We live in a world where the information landscape is constantly evolving. It is only now that I realise how important it is to stay abreast of this incredible platform and keep my skills relevant. Our readings in Module 2.3 demonstrated the need to have a great understanding of the broader information landscape and how incredibly important it is to educate and create digital literate students. Shenton explains it perfectly in her fourth paradox, when she states how students ‘follow a basic formula when finding and using information (Shenton, 2007). Students need greater instruction and guidance to be digitally literate. It was only when reading module 2 that I realised how much our students need a teacher librarian (TL) to respond to student needs and provide them with the tools to successfully navigate the information landscape. (module 2.1)

But this can’t be done in isolation. TLs need to work collaboratively with all facets of the educational community of their school to ensure students are being prepared adequately for the 21^st century. As Lamb states, communication is key and it is of paramount importance that TLs are developing and fostering relationships within all areas of the school community (Lamb, 2011). I understand this is vital to the further success a TL will have in establishing a supportive and collegial environment that will essentially develop a culture of trust. When we have that trust, we can work with teachers and administrators to develop programs and support the curriculum (Purcell, 2010) (module 3.2) It’s such an exciting time to be a TL, but this is not a simple journey, nor one that ever sees our learning end.

When we blogged about Information Literacy (IL), we had to look at what literacy was. My traditional thinking was that literacy was those foundational skills of communication – reading, writing, speaking and listening (IL and TL role). However now in a digital age, these foundational literacies are the basis of skills that extend into multiple literacies that accommodate the complex digital landscape. So, it is no longer enough that our students can engage on a basic level of literacy and make meaning from text, they need to extend those skills to meet the demands of the Australian Curriculum and the 21^st century skills embedded in these. What we learned is that IL is dependent on the context and purpose that IL is required, and essentially, schools need IL frameworks. To have a TL who can implement such a framework and embed it across the curriculum, resource it and collaborate with the teaching team, means we are becoming an increasingly important asset in a school setting!

The Australian School Library Association (ASLA) and the Australian Library and Information Association (ALIA) both stipulate that an IL framework in a school ‘ensures all targeted skills are identified and taught strategically within the context of the school’s curriculum’ (ASLA & ALIA, 2016). This evidently should inform best practice for library programs and services and as a TL, I plan to use the professional guidelines provided by these bodies, to guide me and my practice throughout my career.

Learning about Guided Inquiry learning has shown me how students can engage in much greater depth and experience authentic learning. It is a great opportunity to embed necessary skills and I feel like I am going to be able to contribute to my school in such a more meaningful and useful way. I love the idea of guiding students through the process of learning and showing them how to understand the process of gathering information more effectively, as the premise of GID suggests (Caspari, Kuhlthau and Maniotes, 2019). Seeing students become curious about their learning is incredibly rewarding. After speaking with fellow colleagues at my school about the implementation of GID, it did make question how it could be implemented in subjects that are content heavy, like physics for example. Or how could I implement it in my language classroom in a meaningful way? I think the context certainly dictates how and when we implement it and I think collaboration amongst faculties and administration can facilitate its implementation. But across all KLAs? It will be interesting to see just how successful we can be at implementing inquiry learning in schools.

What I have learnt in just one subject has shown me how ignorant I was and how much I didn’t know. I have already put some of what I’ve learnt into practice, and I feel incredibly proud. My confidence is growing and I know that with a clear understanding of Information Literacy and IL models now firmly sitting easy with me, I can help facilitate such wonderful opportunities in my school for both the staff and students. Thankfully, I have an incredibly supportive principal and I realise now how fortunate I am, based on what fellow peers have shared in their blogs and discussion forums of how their school is lacking such support. I actually can’t believe I thought I could be a TL with no former qualifications! It would have been like wearing a blindfold and I would have done my school community a disservice.

References

Australian School Library Association & Australian Library and Information Association, (2016). Information Literacy. Retrieved from https://www.asla.org.au/information-literacy

Caspari, A., Kuhlthau, C., & Maniotes, L. (2019). GID – Guided Inquiry Design. Retrieved from https://guidedinquirydesign.com/gid/

Holdaway, D. (1979).The foundations of literacy. Portsmouth, NH: Heinemann.

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends: Linking research & practice to improve learning, 55(4), 27-36. doi:  10.1007/s11528-011-0509-3

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of a school library media specialist. Library Media Connection, 29(3), 30-33. Retrieved from  http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=288a18c4-4e6b-4471-8da7-9ef252bc522b%40sessionmgr103

Shenton, A.K. (2007). The paradoxical world of young people’s information behaviour. School Libraries Worldwide, 13(2) 1 -17.

What I find interesting is the abundance of information we have available to us, and the fact that a lot of it is free. Because anybody can post, anybody can create information. How do our students navigate this information overload? As stated, a lot of this information is social commentary and thus highly opinionated and biased. The four inherent properties of information discuss these properties as multiplying the information we have available to us, and it really is an information overload. Giving students the skills to be critical readers so that they can discern the authenticity of information is paramount in providing them with digital literacy skills. I have found this with the work I am doing currently with our students, by showing our students how to engage with our on-line databases that provide peer-reviewed articles as opposed to Google, where there is such a plethora of information. The challenge in our school at the moment is trying to show students the value of researching through quality databases that have already started to ‘sift’ through the vast quantities of information, be selective and specific in how they search and show them the value of being critical readers and researchers in a digital age.

The data-knowledge continuum is also interesting, particularly the understanding of what to do with information, how we organise it, make meaning of it and use wisdom to make sound judgements (AEW. 2008. Community of practice: Part B. The Information Hierarchy). This certainly highlights the importance of TLs in schools and how we provide our students with the knowledge and skills to navigate online information.

Discussion Forum 2.2

Information society – what do you think this means?

The information society is such a complex one! We are, by definition, social creatures and with the explosion of the information, it has created a world that is much more ‘local’. The information society relies on a myriad of networks and information of some description, that enables us all to be connected in some way. What is interesting is that it isn’t just a social construct, but also an economical one. We just have to consider countries less fortunate than our own, who don’t have the economic means or infrastructure to be connected in the way that we are. I also think that the information society can also be exclusive to those in our own backyard. How do our octogenarians cope in the information society of today? They may not rely on the information society today the way that we do, but it certainly is the backbone of functionality in society and the dependence created by it is staggering. The exchange and accessibility of information is what drives our society and it is used to meet our needs on so many different levels. What we need to remind ourselves of is that we must possess the skills to critically evaluate the information available to us and be discerning in how we use it.

This is where our jobs of TLs necessitates a solid understanding of the information landscape. It is our job to ensure how this complex landscape works, so we can provide our staff and students with the skills to navigate the information available to them. Because this is a constantly changing entity, TLs must be abreast of this constant evolution and be at the top of their ‘game’ when it comes to informing the school community. Sharing invaluable knowledge on how to access information and be discerning in what they do with this information, will provide students and staff alike, with lifelong and fundamental skills when living in an information society.

Discussion Forum 2.3

Why is it important to have an understanding of the broader information landscape?

It is important to have a broader understanding of the information landscape because if we don’t understand it at length now, how will we effectively cater to the needs of our students, especially those who are digitally illiterate? If we don’t have a sound understanding, how can we help our students? Having a broader understanding of the information landscape allows us to be aware of this constantly evolving entity. We see where it has come from and hopefully, we can predict with at least some certainty, where it is heading. I have just realised that my study and learning will never end as a TL. Well beyond this course, I will need to constantly upskill and stay abreast of change. As teachers, we continue to learn and grow, that’s what I love about teaching. But I think as TLs, we won’t have a choice and I think the pace and urgency will be far more significant.

If new technologies have a lifespan of less than 3 years now, what will it be like in 10 years from now? Our responsibility as TLs will be to create digital literate students. Shenton’s fourth paradox states that ‘despite the sophistication of today’s information age, youngsters frequently follow a basic formula for action when finding and using information (Shenton, 2007). They are a generation who seek instant gratification! They want it and they want it now. TLs need to respond to the needs of students and equip them with lifelong skills of digital literacy that shows them what to do with information. We need to change the culture of technology use, whereby google search and Wikipedia is students’ number one go-to, and show them how to search elsewhere, whereby they exercise the skills of interpretation, critical literacy, evaluation and selectivity. Every school should have a TL that can show students exactly how to navigate the information landscape.

Shenton, A.K. (2007). The paradoxical world of young people’s information behaviour. School Libraries Worldwide, 13(2) 1 -17.

Teacher librarians and Principals share so many similarities in their roles – they are both leaders! Whilst Principals lead their school and manage educators, administrators, ancillary staff and students alike, they also lead a culture of learning, positive education and relationships, and foster an engaging, culturally inclusive learning environment. Teacher Librarians play a vital role in supporting the same individuals the principal governs (or manages, for want of a better word!). TLs collaborate with heads of faculties to accommodate an across the curriculum approach to inquiry learning and should be involved with the development of inquiry learning pedagogy (Lupton, 2014), as they as gifted with a ‘bird’s-eye view of the curriculum’ (Lupton, 2014, p8). This shared practice provides teachers with access to specialist advice when it comes to creating assessment and units of work, and provides valued support in including general capabilities throughout the curriculum. TLs also maintain a well-resourced library collection and keep abreast of the persistent changes to technology and the digital world. TLs also promote a love of learning, reading and inquiry-based learning, and I as I continue to write this, it is hard to fathom that a Principal does not hold his/her TL in the highest regard! TLs should communicate regularly with their Principal to showcase the fabulous work they do and suggest other innovative ways they can further their role in the school. Kachel suggest that it is important to gauge the Principal’s vision and be familiar with his/her goals, and work with these goals to work synergistically (Kachel, 2017). I’m not sure I am keen to stalk my Principal on Facebook or social media, (as Kachel suggests!), but I do think establishing an honest and open relationship with your Principal will show him/her that you are there to make his school a better place, and that you are not only supportive of their work, but they also recognise and value the invaluable work that you do too.

Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian, 45(1), 50-52.

Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher librarian. School. Libraries Worldwide.22/1 49-61

The Role of the Teacher Librarian

Each of the authors offer valuable insight into their beliefs about the role of teacher librarians, and not surprisingly, some of their ideas and ideologies are shared.

Lamb stipulates that communication is key and TLs should be developing relationships with all facets of the school community, including the Principal, teachers, students and parents. Lamb states that this communication is fundamental to the role (Lamb, 2011). Lamb is also cognisant of the fact that technology and libraries are a uniform whole and they are interconnected. Lamb also comments on the role funding plays in developing a range of technology platforms in a library (Lamb, 2011).

Purcell believes that the five main roles of the TL include leader, program administrator, teacher, information specialist and instructional partner (Purcell, 2010). Purcell also maintains that the TL practitioner should be collaborating with teachers and administrators to develop programs and support the curriculum, and leave other duties, such as the day-to-day tasks like shelving, for example, to ancillary staff (Purcell, 2010).

Herring states that TLs focus should be one that primarily focusses on the needs of students, teachers and the school community (Herring, 2007). Herring’s beliefs align with Purcell’s in that TLs are information specialists, curriculum leaders as well as managers of the library space. Lamb also states that it is not only these afore-mentioned roles, but that TLs develop a space in libraries that fosters a positive and engaging learning environment (Lamb, 2011).

I think each author offers valid commentary on the diverse nature of this role. From my own experience, I think that communication is key and I agree with Lamb who states that creating a space for students to come to the library, that provides a positive experience and one that is encouraging to both students and staff, can close the gap that sees some libraries operate in isolation to the rest of the school. With the creation of such an environment, and the TL meeting needs and focussing on students and teachers, as Herring suggests, can provide TLs with the exposure they desperately need and justify this valued role in a school community.

Herring, J. (2007). Teacher librarians and the school library. Libraries in the Twenty-First Century,  27-42. doi:  https://doi.org/10.1016/B978-1-876938-43-7.50002-8

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends: Linking research & practice to improve learning, 55(4), 27-36. doi:  10.1007/s11528-011-0509-3

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of a school library media specialist. Library Media Connection, 29(3), 30-33. Retrieved from  http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=288a18c4-4e6b-4471-8da7-9ef252bc522b%40sessionmgr103

I think that users – our students – will require different literacy skills to make meaning from different formats and delivery modes, but I think they are an extension of traditional literacy skills.

What has changed is how students access information and how we assess it. Students are now required to listen, speak, create and articulate understanding in a range of ways. For example, my EAL (English as an additional language) students are currently working on a spoken imaginative multi-modal task. To allow my students an opportunity to present these without the utter fear they have when presenting publicly (whilst this is still an important skill and fear to overcome!), I have set the assessment to be a recording for a short story collection for Audible. However, because it is a multimodal task, students will need to demonstrate not only an understanding of the concepts of the play we have studied, use that as a springboard to create an imaginative piece, but they will also need to engage in multimedia literacy skills to include sound effects to enhance meaning and record their spoken task as an .wmv file. They will engage in range of different literacy skills to demonstrate understanding and make meaning, including computer literacy, oral literacy, literacy with ICT, multimedia literacy and technology literacy.

So even though my students are using traditional literacy skills to deconstruct the text (reading) and write a short story (writing), they are using multiple literacies to accomplish the many facets of this task to demonstrate they have made meaning of the text studied and have created a way of clearly demonstrating that.