October 6

ETL501 Assessment Item 2: Part 2 – Critical Reflection

The twenty-first century teacher librarian (TL) is an information specialist. They provide a wide range of services as part of this role, including leadership in technology use, resource selection and recommendation, creation of displays, integration of higher order thinking into curriculum programs, and information literacy (IL) instruction (Purcell, 2010).

When I first identified five key aspects of providing an effective information service (Murphy, 2020, September 20), I ranked IL third. Fellow student, Yvette Stiles, built on my discussion, although she ranked IL and research at number one (2020, September 25). As I reflect on my learning in ETL501, I can see why she made that decision.

Being information literate gives us the skills and knowledge we need to engage effectively with information (Chartered Institute of Library Information Professionals, 2018). Students cannot conduct research or engage with resources in the library collection if they do not have these skills. Therefore, I wonder if IL should be higher on my list too.

The goal for every media program should be to ensure that all their students are information literate.” – Purcell, 2010, p. 32

Harnessing the power of digital technology tools is an effective way for the TL to teach IL skills. I have learnt about the wide variety of tools available to us throughout this subject. For example, I reflected on social bookmarking as a tool to help students organise their information and ideas (Murphy, 2020, August 25), a core element in both ICT Capability, and Critical and Creative Thinking (Australian Curriculum, Assessment and Reporting Authority, 2010 to present). Likewise, blogging is a digital tool that can improve social skills and give quieter students a voice (Morris, 2018). I am planning to introduce a blogging platform to my reading group for these reasons (Murphy, 2020, August 23).

One of the most helpful resources a TL can create for their teachers and students is a research guide. These enable IL skills to be embedded in the context of curriculum content (Purcell, 2010). This is important, as teaching skills on their own is not enough to facilitate deep twenty-first century learning (Kutner & Armstrong, 2012).

When creating my research guide for Assessment Two, I drew on my growing body of essential competencies and knowledge as an information professional. Based on my learning in Module Two (Murphy, 2020, July 19), I used educational, reliability and technical criteria to assess potential web resources and, in my annotations, linked students to Schrock’s 5W’s of Website Evaluation (2009) so that they could do the same thing. I and three other students considered this model the most appropriate in a primary school context (Murphy, 2020, July 22).

Module Three informed my search engine selection. I included search strategies in my annotations, such as Boolean operators and the asterisk, and mentioned the importance of using the right key words. Design principles from Module Five informed the actual development of my Thinkspace website. I thoroughly enjoyed the construction process and look forward to re-using the template at school.

Of all of the tasks, attribution of images and using Creative Commons licensing were the most challenging. I also need practice using WordPress. However, I can improve my skills in these areas as I build my collection of research guides into the future.


Australian Curriculum, Assessment and Reporting Authority. (2010 to present). General capabilities. In Australian curriculum: F-10 curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Chartered Institute of Library Information Professionals. (2018). Definitions & models – Information literacy website. https://infolit.org.uk/definitions-models/

Kutner, L., & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. https://doi.org/10.15760/comminfolit.2012.6.1.115

Morris, K. (2018). Why teachers and students should blog: 18 benefits of educational blogging. Primary Techhttp://primarytech.global2.vic.edu.au/2013/03/08/the-benefits-of-educational-blogging/

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of the school library media specialist. Library Media Connection, 29(3), 30-33.

Schrock, K. (2009). The 5W’s of website evaluation. Kathy Schrock’s Guide to Everything. http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf

July 22

Sources to Resources

How does the CSU Library change information sources to information resources?

  1. The library provides metadata for each of its information sources, for example, author/s, subject, description, and identifiers, making it easy for users to find what they need.
  2. The library provides round-the-clock access to a range of digital sources of information, such as ebooks and journal articles.
  3. The library provides links to various sites at which the user can purchase a copy of the source for themselves.
  4. The library makes information sources springboards for further research and exploration by linking users to similar sources.
  5. The library allows users to favourite or pin particular sources so that they can create their own collection.
April 1

Catching Up

My last blog post was on the 19th March. That’s 2 weeks ago!

I’ve just finished my first assignment. I feel a real sense of accomplishment – it was perhaps the most challenging assignment I’ve ever done and it really took it out of me. I’ve barely touched my learning modules. Every spare minute of every day … assignment. Day off work … assignment. Nine to five at the computer … assignment.

Upon reflection, I can see that there are some things that took a long time that I can do better. I just hope I can do it a lot better and a lot faster because after calculating my spare time, I’m left with just 4 days to research and write my essay for my other topic.

At least I’m catching up.