Environmental education is an important global issue. Research has shown that broadening citizenship and awareness of our world involves environmental education from childhood (Ricoy et al., 2022).
The focus of this resource is the cross-curriculum priority of Sustainability, with the aim of incorporating quality eco-focused learning opportunities on local and world levels (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010 to present-b). Alongside Sustainability, this resource specifically incorporates the general capability of Ethical Understanding, allowing students to develop their knowledge and skills to build awareness and empathy for our world as well as a sense of values and active citizenship (ACARA, 2010 to present-a). There will be a rich task differentiated for the student cohorts using digital technologies, with a call to action on how we can all take part in reducing our waste and proposing action for the future.
In my school context, environmental education is a priority with responsibility placed with the whole school community. It involves managing our resources and waste in a way that reduces damage to the environment and considers future implications.
This learning resource will be created using the platform, Book Creator. It was chosen as it suits the primary school context and allows for a variety of tools to be embedded to create a multimodal text that enhances student immersion and engagement in the topic. It will be shared within our school, with the purpose to assist in facilitating and supporting our whole school environment program and associated initiatives. Some additional learning and gamification tools I aim to utilise are Flip, Padlet, Scratch. Blooket and Class Dojo.
Goal 12: Ensure sustainable consumption and production patterns. UN Sustainable Development Goals. https://www.un.org/sustainabledevelopment/sustainable-consumption-production/
Ricoy, M. C., & Sánchez-Martínez, C. (2022). Raising ecological awareness and digital literacy in primary school children through gamification. International journal of environmental research and public health, 19(3), 1149. https://doi.org/10.3390/ijerph19031149
Teacher Librarians are an integral part of maintaining accurate, engaging and appropriate resources and technologies in a school environment, with libraries promoting opportunities for a range of learning experiences as well as their value for student wellbeing. Early on in this Teacher Librarianship course we learnt about today’s information environment and the impact on teaching and learning. I reflected on this landscape in a blog post, stating that as teacher librarians, we are a source of information, guidance and support, as students and teachers navigate the digital information world in which we live. This includes the need to teach digital literacy and critical analysis skills.
Digital literature is a medium that is constantly evolving, with what we experience today, might become dated or unpopular tomorrow with the emergence of new platforms. A format I remember exposing students to initially was online stories such as Storyline Online on an interactive board, where existing stories are retold in fun, visual ways. Then came the rise of ebooks, and with it student self-selection, which ensured they were excited and engaged in their reading (and quite possibly mainly for the novel opportunity to use a device).
COVID-19 and online learning really evolved teaching and learning practices quickly, including digital communication formats. Students at a younger age were exposed to learning through devices and there were a plethora of apps, tools and content available to utilise and explore (including authors and illustrators creating their own content and sharing of literature). Storytelling on a digital platform was extremely popular and this trend continued as we moved back into the classrooms.
I recently completed the elective ETL402 Literature Across the Curriculum, which touched on digitised literature. This subject introduced me to interactive fiction, transmedia and storytelling through gamification, as well as expanded my knowledge of enhanced ebooks. I discuss our school context in regards to digital texts in my reflective post, including setting my own goal for future pedagogical development.
Curriculum by Nick Youngson CC BY-SA 3.0 Alpha Stock Images https://www.thebluediamondgallery.com/tablet/c/curriculum.html
Concepts to think about: challenges and potential opportunities
Practices
Technology is constantly changing, with new emergent developments occurring and with yesterday’s tools and platforms becoming obsolete. In addition, in an information-driven environment, users expect immediacy and high engagement. This has been evident even more so in the return from online learning, with students in my school context observed to have less resilience and reduced attention to tasks. Innovative digital literature supports student engagement and incorporates new ways of participating in learning experiences (Izati et. al., 2021).
Tools and uses
Some areas that have arisen for me as I begin this subject include the challenges of accessibility and the digital divide in schools, as well as the opportunities for learning support and tools for students. In my blog post on resource selection, I reflected on the premise of 21st century learning and the impact on libraries and resources, to move from the traditional physical holding of books to dynamic environments linking literature, information and digital technology. An area I have thought about when beginning the ETL533 subject is student accessibility to other platforms or sites and remaining engaged in their learning while using digital technology. A school library contains resources that are carefully curated to suit the school context, the learning needs and interests of the community, including print and digital formats. Generally to date in my school context, students have access to subscription services such as SORA, OverDrive and StoryBox Library for digital literature experiences. A question I have beginning this subject is does the use of digital literature open up potential for students to access other online material that may be off task or inappropriate? Is this thinking a form of filtering or censorship?
All school resources are not equal and the digital divide can pose real issues for access to digital literature. Accessibility is a positive at our school, with students from year 2 to 6 being ‘allocated’ a 1:1 chromebook for learning needs throughout the year.
Additionally, learning support using digital platforms, aided Augmentative and Alternative Communication (AAC) systems and accessibility tools are fabulous, with a range of functions and benefits for students. Our school subscribed to the PM ecollection during the pandemic (and have continued this subscription) for K-2 students in home reading and reading programs, as well as those older students who require reading support or intervention. This platform uses interactive features for questioning, decoding and comprehension. Digital practices and tools are a current and continued feature in student learning support services, with the inclusion of expansion of digital literature genres and formats in the school an enriching opportunity.
The learning and health impacts of digital use for sustained periods are concepts I would like to further examine and collate professional literature on. This includes blue light eye strain, and the differing comprehension and digital literacy skills required for users. Personally, a few years ago I was religiously reading ebooks at night before bed on my Kindle, however at the endorsement of the optometrist, I have ceased this practice due to the deterioration of my eyesight.
Author’s own photo
So what is the future of literature and reading?
The big picture is currently weighing on me as I complete my studies and return from maternity leave. Sometimes school libraries seem to have a bright future due to the well documented literacy and wellbeing benefits (Commonwealth of Australia, 2011; Merga, 2022; Merga, 2021), and at other times I read, hear and experience the negative impacts on libraries by budgetary decision makers and through staffing and school climates (Heffernan, 2023). This reflection of our school context exposes our reliance on ebooks and subscriptions services to date, and reinforces my aim to discover more about interactivity and connectivity within the differing digital text formats, in which Assessment 1 should support my exploration. I look forward to finding out more about current and future digital trends to implement into the school library for the learning and enjoyment of all.
Izati, R. A., Lestari, L. A., & Setiawan, S. (2021). Digital Reading Engagement of Junior High School Students during the Online Learning. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(2), 181–. https://doi.org/10.33394/jo-elt.v8i2.3876
Merga, M. K. (2022). School libraries supporting literacy and wellbeing. Facet Publishing.
Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools? Scan, 40(2).
The Shire: Hobbiton, New Zealand; Author’s own photo
What a fabulous journey Literature Across the Curriculum has been! I have thoroughly enjoyed this elective and it certainly lived up to my expectations of bringing literature to the forefront of education, providing opportunities to explore the literary benefits and applications of diverse and multimodal texts in our libraries and classrooms.
Children’s literature has evolved with the information and technology environment. Reading holds the power of knowledge, however it is more than literacy skills students are gaining. In my post on Children’s Literature: reflection of professional knowledge, I explore some of my initial knowledge on the benefits of literature, trends in publishing and rise of visual texts (Holland, 2023, January 7). Studying this subject has deepened my knowledge of genres and formats, with particular learning around multi- and transliteracy. There were many terms to learn and the module readings and videos extremely helpful in developing my understanding. I created a post of concise definitions of terms for easy reference in the future (Holland, 2023, January 17).
Researching for assessments led to the discovery of substantial studies into student learning outcomes being enhanced through a literature perspective (Merga, 2022, Merga 2020, Lance et al., 2018). The examination of different reading activities and strategies during Assessment 2 was an applicable task for future teaching opportunities. Literary studies, curriculum documents and learning programs all demonstrate how reading strategies like literature circles provide students with opportunities to gain a deeper understanding of texts.. Additionally, by linking the literature focus to the curriculum, it was clear how broader capabilities such as empathy, care, values and ethical understanding enhance student learning. Further exploration of the benefits of literature through the application of diverse multicultural texts is outlined in my blog post Multicultural literature in schools (Holland, 2023, January 2). This is an area I want to expand in my school setting, to promote literature for cross-curricular learning, to embody and enrich teaching practices for a variety of societal and world perspectives and experiences.
School learning programs and libraries aim to meet the needs of users by providing access to a balanced collection of resources. Schools need to evaluate the school community to learn more about their context to effectively address the demographics and needs. Research into my school context was interesting; reading through board reports, school improvement plans and gathering statistics and data on diversity and literacy achievements. Reflecting on my school clientele in a medium to high socio-economic area, many students have a strong knowledge of, and access to, digital technologies. Schools should utilise this experience and engagement to provide opportunities for an enriching learning environment with the incorporation of digital tools (O’Connell et al., 2015). In module 4 discussions I reflect on ebooks in our school context (Holland, 2022, December 28).
Learning about interactive books, hyperlink texts and gamification has renewed my professional and personal goals of expanding the use of digital technologies in my pedagogy. As much as I love the smell of a new book and the “crack” the cover makes as you open it for the first time, I know that technology and innovation is my personal development area. I just need to give it a go – the more you delve in and use the applications, the more confident you will become.
Lance, K., & Kachel , D. (2018). Why school librarians matter: What years of research tell us. Phi Delta, 99(7), 15-20.
Merga, M. K. (2022). The role of the library within school-level literacy policies and plans in Australia and the United Kingdom. Journal of Librarianship and Information Science, 54(3), 469–481. https://doi.org/10.1177/09610006211022410
Merga, M. K. (2020). School libraries fostering children’s literacy and literature learning: mitigating the barriers. Literacy (Oxford, England), 54(1), 70–78. https://doi.org/10.1111/lit.12189
O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries, The Australian Library Journal, 64:3, 194-208,https://doi.org/10.1080/00049670.2015.1048043
Buddy Reading: Preschool and Year 5 students; Author’s own photo
Literature has evolved with the rise of digital technologies, although the purpose and ideas of stories remain – to entertain, inspire, connect and prompt meaning making. As Teacher Librarians we can support student learning by creating diverse and responsive environments and opportunities for interaction with multiple modes of literature, information and communication devices. Reflecting on the learning modules during ETL402, I felt compelled to compile a dictionary of sorts, for easy access and referral to the metalanguage for my future practice.
Critical Thinking
Reflecting, inquiring, analysing and connecting are key components of learning new information. Critical thinking is a targeted learning competency for 21st century skills, as recognised in the Australian Curriculum as one of the General Capabilities. In literature, students will identify and form opinions using reasoning and text evidence. Skills include interpreting, sequencing, comparing, questioning, inferring and evaluating (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010 to present).
Multiliteracies
The diversity of multiple forms, tools and various media presentations in today’s technology-driven learning environment requires students to be able to analyse and deconstruct information from a range of text mediums.
Transliteracy
Transliteracy is an overarching concept encompassing knowledge and skills across multiple platforms to be successful lifelong learners (Ipri et al., n.d.).
Visual Literacy
Viewing and analysis of still and moving images using visual elements, for meaning and contextual understanding. Visual literacy also involves students being able to effectively communicate through visual presentations (Bales, 2019).
Textual Literacy
Analysing, interpreting and evaluating written information and literature for context and understanding, as well as responding to texts and building opinions.
Digital Literacy
Locating, evaluating and interpreting information in digital mediums. Being able to critically analyse digital sources for credibility, accuracy, bias, purpose and point of view (Bales, 2019).
Technological Literacy
Ability to navigate and use a variety of technologies for information use and research. Additionally, doing so with digital citizenship, including using online platforms safely, ethically and responsibly.
Australian Curriculum, Assessment and Reporting Authority. (2010 to present). Critical and Creative Thinking (Version 9). Australian Curriculum: F-10 Curriculum
The premise of information use in schools and the students’ ability to locate, evaluate and use information has always been an essential skill. However, with the ever-changing information environment and access to the multi-platform and the diverse nature of information that the internet presents, information literacy is now at the forefront of twenty-first century education proficiencies (ACARA, 2016). For more on the information environment and the connection to information literacy skills, please see my thoughts and summations here.
From my studies over the duration of the ETL 401 subject, I have become more familiar with the general capabilities and their connection to collaboration, communication, creativity and metacognition. By linking our third assessment to the general capabilities, I clearly recognised the role of the teacher librarian in the development of these valuable skills for our students.
Through my readings and assignments, I discovered that the term information literacy became notable when Zurkowski (1974) used it to refer to and describe the mastery of information tools to solve problems. The requirement for students to become information literate and be able to filter through the vast amounts of information, in addition to evaluating and synthesising it, is a critical skill for now and the future.
Information literacy models will enhance student information skills and competencies, providing an emphasis on inquiry learning and the link to twenty-first century skills that incorporate information literacy, critical thinking, creativity, and cooperative learning (Garrison, Fitzgerald and Sheerman, 2018). By employing an information literate and student-centred learning approach, students will build capacity through deeper connections and understandings. Please read more about information literacy and the transference of skills for the future needs of students here.
It is imperative that schools and educators align the curriculum with inquiry skills, to assist learners move their use and knowledge of information from ignorance to understanding (Fitzgerald, 2015). Research during this subject has shown that this is occurring. Bonanno (2015) has mapped inquiry curriculum skills and general capabilities to the Guided Inquiry Design (GID) framework, and collaborators from the NSW Department of Education have created the Information Fluency Framework (IFF) (Wall, 2021). Both the GID and IFF present a series of steps for inquiry as learners access and use information. GID stems from the comprehensively researched Information Search Process (ISP), and IFF has its origins in the Information Skills Process (ISP).
This subject has highlighted the importance of utilising an information literacy model in schools to support students in acquiring knowledge and understanding of the information process. In addition, incorporating a model or guided inquiry process into planning has ensured that I will be more effective in teaching inquiry skills and embracing the general capabilities within the Australian Curriculum.
Research shows a clear benefit to schools who employ a teacher librarian, from fostering a reading culture, to improving student literacy, through to the development of critical information skills (Merga, 2021). This advantage will be extended with the active involvement of teacher librarians in a collaborative partnership alongside classroom teachers in schools. With an expert knowledge of quality resources and information literacy models, teacher librarians create, resource, teach and assess inquiry units that enhance student outcomes and build their information literacy confidence and skills for the future.
Over the duration of the ETL 401 course, I have come across a myriad of articles on the importance of collaboration in schools (Merga, 2019; Lombard, 2016; Sharkey, 2013). These studies emphasised the advocacy of opportunities for student collaboration, as well as teacher partnerships, to optimise student learning.
This course has been a wonderful introduction to Teacher Librarianship. Firstly, developing and reflecting on my learning over the duration of the course on my blog page has been a beneficial way to delve deeper into modules. The discussion essay ensured I immersed myself into scholarly readings and comprehended the requirements of university studies once more. Finally, the practical development of an inquiry unit was my first adventure into Information Literacy models and processes. The aim is to go forth and teach my unit, to evaluate the content, flow and phases, and to observe how students respond to the stages of inquiry. It will be interesting to note if and when students experience Kuhlthau’s (1991) cognitive thoughts and affective feelings as they progress through the information seeking process.
Overall, ETL 401 has reinforced the advocacy of teacher librarians in schools. The multifaceted and dynamic nature of information, and how people access, find and use that information, promotes the need for teacher librarians, to support students with developing their effective information literacy skills and setting them up with applicable processes for lifelong learning.
Fitzgerald, L. (2015). Guided Inquiry in Practice. Scan: The journal for educators. 34(4), 16-27.
Garrison, K. L., FitzGerald, L., & Sheerman, A. (2018). “Just Let Me Go at It”: Exploring Students’ Use and Perceptions of Guided Inquiry. School Library Research. 21.
Kuhlthau, C. 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.
Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools? Scan, 40(2).
Merga, M. K. (2019). Librarians in schools as literacy educators: Advocates for reaching beyond the classroom. Springer International Publishing AG.
Sharkey, J. (2013). Establishing Twenty-First-Century Information Fluency. Reference and User Services Quarterly, 53(1), 33-39.
Wall, J. (2021). Information Fluency: A NSW Journey. Scan, 40(9), 4-9.
Zurkowski, P. (1974). The information service environment: Relationships and Priorities. [Conference presentation]. National Commission on Libraries and Information Science, Washington DC.
