Part C: Reflective Practice

Information Literacy (IL)

The skill-based elements (content and competency frames) embedded in Bruce, Edwards and Lupton’s (2006) Six Frames for Information Literacy (IL) education sums up my initial, conservative understanding of IL. However, I have come to understand that constraining the components of IL within fixed parameters of skills-based competencies are unachievable and ethically wrong.

Through this subject, I have come to realise that IL is a complex concept.  It encompasses numerous key indicators (information processing and intellectual  skills – discover, access, interpret, analyse, manage, create, communicate, store and share  information),  applied at all stages of learning to produce individuals who succeed not only in their educational goals but personal, social, workplace, national and global aspects. Bundy (2004) upholds that “IL is a prerequisite and an enabler for lifelong learning” (p.4).

Nevertheless, Llyod (2007) cautions that IL is an intricate, sociocultural process and educators need “to understand the context, information modalities and the role of power” in ensuring equity in their learning environment. Thus, it is most crucial for teacher librarians to  work collaboratively with teachers to innovate teaching and learning practices by embedding IL into curriculum design, to meet the increasingly sophisticated needs of a diverse and complex student population amidst an equally multifaceted information landscape.

Information Literacy models

Information Literacy (IL) models cater to the transformation of learners of the 21^st century from being passive receivers of knowledge to becoming creators of knowledge. IL models differ from traditional project-based learning in its emphasis on the process than the product. From fact-finding and reporting activities of the former, IL models scaffold students’ information processing skills through a series of steps to “move from ignorance to understanding, when involved in an inquiry task” (FitzGerald, 2015, p.18). Developing attitudes and skills associated with this IL will empower learners in a constantly shifting information environment.

Distinguishing itself from other IL models is the GIDP. It prioritises on creating teacher awareness about “students’ interconnected thoughts and feelings and actions that influenced the actions students took … especially in the Exploration and Formulation stages (Kulhthau, Maniotes and Caspari, 2012, p.18). Practitioners of this IL model act as guides around ‘zones of intervention’ to encourage and support students’ independent learning throughout a task. These two features resonate with my much sought-after educational philosophies: Maslow’s self-actualisation theories and Vygotsky’s Zone of Proximal Development where students’ emotional development is prioritised in the learning process.  Maniotes and Kuhlthau (2014) emphasise that “inquiry provides the emotional satisfaction of building personal knowledge and sharing learning (p.14). This would be my IL model of choice.

Role of TL in inquiry learning

TLs are perfectly positioned to be champions of inquiry learning in their schools. Maniotes and Kuhlthau (2014) acquiesce that TLs “know the research process and are able to help teachers design better learning experiences for students, experiences that support learning through their research” (p.16). Despite the lively sharing in the Forum Discussion (5.3 b) on the glaring challenges of implementing change within existing school practices, TLs need to be resilient and see the challenges as opportunities to carve out their niche area. TLs should seize this opportunity to collaborate with teachers at a higher level to create better learning experiences for students. FitzGerald (2011) ventures further and validates that data gathered from students at initiation, collection and assessment using the SLIM toolkit questions could serve as important feedback to students on their information searching abilities and vital evidence-based practice data for TLs. I am able to discern that this data would also fulfill a dual purpose in alleviating “a persistent hurdle on TLs when required to show quantitative data, to assess their work performance” (Narayanasamy, 2020).

TLs need to be advocates of inquiry learning in schools. They have to form partnerships with teachers and market their expertise. Teachers are “to recognise that inquiry learning was not enrichment” (Todd, 2012, p.33). Inquiry learning has to be woven into curriculum design and move students’ learning forward from rote memorisation to expertise in information research.

References

 Bruce, C., Edwards, S. & Lupton, M. (2006). Six Frames for Information literacy Education: A

conceptual framework for interpreting the relationships between theory and practice. Innovation in Teaching and Learning in Information and Computer Sciences, 5(1), 1-18. https://doi.org/10.11120/ital.2006.05010002

 Bundy, A. (Ed.). (2004). Australian and New Zealand information literacy framework: Principles,

standards and practice (2nd ed.). Australian and New Zealand Institute for Information Literacy. https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf

FitzGerald, L. (2011). The twin purposes of Guided Inquiry: Guiding student inquiry and evidence-based

practice. Scan, 30(1), 26-41.

FitzGerald, L. (2015). Guided inquiry in practice. Scan: The Journal for Educators, 34(4),16-27.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry

in your school. Santa Barbara: ABC: CLIO.

Llyod, A. (2007). Recasting information literacy as sociocultural practice: implications for library and

information science researchers. Information Research, 12(4), 1-14.

 Maniotes, L. K., & Kuhlthau, C. C. (2014). Making the shift. Knowledge Quest, 43(2), 8-17.

 Narayansamy,K. (2020, May 19). Guided Inquiry. [Online discussion comment]. Interact 2.

https://interact2.csu.edu.au

Todd, R. J. (2012). School libraries as pedagogical centres. Scan: The Journal for Educators, 31(3),27-

ETL 503: Assessment 2

PART B: Reflective practice

I must admit that I had never understood the complexity of library management till I had undertaken this subject. Specifically, considering the building of library collections, I had viewed the purchasing of resources as based solely on the teacher librarian’s subjective judgement and sporadic recommendations from school leaders and teachers. The accountability held to validate each purchase was an important learning point for me. Moreover, the pivotal roles of a school library and the teacher librarian as integral parts to the teaching and learning process makes me realize the huge responsibility that the job entails. Kimmel (2014) accentuates that “the school library’s collection of resources is an important means to support the delivery of the school’s curriculum and to support the informational needs and recreational interests of students (p.18) at school, home and everyday life. Thus, the school library collection has to reflect the total curricular needs of the school community, to alleviate student achievement.

Accessibility to a high-quality school library collection is fundamental to students’ learning in the 21^st century. Considering the abundant and accelerating pace at which information is made available, students today need ever higher levels of literacy and information-processing skills. The confined space of school library collections housed and accessed within four walls is being challenged and changed forever.

The functions of school collections have expanded to enable its users to not only read a text from a print format but “to read, write and interact across a range of platforms, tools, media and social networks” (Newsum, 2016, p.102). The school library has evolved beyond “being primarily about collecting, storing and disseminating information and towards becoming spaces of social learning and spaces where knowledge is created and shared” (Tait, Martzoukou & Reid, 2016, p.2). Teacher librarians are fundamentally and uniquely suited to fulfil these needs in a school community.

An aspect of the information specialist role of teacher librarians as experts on providing multiple forms of literacy (print and digital) is achievable with a well-planned Collection Development Policy. A significant and powerful library document that provides a framework for the basis of its collections.

As simple as it may sound, I agree with Oddone’s (2019) contention that “it (CDP) is incredibly complex, and a huge responsibility…extensive consideration must be given at every step” (para.3).  The time-consuming task of designing a CDP and not knowing how to use it purposefully could be a reason for its absence or shoddy production as shared in my forum post as well as my fellow course mates (Forum 6.1). However, maintaining professional integrity and managing accountability should be seen as major reasons for designing a CDP. The latter aspect with regards to challenged materials within the school’s library collections is discussed in my forum post (Forum 6.2) which amplifies the importance of conceiving “a clearly defined method of handling complaints at the planning stage of the collection-building”(Narayanasamy, 2020).

A well-designed CDP also helps in future proofing the collection. Schmidt (2016) states that “developments in information technology and communication have changed the role of the library and its collections” (p.190) and Newsum (2016) suggests that since “technology is an integral part of the entire learning process… the systematic and structured incorporation of digital resources in the school library collection is important” to materialise the vison of preparing students for 21^st century learning. Effectively managing digital resources through regular consultation with the whole school community could serve as a crucial guiding principle of a CDP.

The practicality and efficiency of a CDP reflects the teacher librarians’ competence in addressing learners’ needs. Mitchell (2011) emphasises that “the top priority for your school library is ensuring that your school community is well served by a locally relevant collection of resources” (p.12). Taking on a personal perspective, I teach in a school where 90% of the students are non-native speakers of English and come from a highly disadvantaged community. Presently, my whole library collection comprises of print books and is devoid of a CDP. The emphasis on print and literacy is understandable as the school’s goal is to improve NAPLAN results.

As an advocate of promoting a 21^st century learning environment and not to disadvantage my students, I would aspire to add variety to my school’s library collections as a top priority. Upon consultation with school leaders on the necessity to draw up a CDP and deriving adequate funding, the following would be some of my first steps:

• Assure the provision of a balanced, current and relevant collection that “ensures access to resources for users of different ages, abilities, learning styles, and backgrounds” (Oberg, & Schultz-Jones, 2015, p.35).
• Offer various digital formats: stand-alone resources like DVDs, CDs, etc.; equipment like audio devices, disabled- friendly equipment and networked resources that provide easy access to online encyclopaedias, school’s library cataloguing system, etc.
• Establish regular collaboration channels with teachers on purchasing relevant digital resources to complement curriculum goals and content material.
• Actively promote online resources to school community “through library orientation, library web pages and research learning units” (Newsum, 2016, p.102).
• Ensure easy accessibility to digital resources through connecting library resources to school technology system.
• Create “doing” spaces (Loh, 2018) that expand beyond makerspaces and “be an activity space for students to engage in learning” (p.11). Some of the suggested activities that could take place here are drama performances, storytelling, movie screenings and invited talks. These activities are more guided by nature that would particularly suit my non-native English-speaking students.

The selection and acquisition features in my CDP would involve active collaboration with the school community and education fraternity. This is especially relevant for e-resources, to cut costs and manage the ubiquitous availability of digital resources, effectively. I have had first-hand experience on the advantages of sharing resources and teaching pedagogy through this subject’s forum discussions (Forum 4.2). It had enabled me to add numerous safe and credible sites (e.g. Creative Commons licensed videos, curriculum -related themed resources) to my library collections. Sharing resources with community libraries, gaining recommendations from edublogs and engaging in professional development are practical tips at building a strong library collection.

However, just building the collection size does not guarantee learning. A conscientious effort must be made by teacher librarians “to ensure that the right resource finds its way to the right student at the right time” (Oddone, 2020, para.15).  Ensuring that the school’s library collection policy is geared towards the needs and the growth of its users, would showcase its success.

References

1. Kimmel, S. C. (2014). Developing collections to empower learners. Chicago:

American Library Association.

2. Loh, C. E. (2018). Envisioning the school library of the future: A 21^st century

framework. Singapore, National Institute of Education, Nanyang Technological University. https://doi.org/10.13140/RG.2.2.32524.36489

3. Mitchell, P. (2011). Resourcing 21^st century online Australian Curriculum: The role

of school libraries. Journal for the School Information Professional, 15(2),10-15

4. Narayanasamy, K. (2020, May 3). Key takeaways from censorship readings [Online

discussion comment]. Interact 2. https://interact2.csu.edu.au

5. Newsum, J. M. (2016). School collection development and resource management

in digitally rich environments: An initial literature review. School Libraries

Worldwide, 22(1), 97-109.

http://dx.doi.org.ezproxy.csu.edu.au/10.14265.22.1.008

6. Oberg, D., & Schultz-Jones, B. (Eds.). (2015). IFLA School Library Guidelines (2nd

ed.). Den Haag, Netherlands: IFLA.

7. Oddone, K. (2019, August 19). School library collection development: It’s not as

simple as you might think. Linking learning. [Blog post]

https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/

8. Schmidt, J. (2016). Developing a Library Collection Today: Revisiting

“Collection Evaluation, the Conspectus and Chimeras in Library Cooperation”.

Australian Academic & Research Libraries, 47, (4), 190-195.

https://doi.org/10.1080/00048623.2016.1250598

9. Tait, E., Martzoukou, K. & Reid, P. (2016). Libraries for the future: The role of IT

utilities in the transformation of academic libraries. Palgrave

Communications,2, 1-9. https://doi.org.10.1057/palcomms.2016.70

I would be lying if I were to say that this thought had never crossed my mind. Ms Bonanno’s assertion that ‘what we think, will show in our output’ is candid and undeniable. She calls for teacher librarians to be proactive and surge forward. It could be to conscientiously keep up with information technology skills and curriculum knowledge. We need to establish our individuality and areas of strength. Teacher librarians are crucial links to resourcing the curriculum and the heart of the teaching and learning process. Facing challenges with a ‘glass-half full’ approach will ensure the permanency of teacher librarians.

Reference:

Bonanno, K. (2011). A profession at the tipping point: Time to change the game plan. Australian School Library Association.

How the role of a teacher librarian is different from that of a classroom teacher?

A teacher librarian asserts a very specialised and unique position within the school community.  In addition to teacher training in education, a teacher librarian is also professionally trained in two other key areas: library science and information science. Primarily, a teacher’s responsibility lies in teaching curriculum to a specific level or class, a teacher librarian oversees the deliverance of information knowledge to the whole student population. The scope of the teacher librarian’s work entails much more.