Initially my understandings in the areas of Information Literacy, inquiry learning models and the role of the TL in inquiry learning was limited. I understood literacy in an English language learning sense but had little consideration for the complex range of literacies that exist and intertwine throughout a range of specialised fields of information. In my earliest readings I understood literacy as being a broad term describing the acquisition, understanding and application of information (Beaumont, 2023, April 17). I now understand that when the term ‘literacy’ is applied to a specific field such as digital (literacy), cultural (literacy), critical (literacy) or information (literacy), it takes on a new and more specified way of obtaining, processing and responding to the world around us. Throughout my studies in this subject, I have had to develop skills in information literacy to source, synthesise and analyse vast quantities of information across multiple platforms, formats and delivery modes. I needed to successfully do this to develop new understandings and articulate these through writing and practise. In learning, understanding and participating in this process, I now know that the skill of information literacy must be introduced to students at the earliest beginnings of their life-long learning journey, in order for them to fully participate in the 21st Century information landscape.
Information in the 21st century is a complex, everchanging, interconnected web of continuous communication. It is becoming increasingly difficult to find, critically analyse and authenticate information. Therefore, there must be huge importance placed on the development of information literacies in schools.
Information and the role of an Information Specialist is not something I had considered in my earliest understandings of the Teacher Librarian role. Initially, I had not completely realised the impact that the TL could have on the culture of learning within a school (Beaumont, 2023, April 9). I understood the TL as being a resource manager and administrator who also was an advocate for reading and literature (Beaumont, 2023, March 9). I had somehow missed the entire and incredibly essential element of Information Specialist and Inquiry Learning facilitator. I can now see that the TL is perfectly placed to be the information leader within the school, collaborating with class teachers, working directly with students and developing a culture of thoughtful and intelligent information literacy. The TL can lead the way in developing an inquiry-based way of being, that encourages the development of skills and attributes that will become “life-long and life-wide assets to learners” (Murdoch, 2021, p. 43).
As an experienced Early Childhood Teacher from an inquiry-based school, I feel I had a good understanding of the importance and value of inquiry-based, authentic education. However, I now know I was lacking an understanding of the models used to ensure the inquiry process was as effective as possible, leading to the best educational outcomes for students. I now understand my past practices as being more of a discovery facilitator, rather than an inquiry practitioner (Scott, 2018). Through studying Guided-Inquiry design (Kuhlthau et al., 2015) and the Information Seeking Process (Kuhlthau, 1991) I can see that the consideration of how learners seek and interact with information can determine their level of success in the inquiry process. I now see the importance of thoughtful planning and structure when designing an inquiry has direct benefits and impacts to the quality and effectiveness of the teaching and learning process.
Kuhlthau, C. (1991). Inside the search process: information seeking from the user’s perspective. Journal of the American Society for Information Science, 42(5). 361-371. https://guidedinquirydesign.com/wp-content/uploads/2021/10/information-seeking-from-the-users-perspective.pdf
Kuhlthau, C., Maniotes, L. and Caspari, A. (2015). Guided Inquiry: learning in the 21st century: 2nd Ed. EBSCO Publishing.
Murdoch, K. (2021). The art of inquiry teaching. ACCESS, 35(4), 39-43. https://www.proquest.com/docview/2605663574/fulltextPDF/E651D56D25374FC6PQ/1?accountid=10344
Scott, D. (2018). Why your child will benefit from inquiry-based learning. The Conversation. https://theconversation.com/why-your-child-will-benefit-from-inquiry-based-learning-97245
