Like most teenagers my room was a bit of a mess. It would be comforting to blame it on creative genius. But alas, it was nothing more than a distain for using coat hangers. It seemed that no enticement was sufficient to spur me into action. My clothes languished on the floor. Apathy reigned and my room was a wasteland of disinterest and me looking for something else to do.

Until my mother spoke THOSE words – hang up your clothes if you want to eat.

Reflective practice is an art that echoes my mother’s sage warning. Organise your thinking if you want to learn. As I approach the task of reflecting on this unit, I’ve decided that I need a few cognitive coat hangers to provide a structure for new learning. My developing understanding of information literacy, inquiry models and the role of the TL in inquiry learning make for sturdy coat hangers.

While introducing myself in the Hello from South West Sydney thread in the Student Café Forum, I was looking forward to helping students and teachers create unique and innovative learning pathways (Havenaar, 2020, Feb 17, para 1). It wasn’t long before I realised that I had to get a few things squared away before I could make that happen. Student views in Forum 2.1: Thinking about information, suggested that the debate about whether information literacy is a set of acquired skills, a collective pursuit in context or a complex system of different ideas made a definition of information literacy difficult to pin down (Harrison, 2020, Mar 1, para 1). Discussion also focussed on the commercial power of information and its ethical use (Salerno, 2020, March 8, para 1). Both of these issues and the perspectives that accompany them make my role as a custodian of information more vital (Havenaar, 2020, Mar 29, para 5). We are shaping knowledge together in context (Havenaar, 2020, Mar 29, para 3). Part of creating unique and innovative learning pathways is helping students make sense of the overwhelming information environment in which they find themselves (Havenaar, 2020, May 17, para 6).

Reflecting on inquiry learning (IL) models and some of the challenges they face is another useful coat hanger. In Forum 5.3b: Guided Inquiry, I made reference to my school context and the existing culture of using the Guided Inquiry Design Process (Havenaar, 2020, May 12, para 1). The inclusion of the affective domain of Kuhlthau’s Information Search Process into GI resonated powerfully with me (Rutgers, n.d, Havenaar, 2020, May 12, para 2). Students appreciating the dynamic affective landscape of inquiry and research is as vital as learning the IL skills required to complete it. This is an important addition, as one of the challenges for students when engaging with GI is building academic resilience and learning to navigate the emotions that accompany different stages of inquiry.

Forum 5.3b highlighted another significant challenge for GI. Horacek (2020) supposes that opportunities to engage in such deep learning are also challenged by perceptions of how long it takes, the crowded curriculum and assessment pressures (May 12, para 1). In order to inspire reluctant teaching staff , TLs must establish trusting and collaborative relationships (Atkins, 2020, May 16th, para 4).

This leads to reflecting on how my understanding of the TL role in inquiry learning has developed. While starting ETL401 with a completely reasonable, yet limited, view of the role of a teacher librarian (Havenaar, 2020, March 14, para 10), my focus has increasingly centred around the leadership role of the TL in establishing and maintaining a culture of inquiry learning in a school. Ruminating on the essential presence TLs require to be part of change discussions (Havenaar, 2020, March 30, para 1) gave way to a developing understanding of the TL as a visionary leader in Forum post in 6.1: Teacher Librarian Information Professional (Havenaar, 2020, May 14, para 1). If I am to develop into an inspiring TL who understands how curriculum documents can be used to reinvigorate learning through inquiry, then I need a broader focus. It’s not just about the nuts and bolts of what students need to learn, whether that be IL skills or curriculum content. It’s about helping staff and students work together to develop lifelong learning skills.

At the end of the day, I’m on a Pewhairangi style learning curve (Pewhairangi, 2018, Term 3). It is my sincere hope that I never cease saying, “Whoa! Did I just learn something?” (Havenaar, 2020, May 17).

Cath

Atkins, N. (2020, May 16). 5.3b: Guided Inquiry [Online discussion comment]. Interact2. https://interact2.csu.edu.au

Harrison, C. (2020, March 1). 2.1: Thinking about information. [Online discussion comment]. Interact2. https://interact2.csu.edu.au

Havenaar, C [cathhavenaar]. (2020, March 14). The Role of a Teacher Librarian. ETL401 Thinkspace Blog. https://thinkspace.csu.edu.au/cathandernestaroundtheshelves/

Havenaar, C [cathhavenaar]. (2020, March 30). Are Librarians and Endangered Species? ETL401 Thinkspace Blog. https://thinkspace.csu.edu.au/cathandernestaroundtheshelves/2020/05/17/are-librarians-an-endangered-species/

Havenaar, C [cathhavenaar]. (2020, May 17). Information Literacy is like the TARDIS – Reflective Task 5.2. ETL401 Thinkspace Blog. https://thinkspace.csu.edu.au/cathandernestaroundtheshelves/2020/05/17/information-literacy-is-like-the-tardis-reflective-task-5-2/

Havenaar, C [cathhavenaar]. (2020, March 30). Whoa! Did I just learn something? ETL401 Thinkspace Blog. https://thinkspace.csu.edu.au/cathandernestaroundtheshelves/2020/05/17/whoa-did-i-just-learn-something/

Horacek, P. (2020, May 12). 5.3b: Guided Inquiry. [Online discussion comment]. Interact2. https://interact2.csu.edu.au

Kuhlthau, C. (2004). Model of the Information Search Process. Image. http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/

Pewhairangi, S. (2018 Term 3). How boost your digital literacy confidence. Schools Catalogue Information Service. Issue 106. https://scisdata.com/connections/issue-106/how-to-boost-your-digital-literacy-confidence/

Salerno, K. (2020, March 8). 2.1: Thinking about information. [Online discussion comment]. Interact2. https://interact2.csu.edu.au

Schonbuch (2020). Wooden Clothes Hangers. Image. Archiproducts.
https://www.archiproducts.com/en/products/schonbuch/wooden-clothes-hanger-0121-clothes-hanger_171796