Understanding Information Literacy
I had never thought that finding a simple definition to a word could be so complicated. The ETL401 course introduced the overwhelming concept of information. As I worked my way through each module, it became apparent that information was a complex issue. I soon discovered how challenging the information landscape was for a teacher librarian (TL) to prepare students with the transferable skills for the jobs and technologies of the future (Friend, 2021, March 15).
Then it occurred to me that if teachers found the concept so overwhelming, it must be the same for students. Another complication in understanding information literacy is the shift in the meaning of the term literacy, which has moved beyond reading and writing to suit the context of a rapidly changing digital world. To contemplate what it meant to be information literate in the twenty-first century was confusing. To move beyond surface knowledge digital literacy skills must be taught in the context of each discipline, so twenty-first century skills are not taught in isolation (Friend, 2021, April 29). We need to rethink outcomes-based learning and move towards inquiry learning if students are to develop the kinds of skills they will require for the modern workplace.
Understanding Inquiry Models
There are advantages and disadvantages to guided inquiry. The collaborative nature of guided inquiry engages the TL and classroom teacher to guide students as they become independent learners through collaboration and creative and critical thinking (CCT) (Friend, 2021, May 6). A challenge for TLs is finding a convenient time to work with classroom teachers and some may be reluctant to collaborate and plan inquiry units.
From a huge list of inquiry models, I looked closely at the models commonly used in schools. Even with a narrowed down list, I found it difficult to choose the best model to base my inquiry unit on. The models I researched were similar, requiring a set of steps to be followed to guide learners through the inquiry process. Most of the literature was advocating for the model instead of offering a critical analysis of its merits when put into practice. The Big6, I-LEARN, NSW ISP and Herring’s Plus models all seemed to lack detail in defining what students should be doing at each stage of the inquiry process.
Coming from a creative and performing arts background I was drawn to the inclusion of the create stage in Guided Inquiry Design (GID), which really appealed to my teaching philosophies. The GID framework is modelled on Carol Kuhlthau’s Information Search Process (ISP) and is backed by extensive research. I believe there is a no better time for schools to move from teacher centred instruction to a constructivist approach, where students are placed the centre of their own learning (Friend, 2021, May 6).
The Role of the Teacher Librarian in Inquiry Learning
When considering Mandy Lupton’s (2012) analysis of Inquiry Skills in the Australian Curriculum, it became clear there was no alignment of inquiry skills between subjects and stages. The TL is uniquely placed to work collaboratively with teachers to embed elements of the general capabilities in learning across the school. The TL specialises in the areas of literacy, information, and communication technology (ICT) and creative and critical thinking (CCT). These are areas where most busy teachers would appreciate guidance on how to include them in teaching and learning programs.
I thought Patricia Willoughby’s (personal communication, May 6, 2021) idea of team teaching a test case was a great way for the TL to advocate for inquiry learning in their school. In my reply to her forum post, I discussed that trialling an inquiry unit with a willing classroom teacher and sharing success stories with the entire staff might be a way of convincing other reluctant teachers to come on board (Friend, 2021, May 6).
Amanda Wilson (personal communication, April 24, 2021) discusses the need for principals to ensure time is allocated for TLs to collaborate with teachers. In my reply to her forum post, I agreed that timetabling could be a major barrier to implementing a school wide approach to information literacy (Friend, 2021, April 29). The TL needs to establish a strong working relationship with the principal to ensure funding, resources and personnel are available for the implementation of contemporary teaching practices like inquiry learning.
Reference List
Lupton, M. (2012). Inquiry skills in the Australian Curriculum. Access (June), 12-18.
