As teacher librarians, we are in a prime position to educate students and to teach them how to learn.  A discussion board comment by Jannet Taylor (Taylor, 2019) during ETL 401 said it all: ‘I can’t teach a child everything they need to know for the future, but what I can do is teach them how to learn.’ Students need to understand the process of learning to function in this information-dense society (Kuhlthau, 1995). Exploring and collecting information is a vital part of the Information Search Process (ISP) and combines the cognitive, emotional, and physical dimensions of information (Kuhlthau, Heinström, & Todd, 2008).  Inquiry learning and research are connected deeply: inquiry enables students to ask real questions which are answered through meaningful research (Maniotes & Kuhlthau, 2014). The Department of Education [DoE] (2020), acknowledges it is essential for students to develop skills in using  information as part of their knowledge, skills, and attitudes needed for lifelong learning. Confidence and flexibility of thinking to use the information are the basis of a better quality of life (DoE, 2020). Although the commitment seems to be there to equip students with the skills, the reality in my opinion is different. In my experience as a classroom teacher and TL, students struggle to extract the information from the many sources available.  Students are often overwhelmed and rely on copy and pasting! So how can I as a TL, help students develop effective research skills? I can develop, in collaboration with other teachers, comprehensive library resource guides. By providing students with reliable search engines, websites, and general reference sources, highlighting skill development, creative and critical thinking, and information literacy, I can teach students how to become successful 21st-century learners. I am able to create meaningful guidance for students in an information-dense environment. I will continue to develop my critical evaluation skills to provide quality guides.

The library resource guide (LRG) is for Stage 3 and covers the topic of Earth & Space, as part of the Science and Technology syllabus (New South Wales Education Standards Authority [NESA], 2017).  The LRG provides students with a place to start, an indication of where to go. It is a map, for providing information destinations and added helpful hints (Kuntz, 2003). The home page gives an overview of all the tabs for students to use with a snapshot of their content.  The resources limit, 15 in total, was a challenge but made me evaluate the reference sources I used better. Evaluating the content, the graphics, and the reading level was all essential in choosing the appropriate resources. I tried to include an array of levels and formats to give students a wide variety of resources while still focusing on those with factual information. To remind students of concepts we have discussed in the library, I included the ISP model and the appropriate section covered in each relevant part of the LRG. I have furthermore included the CRAAP test to remind students of the knowledge they already have and assist them in thinking critically about the information.

Students gain a deeper understanding of the content of the curriculum through meaningful and quality resources and subsequential research. A learning tool I will be using to educate and guide students.

References

Kuhlthau, C. H. (2008). The ‘information search process’ revisited: is the model still useful? Information Research, 13(4), Paper 355. Retrieved from http://InformationR.net/ir/13-4/paper355.html

Kuhlthau, C. (n.d.). The process of learning from information. School libraries worldwide, 1(1), 1-12. Retrieved from https://doms.csu.edu.au/csu/file/13e3058b-7e98-4dc7-b84b-812bf6a4acbf/1/kuhlthau5.pdf

Kuntz, K. (2003). Pathfinders: Helping students find paths to information. Retrieved from Information today: https://www.infotoday.com/MMSchools/may03/kuntz.shtml

Maniotes, L. & Kuhlthau, C.C. (2014). Making the shift. Knowledge Quest, 43(2), 9-17. Retrieved from https://files.eric.ed.gov/fulltext/EJ1045936.pdf

New South Wales Department of Education. (2020). The information process. Retrieved from Learning across the curriculum: https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-across-the-curriculum/school-libraries/teaching-and-learning

New South Wales Education Standards Authority. (2017). Science and Technology K-6 syllabus 2017. Retrieved from New South Wales Education Standards Authority: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus

Taylor, J. (2019). Discussion Board. Thread 5.3b. Guided Inquiry. Retrieved from CSU: https://interact2.csu.edu.au/webapps/discussionboard

Having a core reference collection in the library is a great idea! Lederer (2016) provides interesting reasoning why this is the case for an academic library. Is it for the primary setting though? I will address some of the reasons and evaluate if it is the case for a primary library.

Convenience: Students are often looking for an easy way to find the information they need. Having a reference book relevant to them can be a quick way of finding a key fact they are looking for.

Jump-off point: Students might need a starting point to actually kick off their search. If there is a reference book they can actually find their topic in, it will give them something to start from.

Serendipity and discovery: I love the fact students are finding information on the way to what they actually are looking for! Some might get sidetracked but the expansion of interest and knowledge is so valuable.

Cost: Although the cost of reference materials can be steep, the cost of ebooks can be too. Most schools do not have the budget for an ongoing subscription or the digital framework is not sufficient for their use.

Availability: Most books reference books for primary schools are still in print format. Open access reference material is difficult to find and students are lacking the skills to find the right information.

While reading the chapter by Farmer (2014) on the use of print and digital referencing materials, there were a number of issues that came to mind on this subject.  There is nothing like finding information in a physical book in my opinion! Looking through the book to locate the information you need is great! The downside of having a printed version is the relevance of the reference. Information that is relevant today might be irrelevant tomorrow.  Having access to digital reference materials ensures the relevance of the information provided. Farmer (2014) did have a valid point regarding the accessibility of the materials due to funding changes from year to year. My main issues with digital resources is the reliability of the network and the quality of the devices used to access the content. In my previous workplace both were substandard. I believe a mix of both print and digital reference materials is ideal. Until the technology is adequate, both will be needed.

As I embark on my last subject in my study journey, I must admit I am a bit worried….The digital landscape is one I use every day but I am not really up to date with the ins and outs of it all. But completing this degree has been challenging at times so I am sure I will be okay!!