Category: ETL401

I started my journey into teacher librarianship by recounting my memories of a teacher librarian I was initially scared of (she ruled with an iron fist), respected (I got over my fear), and came to consider a good friend (I realised she was a functional colleague looking out for student and teacher’s interests) (Proctor, 2022, March 13). I now have more than fond stories to explain the role of a teacher librarian.

Information literacy, much like definitions of information is evolving and often contextual in nature (Proctor, 2022, March 20). The user seeks information to become wise (Wideman, 2008, s.4), and this is an increasingly accessible achievement with the advent of new technologies which promote information sharing and proliferation (Lamb, 2015). However, the ability to decipher information delivered in new formats, in multiple complexities, and reliabilities has expanded the skills of information literacy. Students must learn to become adept at these multiliteracies in order to be successful learners and prepared for an ever-changing information landscape.

There are significant barriers to the role of a teacher librarian though within the school context. Teacher librarians are sometimes hampered by the constraints of budgets, timetabling, inertia from staff, being misused to fill gaps in teacher shortages, and sadly: being unknown in their skills and abilities by other teaching staff (Proctor, 2022, May 21a). With time poor teachers and overloaded teacher librarians, there is often a disconnect between the two, where one should be a connective tissue between the others. Teacher librarians can offer significant assistance in promoting information literacy and inquiry, if given the chance.

Inquiry learning models are similarly an important strategy for lifelong learners to build skills in assessing, deciphering, organising and communicating information and understanding. The original and most comprehensive approach appears to be Kuhlthau who set the foundations for all future information learning and inquiry models (2004). I did believe that this sort of thing was a one period job to investigate an issue (Proctor, 2022, May 21b), however, the process is formative in student progression through many functional information literacy skills. The teacher librarian would have been a key person to engage with in my previous years of teaching, and I would aim to build knowledge of my role in this role in the future.

The role of the teacher librarian is often undervalued or by many hidden and this can leave students at a disadvantage (Proctor, 2022, May 21c). They are one of only a few teacher roles within a school that operate with subject or faculty borders to assist others in meeting cross curricular priorities and capabilities. Students benefit from consistent and effective learning strategies, and the teacher librarian can act as a node within the school network to build these skills for teachers and students alike. Garrison & FitzGerald highlight the benefits of the role of a teacher librarian in building the capacity of teachers and the ongoing outcomes for students who can recall and utilise common, effective inquiry learning methods (2019). The role of the teacher librarian is crucial, however, without the proper support and advocacy, their skills may go underutilised.

 

Garrison, K., & FitzGerald, L. (2019). ‘It Trains Your Brain’: Student Reflections on Using the Guided Inquiry Design Process. Synergy, 15(2). https://www.slav.vic.edu.au/index.php/Synergy/article/view/v15220179

Kuhlthau, C.C. (2004). Seeking meaning: A process approach to library and information services. Libraries Unlimited.

Lamb, A. (2015). A Century of Change: The Evolution of School Library Resources, 1915–2015. Knowledge Quest, 43(4), 62-70.

Wideman, R. M. (2008). The information hierarchy, slide 4 [Powerpoint slides].  http://www.maxwideman.com/issacons/iac1013d/sld004.htm

Inquiry learning was something that I thought was so straight forward and what most teacher accomplish in one period. Pose a question, ask for ideas – tell them they are wrong, and you have the answer – or get them to do some research while you sit back and mark the roll. Easy.

But this is likely only the case if you don’t care, are setting your students up to fail, or, be unprepared for the challenges that an inquiry learning approach brings. Students in my experience need reminding on how to behave in a classroom each time they return after a two-week break. How would they be able to cope with the challenges and be prepared beyond school gates when investigating serious real-world issues if not properly prepared?

The inquiry learning model outlined by Kuhlthau (2004) is the OG! The ground works are laid here and have informed almost every model that has been introduced since. The key differentiation of the Kuhlthau model though, is the broad nature it categories and recognises the inquiry model form a user standpoint. I do not mean that it is necessarily user friendly, especially to be used directly with students, but it rather fully acknowledges the kinaesthetic, cognitive and emotional experiences of a learner at each stage of inquiry. Confusion, delight and fear are not always front of mind for a teacher or teacher librarian in their process driven planning of a unit of work. It is a great way to start thinking about how to support students through the inquiry process from a range of angles beyond just information literacy. This model is therefore a reminder to consider what it is like for the whole person and why I understood this model first.

The others including the Information Process used by the NSW Department of Education and the 8Ws (School Libraries, Learning Systems, 2015 & Information age inquiry, 2011) have the steps and scaffolds but seeing the emotional development written down clicked straight away. There is a little more user friendliness with these (apart from the excessive alliteration – I’m guessing an English teacher was involved there). So I concede that Kuhlthau has challenges that have been ironed out by those that follow, including Kuhlthau herself et. al. with the Guided Inquiry Design (2012).

I do personally baulk at the borrowing of ideas throughout the copious information literacy models and associated guided inquiry models, that as a student at a university I feel I would be hauled over the coals for! But acknowledgement is something to bear in mind as well. Additionally, that is what every teacher does, it makes our lives easier, and you don’t need to reinvent that round thing that makes you go – just make it better (spinning hub caps?).

Information age inquiry. (2011). Virtual information inquiry: 8Ws. https://eduscapes.com/instruction/inquiry/ws.htm

Kuhlthau, C.C. (2004). Seeking meaning: A process approach to library and information services. Libraries Unlimited.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: a framework for inquiry in your school. Libraries Unlimited.

School Libraries, Learning Systems. (2015). Information skills in the school: Engaging in construction knowledge. State of New South Wales.  https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/infoskills.pdf

A definition of information appears to be contextually based and therefore to many an individually easy to define or at least describe concept. However, there are significant differences from the classical view of data being independent in existence from knowledge, interpretation, and perception (Stonier, 1990, p1), contrasted by the semantic definition where information derived from meaning and context (Zhong, 2017, p2). There is at least consensus that whether information exists on its own or needs context, it is useful and there to be used.

The use of information is critical to the role of its user but raises questions about usefulness. The hierarchy of information (Wideman, 2008, s.4) builds on the many versions of information by using each as a step towards wisdom. The existence of data requires meaning and relationships to be evident to become information providing a nexus between the classical and semantic definitions. However, Wideman goes further to suggest that on a continuum, information exists for its users as an evolution where it is dependent on the understanding of the user to progress further into stages of knowledge and wisdom. Information is therefore malleable in the strategies employed by the user who is making connections using their own experiences and context.

 

Stonier T (1990) Information and the internal structure of the universe.  https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/026840129290055U?via%3Dihub 

Wideman, R. M. (2008). The information hierarchy, slide 4 [Powerpoint slides].  http://www.maxwideman.com/issacons/iac1013d/sld004.htm

Zhong, Y. (2017). A Theory of Semantic Information, Proceedings, 1(129), 1-12. https://doi.org/10.3390/IS4SI-2017-04000

Short answer – YES!

In my experience there are 3 roles I have observed Teacher Librarians perform that made the role something that I am now striving towards:

1. Teacher Librarians are teachers of learning.

The Year 7 classes line up, scared, being ordered to stay quiet and not touch the books in their first steps inside the library. They sit in awe of a space that is crammed full of a history of information repositories: books, computers, and data projectors. The librarian captures the attention of the juvenile learners, even when referring to the reference section.

The Teacher Librarian’s role was to teach the new high school students about what different resources are at their disposal and build their confidence in the library and class environment. Basic research techniques were covered first including using the computer system to view the library catalogue and Dewey Decimal System, and the use of boolean operators when searching online. The effect of this information came to be powerful in observing students narrow down and locate information from the thousands of books and millions of websites with relative ease. The metacognitive discussion of learning and research methods provided a new simplified world for my students.

2. Teacher Librarians provide spaces for learning.

Students race into the library on a Wednesday morning to visit the new weekly trivia quiz. Many look puzzled and some smile and look into their friends eyes, waiting to see if they can figure it out too. During breaks the library is densely packed with students pouring over books, playing games online, and working on finishing the jigsaw puzzle for the week. After school, the library is quiet but not empty. The homework club runs with the help of very few teachers to support those who want a space or some advice on assessment tasks.

Teacher Librarians construct safe and effective environments that conduce and excite learning. The juxtaposition of bean bags beside books and computers are evidence of the diverse way that librarians use space to cater for a range of students and their learning. Many are often excited to see the displays for themed weeks and participate in reading challenges. This is often not achieved in a regular classroom and demonstrates the role a librarian can play for diverse learners.

3. Teacher librarians help other teachers.

The teacher looks at the assessment task for their new low ability class and wonders where some information to help their students can be found. They visit the librarian who offers to not only help find some student friendly websites, but to also put together a book box on that topic and deliver a lesson with the class on basic research techniques.

Teacher Librarians perform professional learning for others across the school environment. The use of library resources including ClickView and journals is managed and encouraged by the librarian. They also provide expertise on how to access information for teachers as new sources become available. This allows teachers to expand their lessons beyond chalk and talk and help their information literacy and catch up with some of their digital native students.