the role of the TL seemed obvious to me, but I was surprised to learn that there are no clear information literacy outcomes in the Australian Curriculum and they are instead buried in the general capabilities. It makes sense to me that TLs be involved in the planning and implementation of inquiry learning where information literacy is able to be an instigator of meaningful and authentic learning (Lloyd, 2007).

While there is not one set definition of the term information literacy, it is clear that it is an important component of creating lifelong learners (Crombie, 2022, May 1). Fitzgerald (2015) emphasises the need for students to internalise an information process that can be applied to any subject area. Once students have a process for handling information they are better equipped to navigate the constantly changing information landscape. O’Connell (2012) supports this notion suggesting that the ability to research well is the key to all kinds of learning. This is particularly relevant to the future learning medium of digital literacy as the internet is often used as a source of information. Laretive (2019) believes that students are expected to have the skills to use the internet to find and use information from different sources. This can be difficult for young students who are still developing reading skills. Students require instruction and guidance on applying their developing reading skills to an online environment (Laretive, 2019) which a TL is well experienced to perform.

With my experience predominately as a classroom teacher, teaching Years 1 and 2, I have previously found undertaking inquiry units quite challenging. Through my exposure to inquiry models such as Guided Inquiry Design (GID) my understanding of inquiry and how to adapt my learning of terms such as ‘research’ has changed. Young learners can undertake inquiry units, their research might just look slightly different to that of older learners. Young students can research by viewing videos, photos and engaging in hands on experiences such as excursions and play based experiences (Crombie, 2022, May 3). I feel this has enhanced and added another element to the benefit of my classroom teaching and professional development.

During this subject I have been exposed to a variety of inquiry models that I had not previously experienced. My current school is developing their understanding of inquiry and use the framework of the Pedagogical Model embedded into the Victorian Teaching and Learning Model. However there are aspects of the inquiry models I have learned such as building students background knowledge before having them identify a question of interest to research which I believe I could incorporate into my own classroom teaching.

As I have worked through this subject, I have recognised the important role the TL has to play in inquiry learning. TLs have skilled knowledge of information literacy, particularly the Information Search Process (ISP) (Kuhlthau, 1989), and are perfectly positioned to use this information to provide timely interventions to support student learning. This is particularly pertinent during the exploration phase of the ISP where students experience frustration and doubt (FitzGerald, 2011). However the success of inquiry learning is dependent on the collaboration between TLs and classroom teachers so that both curriculum content and information literacy can converge to help create the third space (FitzGerald, 2015) where students can explore their interests and construct their own views.

Of significance is my observation that TL’s can only be effective in collaborating with classroom teachers on inquiry learning if they have Principal support. Principal support and positive relationships between them and the TL are vital to allow TLs the time, the authorising environment, and flexibility to collaborate with classroom teachers across the school (Crombie, 2022, April 4) and effectively implement both inquiry learning and information literacy processes that provide students with the skills to undertake all kinds of learning throughout their education.

References

FitzGerald, L. (2011). The twin purposes of Guided Inquiry: Guiding student inquiry and evidence based practice. Scan 30(1), 26-41.

FitzGerald, L. (2015). Guided Inquiry in practice. Scan 34/4, 16-27.

Kuhlthau, C 1989, ‘Information Search process: A summary of research and implications for school library media programs’. School Library Media Quarterly, vol. 18, no. 1.

Laretive, J. (2019). Information literacy, young learners and the role of the teacher librarian. Journal of the Australian Library and Information Association, 68(3), 225-235. https://doi.org/10.1080/24750158.2019.1649795

Lloyd, A. (2007). Recasting information literacy as sociocultural practice: Implications for library and information science researchers. Information Research, 12(4).

O’Connell, J. (2012). So you think they can learn? Scan, 31(2), 5-11. https://heyjude.files.wordpress.com/2006/06/joc_scan_may-2012.pdf