I had previously considered the various ways information presented itself (Piper, 2022b) but this subject has encouraged me to consider the benefits of accessing, experiencing and utilising digital information for many purposes. Critical information literacy is at the forefront of learning for the 21st century learner, and TLs are best placed to support change and growth in digital literacy (Neely-Sardon & Tignor, 2018).
I find myself uniquely positioned in the school community for: curriculum needs; information literacy skills; knowledge; and expertise in the use of digital tools. As information experts in a growing digital world, TLs increasingly create resources such as learning objects (LOs) to guide users in the digital environment. Digital LOs add value to learning outcomes when critical thinking strategies are explained in interactive learning experiences (Goodset, 2020).
The opportunity to create a digital research guide, prompted me to consider factors such as web page layout, content accessibility, and content relevance (Cousins, 2014). The creation of a research guide for a group of Stage 2 students highlighted some challenges such as the variety of resources available and readability evaluations. Resources available online were often repetitive and presented in similar formats such as videos. Critical selection criteria were applied to ensure the resources were inclusive of the needs of my students. Students use and learn from research guides in different ways, so these resources needed to provide equitable access through imagery, text, audio, and opportunity for extension (Alverson et al., 2015).
In discussion forum 2.2, it was observed that some resources recommended for certain age groups were identified as being of a much higher readability level when analysed by readability tools (Piper, 2022, August 1). Whilst the readability tool is helpful in recommending reading levels, our professional judgement as TLs is equally important when selecting resources for learning experiences.
Search engines are often utilised in information literacy programs. A comparison of search engines identified advantages and disadvantages in layout for the 21st century learner. I highlighted the benefits of having less ads presented when researching for specific content and discussed the reliability of some search engines over others (Piper, 2022d). Similar thoughts were shared with fellow students having identified a lack of consistency amongst many search engines and the need to promote one over the other when it came to teaching our younger students Piper, 2022, October 2).
Identifying these differences in search engines made me reflect on the digital tools I use in teaching. The use of specific digital learning tools during the pandemic made me realise that I hadn’t been critically applying selection criteria for using diverse tools (Piper, 2022c). Carrington’s Padagogy Wheel presents a selection of tools available for critical information learning and how they can support different domains of pedagogical thinking (Carrington, 2016). This model spurs me to consider how I can change and diversify the digital tools I use in my teaching practice to best support my 21st century learners.
My current library space demonstrates many limitations, not least because of the lack of digital resources and tools physically available (Piper, 2022a). As the TL within my school, I know that I must maintain current knowledge of digital tools and resources. Embedding future-focused pedagogy and tools in my dynamic library environment will ensure that my students remain critical users and creators of information.
References
Alverson, J., Schwartz, J., Brunskill, A., & Lefager, J. (2015). Creating audience and environment-friendly research guides: Findings from a user study (pp. 125–133). https://alair.ala.org/bitstream/handle/11213/17841/CreatingAudienceEnvironmentFriendlyResearchGuide.pdf?sequence=1
Carrington, A. (2016, June 20). The Padagogy Wheel. Education Technology Solutions; Interactive Media Group PTY LTD. https://educationtechnologysolutions.com/2016/06/padagogy-wheel/
Cousins, C. (2014, November 24). Website design for kids: Tips and advice. Design Shack. https://designshack.net/articles/graphics/website-design-for-kids-tips-and-advice/#
Goodsett, M. (2020). Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship, 46(5), 102163. https://doi.org/10.1016/j.acalib.2020.102163
Neely-Sardon, A., & Tignor, M. (2018). Focus on the facts: A news and information literacy instructional program. The Reference Librarian, 59(3), 108–121. https://doi.org/10.1080/02763877.2018.1468849
Piper, J. (2022a, August 1). Making the most of my school library space. Lines of Thought: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/08/01/making-the-most-of-my-school-library-space/
Piper, J. (2022b, August 1). The dynamic information environment. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/08/01/the-dynamic-information-environment/
Piper, J. (2022c, October 2). Exploring the use of digital tools in the learning environment. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/10/02/exploring-the-use-of-digital-tools-in-the-learning-environment/
Piper, J. (2022d, October 2). Using search engines well. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/10/02/using-search-engines-well/