The unit, ETL401: Introduction to teacher librarianship has provided an interesting and informative entry into the complex role of teacher librarian. From the beginning of the course I have written about my reasons behind choosing teacher librarianship as a future career. The library has always been a safe place for me throughout the stages of my life, (Stuart, 2022, March 13). As this unit has unfolded and my understanding of the role has expanded past this initial love of literature and sense of security, my interest in studying librarianship has only hightened.
Information literacy is an area in which I had limited understanding before undertaking the ETL401 unit. This concept refers to the skills that are required to move beyond the initial literacy capabilities. All students begin their literacy journey learning the basics of reading and writing. Once these foundational skills are mastered, students are able to develop the skills required to make a transition from learning literacy to using literacy as a method of learning. Information literacy is more than just accessing information, but about higher order thinking, critical analysis of information and a development of problem solving (Lupton, et al., 2004). This engagement instills lifelong learning in students.
The Teacher Librarian in collaboration with the classroom teacher, are tasked with challenging students and creating engaging learning so that they will develop information literacy skills. As a Teacher Librarian, I will be responsible for instilling this love of learning, and creating students that are, “competent, critical and ethical users of information,” (Herring, 2007, p. 29). From my own experiences, I found that teacher librarians are the gatekeepers of information, (Stuart, March 13). What I hadn’t realised prior to engaging with this unit is that they hold the key to learning by explicitly and incidentally teaching information literacy skills to students. This is where the opportunity to create a love of learning can begin.
With the ever changing and evolving role of technology in our society, digital literacy is a crucial area of information literacy. Digital literacy addresses a range of skills that a learner must develop to successfully engage with the digital world. These include literacy skills in the following areas: Computer, ICT, Web 2.0, Internet, Multimedia, and information management, (Oddone, 2022). Though the ability to engage with these areas is not the only defining factor of digital literacy. In the modern world, students are raised surrounded by technology and often have a superficial understanding of how they work. It is important that further skills in information literacy be introduced to achieve quality learning and a sophisticated evaluation of digital literacy areas (Frallion, 2019).
My understanding of how inquiry learning influences information literacy, has expanded through my engagement with module 5. The skills gained through an inquiry learning approach, are embedded throughout the Australian Curriculum in the general capabilities, (ACARA, 2017). By implementing inquiry learning models, the Teacher librarian in collaboration with the classroom teacher, can encourage greater student engagement. This collaboration allows for a holistic approach to learning within the school community, (Stuart, 2022, March 13).
Inquiry learning models include the following elements, “1) questioning framework, 2) information literacy and 3) the research cycle” (Lupton, 2014, p. 9). These elements encompass the process of formulating focused questions, and then gathering, organising and evaluating the information relevant to explore the question, (Lupton, 2014).
Inquiry learning encourages students to engage with the process of learning and create a deeper understanding of curriculum content, (Maniotes & Kuhlthau, 2014). This content has given me a more focused approach to how I plan to implement information literacy as a future teacher librarian. The proposed unit of work I created for this assessment task uses the 5E’s inquiry model,. This model is an example of how a structured approach to the learning process, can ignite a student’s innate desire to question the way the world works, (Gillies & Rafter, 2020).
As I dive into my future as a teacher librarian I look forward to implementing the content that has been presented within ETL401. I hope to embrace the concept of information literacy and take my part in creating students who are capable and skilled, information literate citizens. I am itching to take my own learning and implement it to better the engagement and learning achievements of my future students as well as supporting teaching staff to effectively integrate it into every day learning.
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). General capabilities. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Frallion, J. (2019). Digital literacy: Myths and realities [Conference Program]. Preparing students for life in the 21st century: Identifying, developing and assessing what matters, Melbourne, Australia.https://research.acer.edu.au/cgi/viewcontent.cgi?article=1346&context=research_conference
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information. (pp. 27-42). Centre for Information Studies, Charles Sturt University. https://doi-org.ezproxy.csu.edu.au/10.1016/B978-1-876938-43-7.50002-8
Lupton, M. (2014). Inquiry skills in the Australian Curriculum v6: A bird’s eye view. Access 28(4), 8-29
Lupton, M., Glanville, C., McDonald, P., & Seltzer, D. (2004). Information literacy toolkit. Griffith University, Australia
Maniotes, L. and K, Kuhlthau, C. (2014) Making the shift. Knowledge Quest. 43(2) 8-17Oddone, K. (2022, n.d). Information Literacy [Module Notes] https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_59964_1&content_id=_4791973_1&mode=reset