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.