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-

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.

Understanding the role of a teacher librarian in schools.

Teaching has been an exciting career for me, filled with challenges and rewards. I have spent many years as a lower primary teacher, during which embedding literacy and numeracy skills in young children was a crucial part of my teaching pedagogy. Particularly, texts formed “the basis for study across the three modes of Reading and Viewing, Writing and Speaking and Listening” as stipulated in the Victorian English Curriculum (2015).  Inevitably, a strong grasp of Children’s literature and making connections with texts formed a vital part of my classroom teaching. The library served as a major source of reference point for aplenty of my lesson designs.

After two decades of classroom teaching, I was inevitably motivated to take on the specialised role of a teacher -librarian that perfectly suited my desire to add on to my teaching repertoire and my passion for reading. Within just six months into the job, I realize the tremendous responsibility a teacher-librarian has in the school community. Considering my school context, where 90% of its students are non-native English speakers and coming from a highly disadvantaged community, to accomplish the school’s library mission statement of developing a love for reading and inspiring a whole-school reading culture appeared as an uphill but a task that got me excited.

The stereotypical image of school librarians as ‘caretakers of the book collection’ has changed. Presently, the multi-faceted responsibilities of teacher-librarians have become closely interrelated to economic, employment, technological and instructional trends of 21^st century learning. So, what are the roles of a teacher-librarian in the face of these trends?

Scheirer’s (2000) listing of key roles of a teacher-librarian encapsulates the demands of a 21^st century learning environment:

1.The collaborative and curriculum leadership role.

• building a community of learners with colleagues through collaborative programme planning and teaching.

2. The instructional role.

• becoming instructional consultants involved with all grades and all subjects to bring a unique perspective to curriculum development.

3. The instructional technologist role,

• possessing a broad knowledge of resources, hardware, networks and trends

4. The library-management role.

• ensuring a balanced collection and accessibility of learning resources in all formats to meet needs of the school population

5. The information specialist role.

• facilitating and sharing of appropriate print, non-print and human resources

6. The advocate role.

• championing various advocacy programmes to promote the library and resources

7. The information-literacy role.

• working closely with students to devise, implement and revise research skills, leading to critical thinking, effective problem solving and decision-making

Considering the above-mentioned roles, the teacher-librarian forms an integral part of the learning and teaching community that makes up the school. Herring (2007) shrewdly advises that if teacher-librarians are adaptable to developments in a rapidly evolving information and knowledge environment, student learning will increase.

‘To learn, unlearn and relearn…’ is an adage I strongly believe in my exciting journey as a teacher. I am enthusiastic to pursue this course to value-add to my professional learning and improve my students’ learning outcomes.

(499 words)

References:

1. Herring, J. (2007). Chapter 2, Teacher librarians and the school library. In Libraries in the Twenty-First Century: Charting Directions in Information Services (pp.27-42). doi: 10.1016/B978-1-876938-43-7.50002-8

2.    Scheirer, B. (2000). The Changing Role of the Teacher-Librarian in the Twenty-first Century. Retrieved

from https://etad.usask.ca/802papers/scheirer/scheirer.htm

3. Victorian Curriculum and Assessment Authority [VCAA]. (2015). The Victorian  Curriculum Foundation-10. Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/english/english/introduction/learning-in-english

Fear and Anxiety

Have I lost the battle at the start?

Till recently, I had been thinking that it was most noble to stand against the onslaught of the social media frenzy. I do not have a Twitter account, no Instagram, not Blogging till now, and holding onto an inactive Facebook account (requested to open an account, to support a friend’s business). The strong statement I always use to justify my position was: Do I need to be updated with the proliferation of the latest information and news happening all around the world?

Then, as I start reading the Lesson Outlines of ETL 401 and ETL 531 modules, engaging in social media seems much necessary to excel in this course. It is perceived as a significant medium of exchange to attain and share knowledge in various fields of work within an Information Age that we are living in. Attending a school conference last week and hearing a prominent university lecturer proclaiming that we need to get into Twitter to  get the latest research and advancements made in the literacy field, affirms my renewed stance to see social media forms in a new light. So, blogging…here I come.