The subject ETL401 has opened my eyes to the full scope of the Teacher Librarian (TL)’s role, particularly relating to literacy expertise, inquiry learning and supporting school communities to navigate complex information environments. My naivety is evident in my initial blog posts, where I focus on the resource-rich, physical environments that TLs cultivate (McDonald, 2022, March 1; McDonald, 2022, March 8). Module readings and forum discussions have since emphasised to me that managing physical collections is only one part of the TL’s multifaceted role. This reality is distilled in Barbara Braxton’s analogy of the “500 hats” that TLs wear (Braxton, n.d.).
Lynette Van Zeeland reminded our cohort that, despite competing priorities, students must always be our central focus (Van Zeeland, 2022). Students’ everyday lives are shaped by time spent in what Floridi (2007) calls the “infosphere”, and their increasing use of the internet to seek information (eSafety Commissioner, 2021). Accordingly, TLs must equip students with 21st century skills needed for their future world of work, which is driven by technological innovation and digital connection (Binkley, 2012; Tytler et al., 2019; McDonald 2022a, May 9).
TLs are expected to be specialists in this information society (McDonald, 2022a, March 15), even though just defining the word ‘information’ is difficult (Case, 2006; McDonald, 2022b, March 15). TLs must have a comprehensive understanding of the digital information landscape as it influences curriculum and resource collections, even if the ever-evolving landscape itself is both “thrilling” and “slightly terrifying” (McDonald, 2022, March 10).
Information literacy skills, defined as “being able to access, use and communicate information effectively”, are essential for all students to hone (McKeever et al., 2017, p. 51). Information literacy proficiency is linked to lifelong learning and the empowerment of citizens who are critical information consumers (Merga, 2022; Cuervo Sanchez et al., 2021). The Australian Curriculum acknowledges the importance of information literacy, through the Information and Communication Technology General Capability (Australian Curriculum, Assessment and Reporting Authority, 2015). As there is no recommended strategy for implementation, numerous information literacy models can be used (Lupton, 2014).
What I’ve come to realise is that information literacy isn’t the sole responsibility of the TL. Information literacy development spans subject curricula, underpinning all teaching and learning that takes place in schools. The TL, however, does have an important role to play as a leader, supporting the whole-school learning community in this endeavour (Merga, 2022; McDonald, 2022, March 24).
Information literacy is intrinsically liked to inquiry learning, partly because research is embedded in the process (FitzGerald, 2015; Maniotes & Kuhlthau, 2014). This is seen most prominently in Kuhlthau’s Guided Inquiry Design (GID) process and the underpinning Information Search Process (ISP) that was derived from decades of research into student learning (Kuhlthau et al., 2015).
Inquiry learning resonates with me because my pedagogical stance is largely social constructivist. I believe that students and teachers build knowledge together as a nurturing, social learning community. Inquiry learning embodies this through its focus on asking questions, researching, making real-world connections, communicating understandings, and reflecting (Lupton, 2014). The process is itself an undertaking in learning how to learn as it’s not driven by end-product creation (Maniotes & Kuhlthau, 2014). Like information literacy, the Australian Curriculum does not suggest a model for implementing inquiry learning, which is an opportunity for TLs (FitzGerald, 2015a; Lupton, 2014).
There is contention about how inquiry learning fits into school programs, particularly due to competing curriculum demands and standardised testing (McDonald, 2022a, May 9). There seems to be a critical narrative dichotomising inquiry learning and traditional learning or direct instruction which, as Kath Murdoch (2021) writes, is “ultimately simplistic and unhelpful” (p. 39). Reflecting on this, I don’t think they two are mutually exclusive, and there is still a place for explicit instruction in inquiry learning (FitzGerald, 2021). The only inquiry model I have seen used in the classroom is Kath Murdoch’s inquiry model, the ‘Cycle of Inquiry’ (Murdoch, 2021). Unfortunately, its implementation was disorganised and haphazard, which resulted in student misunderstanding and lack of motivation. Additionally, there was no TL support, which no doubt impacted outcomes, and reinforced to me that teachers need support in implementing inquiry learning programs.
Whilst there are strengths and challenges to implementing GID as an inquiry framework, I am eager to apply it to the classroom context (McDonald, 2022b, May 9). Unlike other inquiry models, it is teacher-directed at specific points, provides a scaffolded framework, is supported by research, and favoured by TLs around the globe (Lupton, 2014). Through GID, there is also a clear role for the TL to play in implementing inquiry learning units. TLs collaborate with classroom teachers throughout the unit’s design, implementation, assessment, and evaluation stages (FitzGerald, 2021). TLs can scaffold information literacy skills and assess understanding of the inquiry learning process (FitzGerald, 2021).
Reflecting on this learning, and my deepening understanding about the true role of effective TLs, continues to be an overwhelming, humbling, and exciting process. It appears that others in the cohort, such as Nerida Wayland, feel the same (Wayland, 2022). This subject has ignited my passion for what TLs can do and the profound impact they can have on whole-school learning communities.
References
Australian Curriculum, Assessment and Reporting Authority. (2015). Information and communication technology capability (Version 8.4). Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Binkley, M. (2012). Defining Twenty-First Century Skills. In: P. Griffin, B. McGaw, B & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17-66). Springer.
Braxton, B. (n.d.). 500 hats: The teacher librarian in the 21st century. Retrieved May 20, 2022 from https://500hats.edublogs.org/500-hats/
Case, D. O. (2006). Looking for information: A survey of research on information seeking, needs, and behavior: a survey of research on information seeking, needs, and behavior. Emerald Publishing Limited.
Cuervo Sanchez, S.L., Rojo, A. F., Martinez, A. R., & Samaniego, C. M. (2021). Media and information literacy: a measurement instrument for adolescents. Educational Review, 73(4), 487-502. https://doi.org/10.1080/00131911.2019.1646708
eSafety Commissioner. (2021). The digital lives of Aussie teens. Australian Government. Retrieved April 6, 2022 from https://www.esafety.gov.au/research/digital-lives-aussie-teens
Floridi, L. (2007). A look into the future impact of ICT on our lives. Information Society, 23(1), 59–64.
FitzGerald, L. (2015a). Opportunity knocks: The Australian Curriculum and Guided Inquiry. Access, 29(2) 4-17.
FitzGerald, L. (2015b). Guided Inquiry in practice. Scan, 334(4), 16-17.
FitzGerald, L. (2021). Inquiry learning and the teacher librarian: You can’t have one without the other. Access, 35(3), 16-22.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st Century (2nd ed). Libraries Unlimited.
Lupton, M. (2012). Inquiry skills in the Australian Curriculum. Access, 26(2), 12-18.
McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51–68. https://doi-org.ezproxy.csu.edu.au/10.11645/11.2.2187
Merga, M. K. (2022). School libraries supporting literacy and wellbeing. Facet Publishing.
Murdoch, K. (2021). The art of inquiry teaching. Access, 35(4), 39-43.
Tytler, R., Bridgstock, R., White, P., Mather, D., Mccandless, T., Grant-Iramu, M. (2019). 100 jobs of the future. Deakin University, Australia. https://100jobsofthefuture.com/report/100jobsofthefuturereport-SCREEN.pdf
Van Zeeland, L. (2022, March 13). The TLs must prioritise the roles they play [Comment on “3.2 The role of the TL”]. Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_59964_1&nav=discussion_board_entry&conf_id=_122287_1&forum_id=_264853_1&message_id=_3905798_1
Wayland, N. (2022, May 17). Valenza highlights the power of libraries and teacher librarians [Comment on “7.1 Library Futures”]. Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_59964_1&nav=discussion_board_entry&conf_id=_122287_1&forum_id=_264858_1&message_id=_3910341_1
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