ETL401 has introduced me to the concepts of information literacy and inquiry learning and has also challenged my perceptions of the role of the TL and their importance to the school community.
My initial understanding of a literate person was simply someone who could read and write and therefore participate in society more fully. However, in a rapidly expanding information society the term “information literacy” has never been more important. Information literacy primarily pertains to critical thinking and evaluation skills and is at the heart of learning (Hutchinson, 2017). The students that I teach are the first generation of true “digital natives” and I am guilty of assuming that because this generation have only ever known a world with technology that they must automatically be “technology savvy” (Wang et al., 2013). However, the many readings and discussion posts in ETL401 have made me realise that this generation is better defined as the “google generation”.
The persistence and replicability of digital information means that students in today’s schooling system must wade their way through an enormous volume of content in search of the information that they seek (Upton, July 18). My role as a TL will be to help students to navigate the information society in which we live. In the words of a fellow student, “If [TLs] resist the information society, we only perpetuate the outdated ideas of what a TL is and what our role is” (Whittle, 2023, July 23).
Information literacy requires students to think more deeply; to be able to successfully locate information, evaluate it, make judgements about its relevance, and then devise ways to communicate and share this information. The TL is fundamental in teaching students the best way to locate and access information and can ensure that these skills are incorporated into the curriculum.
A fellow ETL401 student noted in the discussion forum that whilst she sees plenty of opportunities to embed information literacy into the curriculum, at her school she sees only “pockets” of the school that are doing this successfully (Auld, August 13). As an aspiring TL I see the importance of taking a more systematic approach to teaching information literacy. Inquiry learning and various information literacy models can help to develop a school-wide process for students to learn how to seek, access and use information effectively and ethically.
As a result of completing this assignment, I have a new understanding and appreciation for inquiry learning. I initially thought that such an approach was sacrificing breadth of knowledge to focus on one small aspect of the curriculum. However, I now understand the numerous benefits of the inquiry learning approach to teach information literacy. TLs can use the many inquiry learning and information literacy models to support inquiry learning such as Guided Inquiry Design, The Big 6, FOSIL and ISP. All models promote information literacy by actively engaging students in the task, fostering a comprehensive understanding of the subject matter, encouraging students to think critically and solve real-world problems. Far from my initial perception that inquiry learning was too time consuming, I have come to realise that inquiry learning is essential in developing information literacy as it teaches students to value the process of learning and not just the end product.
One of the most disheartening reflections of this course is just how under-utilised and undervalued the TL can be in schools. In one of my earliest blog posts (Upton, 2023, July 24), I expressed shock at Karen Bonanno’s view of TLs being the “invisible profession” (2015). More troubling still was that many of the readings for this course reiterated the need for TLs to constantly advocate for and justify the important work they do.
Through my studies, I have a much better understanding of the integral role that TLs play in teaching information literacy. They are fundamental in equipping students with the skills to achieve academic success and become responsible citizens.
References
Bonanno, K. (2015). A profession at the tipping point (revisited). Access, 29(1), 14-21.
Hutchinson, Elizabeth. (2017). Navigating the information landscape through collaboration. School Catalogue Information Service, (101).
Whittle, Roanna. (2023, July 23). What is a teacher librarian? [Description]. My TL Journey. https://thinkspace.csu.edu.au/roannawhittle/2023/07/23/what-is-a-teacher-librarian/
Wang, Q. (Emily), Sundaram, D., & Myers, M. D. (2013, November 8). Digital natives and digital immigrants – Association for Information Systems. Digital Natives and Digital Immigrants: Towards a model of digital fluency. https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1254&context=bise