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

At the school that I am currently working at, the teaching of information literacy is haphazard and lacks a coordinated whole-school approach. My school is a ECC-Year 12 school and the teaching of information literacy in the junior school takes place during their weekly library lesson. Students up to Year 8 have a scheduled weekly library lesson in which they learn key information literacy skills and our teacher librarian tries, where she can, to link the skill to what the students may currently be studying in their other subjects.

Unfortunately, beyond Year 8 there are no longer weekly visits to the library and it is simply “assumed” that the students possess strong literacy skills. Students who have always had technology in their lives are assumed to be “tech-savvy” and therefore the belief of their subject teachers is that they can solely focus on the content in their subject.

My school has set up a “Literacy Committe” in the attempt to develop a whole school approach to literacy. However, its scope is far too narrow. Its focus is primarily on ensuring that teachers are teaching their students to understand the NESA glossary terms and that teachers are explicitly teaching writing skills.

We need to expand our understanding of literacy if we are to successfully equip students with the necessary information skills to succeed in the information-rich world of the twentieth century. My school needs to consider the fact that literacy is multimodal in today’s learning environment and understand that our students, who admittedly are very at home with their technological devices and social media platforms, may not have the skills to critically analyse these sources of information for reliability and credibility.

At my school there is a stong focus on meeting the curriculum demands in regards to subject content but less so on skill development. Teachers, sadly myself included, often plough through the content at the expense of taking the time to develop key information literacy skills. So much so that most lessons are planned around the content and rarely delve into skills that will become important lifelong skills. Teachers do set research tasks but there is the expectation that they don’t need to explicitly teach students how to define what is being asked of them, how to employ successful search strategies to locate quality information or how to organise and present their information. Teachers are either unsure of how to perform these skills themselves or just assume that somewhere along the line (perhaps in their English classes) they have already been taught to do this.

A way to progess in the future would be to expand out the role of the whole-school “Literacy Committee”. It needs to plan beyond ensuring an understanding of glossary terms in the secondary school and go beyond the sole focus of writing skills. Our subjects need to be planned around the information literacy skill that we want to focus on and the content needs to be the vehicle for teaching this skill and not the driving force. We as teachers need to utilise our teacher librarian more and involve her in planning lessons and assessment tasks to ensure that we are explicitly teaching the information skills and that we are mapping these skills out year-by-year to ensure that there is a logical and developmentally-appropriate progression of skill acquisition.

I preferred the idea of using surveys to inform the design process for a new, renovated or refurbished library. The UK Design Council’s Double Diamond Model had many merits including the advice to firstly encourage reflection on the current library space before undergoing a refurbishment, renovation or rebuild of the school library. Often, we want to completely throw out the old and embrace the new, but I think that it is important to first consider what aspects of the current design already work.

By using surveys, stakeholders such as students, teachers, members of the Executive and parents could identify how often they currently use the school library and their reasons for doing so before suggesting improvements that they would like to see in the future. I think that participatory design is not only essential to ensuring feelings of ownership and inclusion but also ensures that students continue to use the library in the future as they see the relevancy of it for their needs.

In my current school context, both junior school and senior school students share the same library space. A combination of survey style data collection for the older students, teachers, the leadership team and parents are appropriate combined with data gathered from student-designed projects for the younger students who are less likely to be able to articulate their thoughts and ideas in writing and would benefit from a more visual task to communicate their ideas. Junior school students would best be able to communicate their ideas with a physical style survey or design project but in order to improve response participation in older students and their parents, I would consider the use of digital data collection such as a Google survey to encourage participation in the design process.

The best way to communicate and keep members of the school community updated about the library design process in my current school context would be to utilise the school’s FaceBook and Instagram accounts to reach parents and their children as most students and parents admit to not reading the school’s newsletter that is published fortnightly. I would also suggest using the weekly scheduled school assemblies to announce news of the upgrades to update and keep the student body and teachers informed.

References

Design Council. (2024). The Double Diamond: a universally accepted depiction of the design process. Liquid Light. https://www.designcouncil.org.uk/our-resources/the-double-diamond/

Wegner and Zemsky argue that libraries have evolved from what was simply regarded as “respositories of knowledge’ to active leaders and participants in the digital transformation of information management and services (2006). School libraries are often at the forefront of innovation and are defined as being inclusive, adaptable, future-ready and sustainable places for all.

School libraries are seen as welcoming and inclusive places outside of the four walls of the traditional classroom. They provide a safe, comfortable place for students to gather, collaborate, study and socialise. Gone are the days of school libraries being silent and static. School libraries are now considered social and cultural hubs that promote a sense of community and belonging.  The design of the library partly transforms the traditional perception of the library into a dynamic space. According to the Loh’s 2018 article, dynamic libraries perform a range of purposes and, therefore, purpose-built areas of the library need to be devoted to activities such as research, private study, collaboration and hands-on activities.

These spaces within the library are also important in creating a dynamic environment that is adaptable to the needs of all school users. School libraries have had to become both adaptable and future-ready to ensure that they stay relevant to today’s users. Whilst physical books and resources will never truly become obselete, the ubiquity of digital information has presented both challenges and opportunities to school libraries and for the information professionals who work in them. Loh describes the new school library as a “cybrary” and this couldn’t be more fitting for the role of the school library in the 21st century (2018, p.7).

School libraries are indeed dynamic environments. They are at the forefront of adopting changes in the creation, management and dissemination of information in today’s world and the teacher librarians themselves serve an important function in providing links to digital information (both within the library and beyond the school library) to students and teachers. With the growing volume of digital information, the teaching of information literacy skills has never been so important.

Teacher librarians have had to adapt and become more future-ready themselves in order to evolve in the dynamic digital age of information literacy. Boyer’s article “Designer Librarian: Embedded in K12 Learning” discusses the importance of teacher librarians becoming “embedded librarians” (2015). An embedded librarian is  defined as an active member of the teaching staff who collaborates with various subject faculties to plan and develop educational materials and teach information literacy skills as part of the course. This is an important part of the evolution of libraries and library staff in the 21st century.

The rise of digital information has also expanded library services and offerings. Libraries are dynamic environments that no longer need to have patrons come to them to benefit from the resources and services provided. School libraries can now offer online databases that provide access to public library resources or even university resources, access to eBooks and both hardware and software that supports various subjects and learning styles. “Embedded librarians” are now far more comfortable instructing classes or specialised groups in the library or team teaching in the classroom.

The role of the school library has never been more important. Far from becoming an outdated service, school libraries are dynamic environments that have evolved quickly and successfully to meet the changing needs of their users in a more technology-driven landscape. Libraries are dynamic environments that are adaptable and inclusive spaces and teacher librarians are at the cutting edge of this change. By being at the forefront of information literacy and offering students and teachers a place to research, study, collaborate and come together, teacher librarians can future-proof school libraries and ensure that they are sustainable and crucial places into the future.

Y Chart of what a dynamic school library looks, sounds and feels like to me.

Y chart created using Canva

References.

Boyer, B. (2015). Designer Librarian: Embedded in K12 Online Learning. TechTrends, 59(3), 71-76. https://search-ebscohost-com.ezproxy.csu.edu.au/login.aspx?direct=true&db=a2h&AN=102276170&site=ehost-live

Loh, C. E. (2018). Envisioning the school library of the future: A 21st century framework. Office of Education Research National Institute of Education. https://repository.nie.edu.sg/server/api/core/bitstreams/c3e6186c-3beb-419e-b602-b54c874963aa/content

Wegner, G. & Zemsky, R. (2007). Changing roles of academic and research libraries. American Library Association. https://www.ala.org/acrl/issues/value/changingroles