May 26

Part C: Reflective Practice

Sweet droplets

Myriams-Fotos / Pixabay

In my naive and very first blog post in the Introduction to Teacher Librarianship labelled “Warning – Tsunami Ahead”, I reflected on the role of the teacher librarian as one of mammoth proportions. Only now have I realised that information literacy (IL) is an entire tsunami in itself – part of a series that will keep rolling in to constitute the role of the teacher librarian. The term, information literacy, is continually evolving in the 21st Century. As student teacher librarians we still have so much to learn about the role and the use of information literacy. Enhancing the teacher librarian’s education – keeping up with information literacy and the evolution of the ‘information age’ is integral to the teacher librarian’s (TL) role and to a student’s education.

As my understanding of information literacy (IL) developed. I noted in my most recent blog post titled Information literacy = healthy society and a fulfilled individual that students need to be educated and capable in every literacy (such as digital literacy and transliteracy) that enables them to become capable, fulfilled individuals that make up a healthy contributing society. Teacher librarians can facilitate this process. However, we need to have an information literacy model to support our teaching and students’ learning.

Now, more than ever, I am an advocate for collaboration between the teacher librarian and classroom teacher. In module 4.1B discussion forum response, I noted that the willingness of classroom teachers may be factor in preventing collaboration. Rather than that, in Part B of the Assignment, I found that organising a time to meet to collaborate was the issue. In this instance , I designed a Geography unit which incorporated the Big 6 IL model. My methodology being in English, I was burdened with the reality of compiling a unit when not qualified in the subject and how difficult it can be with limited collaboration. I liaised with the acting head teacher and found him very willing to help. Nevertheless, it was challenging to meet up with the Geography teacher who most pertinent to the project. Collaboration is key to developing subject content and information literacy processes.

During the course, I experienced confusion relating to information literacy models as discussed in Assessment 3 Discussion Forum questions. In the response, I received clarity that differentiated skills based approach from a much more in-depth understanding. Therefore, instead of the steps being key – it is the meaning and processes behind the steps that are significant. This response, led me to discover Eisenberg’s Information Literacy: Essential Skills for the Information Age (2008, p. 39-47) and Lupton’s Inquiry pedagogy and the Australian Curriculum (2013, p. 23-29) which enhanced my understanding of the Big 6 IL and problem solving model, inquiry learning and questioning frameworks. Consequently, these resources, as well as others in the course, contributed to my overall understanding.

IL models are necessary as is developing inquiry based frameworks as I feel that TL’s need a model to guide them and students, likewise benefit from a process to adhere to as noted in my response to Module 5.3a. The Big 6 was initially alluring due to its logical, simple steps. A response to that same module entry associated the Big 6 with “primary school”. This response was a positive occurrence as it prompted me to delve into the research and justify my selection. I noted that this model was suitable for students through to twelfth grade – my school context being a middle school (years 7-10) and I came to the conclusion that the Big 6 was suitable for the purpose. My clientele, being students of all abilities making the Big 6 appropriate. I am sure that my ideas on information literacy models will continue to grow and change according to purpose and context.

Ideally, the information model chosen would be most effective if implemented whole school as discussed in my response to Module 5.4a. The teacher librarian could facilitate this process in many ways. My knowledge throughout this unit has increased from non-existent to an understanding that, I hope will continue to increase. I cannot say that my knowledge is to capacity as information landscape booms rapidly. Returning to the analogy of the tsunami, we have come full circle for this unit – the wave has peaked and broken leaving in its wake a flower which, at this stage, promises of hope blooming to capacity.

Reference List

Lupton, M, (2013). ‘Inquiry pedagogy and the Australian Curriculum’, Primary and middle years educator, 11(2), pp. 23–29

Eisenberg, M. B. (2008). Information Literacy: Essential Skills for the Information Age. DESIDOC Journal of Library & Information Technology, 28(2), 39–47. https://doi-org.ezproxy.csu.edu.au/10.14429/djlit.28.2.166

Category: Curriculum and Learning, ETL401, Information literacy | 2 Comments on Part C: Reflective Practice
May 9

Information literacy = healthy society and a fulfilled individual

Information literacy, technology and the student – Photo by Waldemar Brandt from Pexels

To enable a person to be able to function in their community in a way that if capable, confident and competent, they must be educated and capable in every literacy that allows them to do that. Whether the format of the text is in a new medium, new platform, technology or format, a student or adult should have the skills and knowledge to be able to read, comprehend, deconstruct, create another texts based on this one which includes critical analysis and synthesis of information. All people need to be not only consumers of information but also creator. They need to know the pitfalls and implications of that. They need to know the ethics involved. They need to know ways to determine whether are being deceived (“fake news”) or whether they are using credible sources.

At the end of the day, it is important for students to become enriched, life long learners who are capable and confident members of society. They need to be able to contribute in a meaningful way to society but also have the ability to lead fulfilled, positive lives. For this to happen, they must be taught the skills, theory and processes of information literacy and all the different forms that information literacy morphs into – whether it is digital literacy or transliteracy or many other forms.

With the incorporation of all the different elements of information literacy, it is advantageous to have an information literacy model so that every opportunity to enhance the information literacy learning process can be snapped up. The learning activities need to be up to date with technological developments and be inspirational to students to capture their interest. They need to be adapted for differentiation purposes.

Category: ETL401, Information literacy, Technology, Uncategorized | LEAVE A COMMENT
May 4

Information literacy (… where do I start?) and the role of the teacher librarian

 

To be honest, there have been moments when I have found the thought of the concept and practice of information literacy overwhelming. I mean, where do I start? It is complex. It involves broadening our minds to include all known elements, thinking critically and placing it in context. How the practitioner interprets the concept affects what and how it is used, taught and implemented. It involves learning and researching all the information relevant to information literacy so that we can choose and be flexible with aspects of multiple approaches being ways to define information literacy (such as the sociocultural approach and the behaviourist approaches) and models and resources used to teach our ‘trade’.

Information literacy is an incredibly complex development. It is not new but the evolution of it has exploded into the another dimension and unstoppable, shrapnelled pieces are to shoot into the future. We seem to be scrambling to catch up. We certainly can’t stop it. It’s progress. But action needs to be put in place to deal with all facets of it.

So … information literacy has evolved. It encompasses more than just literacy’s traditional skills of reading, writing, listening, speaking, viewing and comprehension. The information landscape is filled with; multiple literacies (including internet literacy, computer literacy and transformational literacies); perspectives and context; the ability to not only consume texts but to create and repurpose texts; critical thinking skills; knowledge development; researching techniques; credibility and authority; and appropriate ethical principles and behaviour associated with information literacy. B. Combes says that an information literate person knows when they need to search for information and how to seek it. (Coombes, 2016). What we do learn is that it is context and purpose that is important regarding information literacy.  Additionally, a globalized perspective is also necessary.

The Six Frames for Information Literacy Education (Bruce, Edwards, & Lupton, M., 2006) explicitly labels a perspective of information literacy. All frames are interesting and they would be and are of use as an educator and teacher librarian. I could see myself using aspects of most frames. They include: the content frame, competency frame, learning to learn frame, personal relevant frame, social impact frame and relational frame. The authors discussed, in depth was the relational framework which consists of producing a range of ways students can experience learning that are increasingly more complex and powerful. Detailed information was conveyed relating to the Reflective Online Searching Skills (ROSS), again explicitly and comprehensively teaches students about online searching. While this is a beneficial activity and an excellent resource, the reality is that as teacher librarians usually would not have the luxury of spending the large amount of time it may take to teach information literacy in isolation of discipline content. Perhaps select modules on the website could be targeted to complement an activity or unit.

The Situated information literacy in the disciplines presents an interesting  sociocultural theory that requires the librarian to work with the relevant faculty in their disciplines. This, needs to be a part of the teacher librarian’s role. It involves getting to know teaching staff in each school faculty so that these elements can be considered in terms of contributing to information literacy: epistemology, metanarrative and methodology (Farrell and William, 2015).  Each discipline is different and the differences need to be considered. Students will benefit by being “enculturated or socialised” and teacher librarians can help by giving “authentic experiences” to students which will allow them to become members of the community within that discipline.

There are many definitions and approaches to information literacy. The concept and/or practice of it is central to the teacher librarian’s role. It is important to keep apprised of developments in the area. Ultimately, it is the teacher librarian’s aim is to transform students into independent life long learners.

References:

Bruce, C., Edwards, S., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. ITALICS, 5(1). doi: 10.11120/ital.2006.05010002

Combes, B. (2016) Information Literacy – competencies, skills, making meaning and thinking -https://interact2.csu.edu.au/bbcswebdav/pid-2633992-dt-content-rid-4430767_1/courses/S-ETL401_201860_W_D/InformationLIteracy.jpg

Farrell ,R. & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2). CSU Library.

 

Category: ETL401, Information literacy, Miscellaneous | LEAVE A COMMENT