ETL401 Assessment 3,
Part C: Reflective practice
My understanding of Information Literacy (IL)
Prior to this course, I had no way to define ‘information literacy’. To me, ‘literate’ meant a measured ability to read, write and comprehend. Fitzgerald (2019) provided multiple suggestions in Module 2 and Module 5, resulting in reconsideration on my part to include focus on ‘understanding’ rather than ‘comprehension’ with the addition of the need for ‘transferability’ (Fitzgerald, 2019), across formats, delivery methods and modes’- a concept I was aware of from experience, but had no name for (ETL401 Week 9/10, Biviano, 2019).
Fitzgerald (2019) provided multiple definitions of ‘information literacy’ throughout the course. The one that rang most true to me was ‘a continuum of skills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research. It is the defining characteristic of the discerning scholar, the informed and judicious citizen, and the autonomous learner.’ (ANCIL, definition of information literacy, 2018). I believe that learning is a wholistic activity and cannot be conducted in an isolated environment (Kulthau, Maniotes & Caspari, 2012), as such, it is important to consider information literacy as an integrated continuum of learning that can be transferred to any area and made useful.
In both Module 2 & 5, Fitzgerald (2019) admits that there are multiple definitions used around the world for both literacy and information literacy. Difficulties will arise in schools when staff are operating under varying understandings of those terms and so it is important to be on good communicative terms with staff and, particularly principals (Discussion forum 3.3, Biviano, 2019).
These readings opened my eyes to the fact that my school needs to invest in one uniform IL model that will benefit our students to better support student learning. By establishing a uniform approach, we will be able to, theoretically, improve literacy and increase student IL skills. Additionally, collaboration is key to establishing a successful and impactful IL model (Discussion forum 3.3, Fitzgerald, 2019).
My understanding of IL models
Again, I had never heard of ‘IL models’ prior to this course. As the learning progressed, I realised, however, that I had utilised these models in the past at different schools with varying levels of success without knowing their name. As such, I was more confident when investigating the different models. Bonanno (2014) provides a useful tool for schools beginning the IL model journey, in that a lot of the work has been done by integrating the work of Kulthau et. al. (2012) into the Australian Curriculum content descriptors (AC, 2019) (Discussion forum 5.3a, Biviano, 2019). With that said, for Assessment 3, Part A & B, I chose the model most familiar to my school, the DEC’s Information Process (ISP) (2015) as I have found some vague elements of this process in our schools current programming.
My understanding of the TL role in inquiry learning
In the first assessment, we were asked to explain our understanding of TLs in schools (ETL401-Assessment 1, Part B, Biviano, 2019). I found it difficult to sequentially order my thoughts as the TL role seemed enormous. In short, I determined that the role of TL it is complicated but based most of my understandings on personal experience, the use and maintenance of physical resources and the development of IT skills (ETL401-Assessment 1, Part B, Biviano, 2019).
It was a very broad understanding with little academic research to support my statements. With that said, Herring (2007), Purcell (2010) and Lamb (2011) all agree that TLs have a multifaceted, complicated, underestimated role in most schools (Discussion forum 3.2, Biviano, 2019). Additionally, TLs must prioritise goals to develop 21st century skills in learners to provide them the necessary abilities to survive outside of school (Tucker, 2014).
I believe, from my own experiences and from the module readings and discussions, TLs are in the unique position of power to initiate true collaboration (Monteil-Overall, 2005; Langford, 2008) to provide support to staff in lowering assessment and planning workloads (Discussion forum 4.2, Biviano, 2019), support and develop the normalisation of technology (Lee, 2013) and create relevant, rich and engaging lessons targeted towards specific cohorts (AITSL, 2014).
References (Part C)
A New Curriculum For Information Literacy (ANCIL) (2011). ANCIL definition of information literacy. Retrieved from https://infolit.org.uk/definitions-models/
Australian Curriculum (AC) (2019) http://www.australiancurriculum.edu.au
Biviano, N. (2019, July, 21) ETL401-Assessment 1, Part B [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/07/21/elt401-assessment-item-1-part-b/
Biviano, N. (2019, September, 14) ETL401 Week 9/10 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/09/14/etl401-week-9-10/
Biviano, N (2019, September, 3) Re: Discussion forum 3.2: The role of the teacher librarian [Discussion comment]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/07/21/elt401-assessment-item-1-part-b/
Biviano, N (2019, September, 3) Re: Discussion forum 3.3: The principal and the teacher librarian [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162832_1&message_id=_2333980_1
Biviano, N (2019, September, 14) Re: Discussion forum 4.2: The challenges [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162833_1&message_id=_2333996_1
Biviano, N (2019, September, 14) Re: Discussion forum 5.3a: Information literacy models [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162834_1&message_id=_2334001_1
Biviano, N (2019, September, 14) Re: Discussion forum 5.4b: Convergence [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162834_1&message_id=_2334007_1
Bonanno, K. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1
Department of Education (DE),School Libraries, Learning systems, State of New South Wales (2015). Information skills in the school: engaging learners in constructing knowledge. Available at https://education.nsw.gov.au/teaching-and-learning/curriculum/media/documents/infoskills.pdf
Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset
Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Information literacy, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1
Fitzgerald, L. (2019, September, 23) Re: Discussion forum 3.3: The principal and the teacher librarian [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162832_1&message_id=_2333980_1
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (p. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1
Kulthau, C.C, Maniotes, L. K. and Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Retrieved from Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1
Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking research & practice to improve learning, 55(4), 27-36. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1
Langford, L. (2008). Collaboration: Force or forced, Part 2, 27/1, 31-37. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1
Lee, M. (2013). Digital normalisation, school evolution and BYOT positioning in the school library. Retrieved from https://www.asla.org.au/resources/Documents/Website%20Documents/ACCESS/Access-Commentaries/access-27-4-commentary.pdf
Montiel-Overall (2005). Toward a theory of collaboration for teachers and librarians, School library media research 8/1-31 In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1
Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library media connection 29(3), 30-33. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1
The Australian School Library Association (2015) Evidence guide for teacher librarians in the proficient career stage : Australian professional standards for teachers retrieved from https://www.alia.org.au/sites/default/files/AITSL%20Standards%20for%20teacher%20librarian%20practice%202014.pdf
Tucker, M. S. (2012). Tucker’s lens: On 21st century skills. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1