My studies in ETL501 have demonstrated how important the role of the teacher librarian (TL) is in utilising technology for the creation of locally produced resources and learning objects in schools to promote greater information literacy. I found the task of creating a research guide for this subject challenging. As a teacher I have wrongly become accustomed to prioritising the content over information literacy skills (Upton, 2024, October 1). Teachers often feel overwhelmed by having to meet the content requirements of the curriculum and don’t always make the time to explicitly teach information literacy skills (Clarkson, 2024, September 14). By using the NSW Information Skills Process as a framework for my research guide, I was able to ensure that key skills such as locating, selecting, evaluating and organising information were the focal point of the guide and that the content was the vehicle to develop these skills and not the driving force (Upton, 2024, October 1).
Oddone states that “collecting is additive and curating is subtractive” (2020, para. 16). This statement greatly influenced the process that I used to curate the resources for my research guide. A heavy reliance on the use of search engines to locate and select information means that students often do not go beyond the surface level of the search process. In fact, a study into Google user behaviour found that only 0.44% of searchers ventured to the second page of results (Dean, 2020, para. 14). Therefore, the inclusion of the “Informit: Explore” database and the “Britannica” general reference was essential to instruct students to identify keywords that will help them to use effective search strategies to locate quality information often unable to be retrieved via search engines.
The prevalence of information in the modern world also influenced the creation and design of my research guide. The information seeker is no longer the agent but rather information seeks students via algorithms and the rise of social media (Bull et al., 2021). The CRAAP (Currency, Relevancy, Authority, Accuracy and Purpose) test that was seen as an effective evaluation tool in the once static information environment is now under review. The inclusion of lateral reading skills instruction in my research guide using the ART acronym (Author, Reliability, Target) teaches students to critique a resource by using other sources to investigate its reliability. By using lateral reading techniques in my research guide students learn to go beyond the evaluation of a single website in isolation and use strategies that better reflect the “complex, networked information system” (Oddone, 2022) in which they are a part.
Studying ETL501 has transformed the way that I view the role of the TL in the twenty-first century. The assumption that students are “digital natives” and are inherently “tech-savvy” has been debunked (De Bruyckere, 2015), but this misguided assumption has contributed to the “haphazard” approach to teaching information literacy skills in schools (Edwards, 2024, September 18) and the lack of a school-wide approach.
TLs need to work collaboratively with students and teachers to design and deliver lessons that integrate key information literacy skills through the creation of locally produced resources and learning objects. The emergence of AI technology means that the role of the TL is even more pivotal in teaching students how to use information ethically and developing critical thinking and evaluation skills that students will need to navigate the complexities of the twenty-first century information landscape.
Resources
Bull, A., MacMillan, M., & Head, A.J. (2021). Dismantling the evaluation framework. In the library with a lead pipe. https://www.inthelibrarywiththeleadpipe.org/2021/dismantling-evaluation/
Dean, B. (2020). How people use Google search (new behavior study). Backlinko. https://backlinko.com/google-user-behavior
De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2015). Urban myths about learning and education. Academic Press. https://search-ebscohost-com.ezproxy.csu.edu.au/login.aspx?direct=true&db=nlebk&AN=963972&site=ehost-live&ebv=EB&ppid=pp_135
Oddone, K. (2020). Digital content curation: How to do it right! SCIS. https://scis.edublogs.org/2020/04/03/digital-content-curation-how-to-do-it-right/?sbe-%20followsubs=true
Oddone, K. (2022, June 8). Is CRAAP…crap? [Video]. YouTube. https://youtu.be/07v2Q-Cmfs0