Part C : Reflective Practice
In my blog post, Information Literacy (2019) is viewed as the ability to evaluate the quality and usefulness of the information found as well as the ability to locate and use the information in a variety of formats. (Grassian & Kaplowitz, 2009, p.5)
Before I read the book of ‘Information Literacy Instruction : Theory and Practice’, I thought Information Literacy (IL) was for students to be literate in subjects with the help of available information. But, Grassian & Kaplowitz gave me another viewpoint to understand IL because they explain IL is “a process, a skill set, a competence, an attitudinal or a personality trait, a set of abilities, a way to help people contribute positively to the learning community and to society, and a construct that is created by the ways in which a person interacts with information.” (Grassian & Kaplowitz, 2009, p.5)
According to the definition of IL by Grassian & Kaplowitz, students get competence and abilities to interact with information and contribute to society positively through IL skills and practices.
To do discussion ‘forum 5.3a : information literacy model’, I chose the reading of ‘Inquiry Skills in the Australian Curriculum v6 by Lupton, M. (2014)’. Lupton (2014) states that inquiry processes across Science, History and Geography in the Australian Curriculum reveal consistencies and inconsistencies because Science and Geography have similar evaluation and reflection on the inquiry process and History does not have them. (p.15) Therefore, she points out that the TL has to evaluate sources critically in developing information literacy. (p.15) Also, Lupton (2014) explains that the Australian Curriculum omits information literacy and it makes the TL find present elements of information literacy from the Curriculum and make links between them. (p.15) The TL can develop inquiry skills strands in the Australian Curriculum and introduce a IL model in their school.
After I read the ‘Inquiry Skills in the Australian Curriculum v6 by Lupton, M. (2014)’, I realised that inquiry skills strands are required to be developed and TLs could unite the strands with the use of IL as a framework. (p.15)
ETL 410 Module 5: information literacy (IL) introduces the different types of IL which are Herring’s PLUS Model, NSW Information Search Process (ISP), Newman’s (2014) iLEARN Model, Big 6 and GIDP. (p.7) In my personal opinion, I would prefer to use the GIDP as a librarian because it provides detailed stages of Guided Inquiry learning.
In terms of the role of the TL, my understanding of them was very limited until I had studied module 5 : Information Literacy. But, now I have another perspective on the TL’s roles in inquiry learning. The rapidly changing information landscape, including digital information has impacted on the roles of the TL.
In my blog post, the three main roles of the TL in Guided Inquiry are ‘resource specialist, information literacy teacher and collaboration gatekeeper’. (Kuhlthau et.al., 2007, p.57)
In terms of resource specialist, the TL “develops school library resources and provides Internet resources. (Kuhlthau et.al., 2007, p.57) When the TL is specialized in resources and provides resource users with them, he/she can ensure students’ learning and teachers’ teaching.
The TL as information literacy teacher “teaches concepts for information access, evaluation, and use and fosters constructive learning environment.”. (Kuhlthau et.al., 2007, p.57) TLs are information literacy teachers and help students and teachers to access, evaluate and use information well to meet the state and Australian Curriculum standards.
The role of the TL as collaboration gatekeeper is to coordinate a Guided Inquiry team and communicate with the learning community by keeping communication open and using flexible managerial skills. (Kuhlthau et.al., 2007, p.57) TLs are able to implement a Guided Inquiry model when they work together with teachers in designing inquiry units of work and lesson plans.
In conclusion, TLs are ‘resource specialists, information literacy teachers and collaboration gatekeepers’ in Guided Inquiry and they can introduce a IL model in their schools for students to become competent and able IL learners.
References
Grassian, S.E., & Kaplowitz, R.J. (2009). Information literacy Instruction : Theory and Practice (2nd ed.). New York : Neal-Schuman Publishers.
Kuhlthau, C.C., Moniotes, K.L., & Caspari, K.A. (2007). Guided Iearning : Learning in the 21st Century.London : Libraries Unlimited.
Lupton, M.(2014) Inquiry skills in the Australian Curriculum v6, Access, November. Retrieved 8 may 2019 from: https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=584040093322031;res=IELAPA
O’Connell, J. (2019). Information Literacy [S-ETL401_201930[module5]] Retrieved 28 April 2019. From Charles Sturt University Website : https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633966_1&mode=view