From the outset, this course challenged me to consider core concepts of the teacher librarian (TL) role on which I had not dedicated much thought. In beginning qualification for a role I have long held, I see not only what I have neglected, but how vital these core concepts are in practice. From our first readings on the definitions of information, I realised just how far removed I was from the science of the role and recognise key missing pieces of my TL pedagogy.
In my first blog post (Linton, 2022, February 23) there are several references to things I had been doing in the TL role, and what I thought some next steps would be, but I had still not realised my lack of clarity on something as important as a guiding definition, or definitions, of information literacy. As we read through professional documents on the role of TLs, I quickly realised that a deep understanding of this was required before I could succeed in my essential role: developing students’ information literacy (ALIA,ASLA, 2016).
It is possible to become overwhelmed when focusing on concepts of literacy, information, and information literacy, but, as I shared in a later blog post, “Let’s not settle on an ‘information literacy’” (Linton, 2022, 1 May), it is important to say abreast of new definitions and understandings as the information landscape is a lively one. In reading on mis/disinformation, my understanding of information literacy became more aware of the behaviour of the person to information literacy. In beginning to understand what Lloyd (2007) writes on the variety of modalities and contexts for students, I see the necessity in making self-awareness a larger part of my information literacy focus.
From the outset, I understood that my role would include teaching kids to research and, thus set to using the New South Wales Department of Education’s Information Process (ISP) to break down research into steps. In a forum post (Linton, 2021, 21 May) I shared how I understood a need for differentiated expectations in research across year groups and helped teachers articulate this with the help of University of Adelaide’s (2012) “Research Skill Development Framework.” At the time, research projects were little more than information gathering. In referring to the steps of the ISP, I had not considered our actions as part of a process of information literacy. I had isolated this information literacy model and missed the opportunity to internalise this as a way of ‘satisfying…changing information needs’ (The Information Process, 2021). This is easy to do when the information gathering is not meaningful.
In reconsidering the ISP and other information literacy models as a way of building competencies and confidence in navigating the world, I see how referring to an information literacy model in one area, like a geography unit, can be taught in a way that prepares students for lifelong learning in an ever-changing information landscape.
Initial understanding of inquiry learning came through a three-day course with Kath Murdoch about ten years ago. Murdoch is passionate and these courses are hands-on and infectious. My main understanding of inquiry learning was primarily focused on its strong constructivist principles and giving agency to students in their learning. Inquiry learning was engaging. In reading the works of inquiry advocates like Fitzgerald (2015), I see that an inquiry learning model, working with an information literacy model, is how educators can begin to address the information literacy needs of students (p.19).
As a TL working across year groups and study areas, my role must be to share this new understanding with teachers, and as Lupton (2012) says, ‘bridge the gap’ between information literacy and inquiry learning skills (p.18). I see evidence of inquiry learning in existing programs where I work, but these are incomplete without an information literacy model. The newly developed Information Fluency Framework (NSW Department of Education) challenges and empowers me to lead the way in connecting information fluency skills across the curriculum. TLs are distinguished in this newly developed framework as experts who can collaborate with teachers to weave content, information literacy and general capabilities into authentic learning (NSW DoE, p.5). Inquiry learning will be how teachers and TLs move students through information literacy skills to information fluency (Wall, 2019).
From here, I must work with our curriculum leaders at school to refine our understanding of inquiry learning, adopt and promote a model of information literacy across the school, and embed IF skills into my own programming. We have pieces in place, but like me at the outset of my TL journey, we are missing some core understanding of how the pieces all work together.
ALIA, ASLA. (2016). Statement on teacher librarian qualifications. ASLA. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_qualifications.pdf
Lloyd, A.M. (2007). Recasting information literacy as sociocultural practice: implications for library and information science researchers. Information Research, v12(4). http://informationr.net/ir/12-4/colis/colis34.html#:~:text=Information%20literacy%20is%20a%20way,frameworks%20which%20inform%20workplace%20practice.
Lupton, M. (2012). Inquiry skills in the Australian Curriculum. Access, v26(2), 12-18.
https://search-informit-org.ezproxy.csu.edu.au/doi/epdf/10.3316/informit.584040093322031
New South Wales Department of Education. (2021). The information process. https://education.nsw.gov.au/teaching-and-learning/curriculum/school-libraries/teaching-and-learning#The3
New South Wales Department of Education (n.d.). The information fluency framework. Education New South Wales. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf
Wall, J. (2019). Information fluency – a path to explore and innovate? Scan, 38(9).
Wilson, J., O’Reagan, K. (2012). Research Skill Development Framework. https://www.adelaide.edu.au/melt/ua/media/51/rsd-framework.pdf
