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