skills – Jennifer's reflections 'through the looking glass'

Delving deeply into self-reflection and analysis mode

With the upcoming study visit and planning my professional placement, it was time to look inward at my professional skills, knowledge, strengths and weaknesses. This is also a timely task as I am on teacher transfer at the end of 2024, which means writing a CV and application for a new school position. I am a permanent teacher in the ACT public education system, but this year will be the first time I will be applying for teacher librarian positions not classroom teacher positions. With my Masters in Teacher Librarianship hopefully being achieved by October with the completion of ETL 512, the universe may align for me to begin my new chapter in my teaching career.

The first step was to review myself using the Foundation Knowledge, Skills and Attributes relevant to Information Professionals working in Archives, Libraries and Records Management (Australian Library and Information Association (ALIA), 2020). I highlighted some key elements amongst the 6 main principles, which from these, I colour coded similar attributes to form 4 ideals for my future development. They centred on partnerships, marketing and user interfaces, patron needs, and digital literacy and technologies.

Holland, J. (2024). *Foundation Knowledge, Skills and Attributes: key elements for personal consideration* [Screenshot]

Then I looked at the CSU Careers and Skills Hub at their resources and services to assist in analysing my confidence in seeking employment and opportunities. It was identified that I was less confident in CV and job application writing, which is accurate as I have not written a job application for over 9 years as I have been at the same school since 2015. I reviewed multiple videos and tips provided by LinkedIn Learning. Some notable areas were to:

Have clear sections with standard headings, such as work experience, education, and skills
Save it as a .doc file as it is compatible for ATS readers
Use personal descriptors (adaptable, resourceful) and powerful action words (coordinated, performed)

I uploaded my revised CV to the CV360 tool and received instant feedback on the structure, language and attributes in my CV. I re-edited and refined, adding in personal descriptors and simplifying the layout and sections. I then uploaded it once again, with the end result a clear and well-structured CV.

Next, I read through the Australian professional standards for teacher librarians (ALIA, 2004). Through the three domains of Professional Knowledge, Professional Practice and Professional Commitment, I identified several future areas to focus my development on:

1.4 Have a specialist knowledge of information, resources, technology and library management
2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes
2.4 Evaluate student learning and library programs and services to inform professional practice
3.3 Demonstrate leadership within school and professional communities
3.4 Actively participate in education and library professional networks (Australian Library and Information Association, 2004).

Condensing and synthesising it all together, my three professional goals are:

Identify and support individual and community needs through Libraries ACT’s collection development and services (acquisition and accessibility)
Explore Libraries ACT’s partnerships with the community and investigate the promotion and engagement of a diversity of users (advocacy and marketing)
Understand how Libraries ACT is responding to digital transformation and the use of digital technologies in connecting with users (digital literacies and technologies)

Finally, thinking about these goals, my current work context, personal living situation and possible future aspirations, I researched Libraries ACT to see if my goals would align with their organisation. From reading their service commitment and charter, a placement experience with Libraries ACT would be beneficial. I am particularly drawn to learning more about their community engagement, marketing, programs and events, and how they respond to patron needs with their collection development, digital system and interface. Fingers crossed I am accepted to undertake my placement here!

References

Australian Library and Information Association. (2020). Foundation knowledge, skills and attributes relevant to information professionals working in archives, libraries and records management. ALIA. https://read.alia.org.au/foundation-knowledge-skills-and-attributes-relevant-information-professionals-working-archives-0

Australian Library and Information Association. (2004). Australian professional standards for teacher librarians. ALIA. https://asla.org.au/resources/Documents/Website%20Documents/Policies/TLstandards.pdf

Multiliteracies

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

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

Bales, K. (2019). Multiple literacies: Definition, types, and classroom strategies. ThoughtCo. https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323

Ipri, T., & Newman, B. (n.d.). Beginner’s guide to transliteracy. Libraries and transliteracy. https://librariesandtransliteracy.wordpress.com/beginners-guide-to-transliteracy/

ETL401 Assessment 3: Information Literacy Plan & Reflective Practice

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.

Jennifer dressed as Red Riding Hood sitting on her horse for Book Week 2021. — Author’s own photo

References

Australian Curriculum, Assessment and Reporting Authority. (2016). General capabilities.
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/.

Bonanno, K. (2015). Australian Curriculum inquiry skills scope and sequence. [Eduwebinar] https://eduwebinar.com.au/australian-curriculum-inquiry-skills-scope-and-sequence/.

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.

Holland, J. (2022). Information Literacy. [Blog post]. https://thinkspace.csu.edu.au/jennifersjournal/2022/05/01/information-literacy/

Holland, J. (2022). The Information Environment. [Blog post]. https://thinkspace.csu.edu.au/jennifersjournal/2022/03/13/the-information-environment/

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.

Lombard, E. (2016). Information Fluency: Not Information Literacy 2.0. The Journal of Academic Librarianship, 42(3), 281-283.
https://doi.org/10.1016/j.acalib.2016.04.006

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.