Time is a big issue when trying to meet the demands of an overcrowded curriculum. In education, there is currently a push to develop skills required by 21st century learners to take into the workforce. This includes covering the requirements outlined in the General Capabilities and Cross Curriculum Priority areas from the Australian Curriculum. The teacher librarian (TL) is perfectly placed to collaborate with classroom teachers to design inquiry units to meet these requirements.
Competing for time is the need to be accountable for everything and the requirement for students to take standardised tests. There is a growing interest in Australia’s ranking on the Programme for International Students Assessment (PISA). Increasing accountability in schools means there is pressure for students to perform well in tests like the National Assessment Program- Literacy and Numeracy (NAPLAN) and the Higher School Certificate (HSC). As schools move to modernise education with inquiry-based learning, it will require educators to shift their thinking around the purpose of education. Ken Robinson (2010) believes to change educational paradigms requires a move away from the antiquated ideas of standardisation and conformity. The teacher librarian will face the challenge of some teachers who are simply unwillingly to move forward and collaborate on these new ideas.
To make inquiry units successful adequate time is required for students to immerse themselves in the learning and move beyond surface knowledge to deep understanding. As Marc Tucker (2012) explains, 21st century skills do not exist in isolation and must be taught in the context of the different disciplines to give them structure. Prioritising information literacy skills for 21st century learners will require teachers to set time aside for instruction. Rethinking outcomes-based learning will be challenging. Marc Tucker (2012) suggests teaching and learning programs will need to be completely rethought if we are to conduct assessments in the kinds of 21st century skills expected by modern workplaces. The way we currently work is assessment driven and if we are not assessing the kinds of skills we want students to have, there is a good chance we will not be teaching it.
One of the issues between these competing priorities is that 21st century learning focuses on students centred learning rather than direct instruction by the teacher. The teacher guides, rather than controls the direction of the learning. This sits in contrast to the specific sets of skills teachers know students will need to score well on standardised tests. As Judy O’Connell (2012) explains, school libraries are shifting from learning that is skills based to learning with a constructivist approach. While technology does go hand in hand with 21st century learning, it is not about simply placing the latest devices in front of students (O’Connell, 2012). The information literacy skills that accompany the use of these devices is essential.
While these two opposing ideas of education currently exist side by side, it makes sense to move forward and explore new ways of thinking and educating young people. We are no longer preparing workers to work on production lines and our learners need to be equipped with skills they can take with them into the future. This is a period of transformation and TL’s should be actively involved in offering advice on how schools can take a wholistic approach and remain accountable when introducing new ways of teaching and learning.
Reference List
O’Connell, J. (2012). So you think they can learn? https://heyjude.files.wordpress.com/2006/06/joc_scan_may-2012.pdf
Robinson, K. (2010, October 14). Retrieved from [Video]. YouTube: https://youtu.be/zDZFcDGpL4U
Tucker, M. S. (2012, July 31). Tucker’s Lens: on 21st century skills. https://ncee.org/2012/07/tuckers-lens-on-21st-century-skills/
