Category: ETL401

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

Thinking about information literacy and digital citizenship in my context is slightly disheartening. My school has not developed an information literacy policy. Information literacy is not part of any collegial discussions although teachers may discuss student research skills but there doesn’t seem to be any knowledge of information literacy processes. Staff may have their own limited knowledge of how to ‘find information’ but there are no set out skills that teachers teach in any consistent ways across the school.

Digital citizenship is more of a known concept amongst staff. There is a digital device use policy and a device usage agreement that parents and students are asked to sign as well as consistent rules across the school about iPad use. However, these classroom rules are more related to being on task and making sure to have the device charged and ready to use rather than effective use of technology. E-safety is taught but there is little discussion amongst teachers or with staff about student wellbeing with digital devices. It now seems more important than ever to teach students about best use for technology and ways that it can help improve our lives.

The Growing Up Digital Australia: Phase 1 technical report (Gonski Institute for Education, 2020) findings were interesting. I agree that digital technology is a useful teaching and learning tool, however screen time in general seems to have negative impacts on students’ emotional, social, and physical wellbeing. My own experience with digital technology and students matches up. I found that students, particularly male students, had difficulty logging off of the device in class once the technology component of the lesson was finished. I also find that privacy concerns curtail many ways that students could interact and share their learning with each other and other relevant audiences.

My belief is that the convergence of literacies is possibly more obvious to teacher librarians (TLs) than classroom teachers. I think TL’s could influence and expand their teaching role by providing PD for teachers on aspects that they are less knowledgeable about it. As was mentioned in the Rethinking Digital Citizenship (Global Silicon Valley, 2021) video, TLs would be great digital citizenship coaches as they have the knowledge and skills to teach staff and students about digital and information literacy. TLs could also lead the way by integrating digital and information literacy into the curriculum across different areas. Being able to this also requires a strong understanding among staff about the role of the TL in the school.

References

Global Silicon Valley. (2021, September). Rethinking Digital Citizenship / ASU+GSV 2021 [Video]. YouTube. https://www.youtube.com/watch?v=sTBvVav2yNo&t=2366s

Gonski Institute for Education (2020). Growing Up Digital Australia: Phase 1 technical report. Gonski Institute for Education.
University of New South Wales.

Understandings of information literacy change depending on your approach to the term. Is it a set of measurable skills that individuals can acquire? Should our understanding of information literacy include the context of the information need and how we have shared ways of interacting and communication with the information and each other that will impact how information is found and used?

No matter your take on ‘information literacy’ is a common agreement that is necessary component of being a productive citizen in today’s world. Both Kutner & Armstrong (2012) and the Australian and New Zealand Information Literacy Framework Principles, Standards and Practice situate information literacy within the notion of lifelong learning. My philosophy of teaching statement has always included the phrase ‘lifelong learning’, though I don’t think I ever fully thought about it beyond the idea of wanting to continue to learn new things. I certainly didn’t connect the idea of information literacy with it. It is now clearer that information literacy, (either as a set of skills or as a way of understanding and using information in a socially, culturally and ethical way) is a fundamental part of being able to continue learning over your lifetime. Information literacy should therefore be embedded in teaching and learning programs in schools.

Although the Australian Curriculum doesn’t specifically discuss information literacy, it is alluded to in some of the general capabilities. There is a general consensus among experts that inquiry based learning is an appropriate avenue for information literacy education. Embedding information literacy education into an inquiry learning program enables students to begin becoming information literate in an authentic way. This takes a lot of collaborating with classroom teachers and requires support from leadership. Advocating for and teaching information literacy is a main component of a teacher librarian’s role.

References

Bundy, A. (Ed.) (2004). Australian and New Zealand information literacy framework: Principles, standards and practice. 2nd ed. Australian and New Zealand Institute for Information Literacy. https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf

Kutner, L., & Armstrong, A. (2012). Rethinking information literacy in a globalized world. Communications in Information Literacy, 6(1), 24-33. doi:http://dx.doi.org.ezproxy.csu.edu.au/10.15760/comminfolit.2012.6.1.115

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/

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.

Your view manifests your outcome. If you see the role of a teacher librarian as endangered then you may resigned to that fact and it will end up occurring. If you look at the role with a glass half full mentality then you are more likely to action that will mean the teacher librarian role may be seen as more valuable in the eyes of others.

I think the key takeaways from Karen Bonanno’s key address and her subsequent reflections on the professions a few years later are that teacher librarians need to be looking at their profession with a glass half full mentality. Instead of bemoaning that the role is not looked upon as needed by some parts of the community, teacher librarians should be looking at the ways they make an impact and what makes them unique in their setting. Focusing on upskilling themselves with ICT and continuing to build connections with students, staff as well as creating connections across the curriculum will ensure that their role as seen as vital in the continuing years.

References

Australian School Library Association. (2011). Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan. [Video]. vimeo. https :// vimeo .com/31003940

Bonanno , K. (2015). A profession at the tipping point (revisited). Access, 29(1), 14-21.  http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf