Yes, information literacy (IL) is diverse and interesting. As a teacher librarian (TL) being an IL expert is one of the many hats we wear. It is important to remember that not only students but society as a whole is impacted, surrounded and bombarded with multi modal text. We as TL’s need to think wider to include teaching the broad range of multiliteracy skills to equip students for 21^st century learning. As Kalantzis & Cope (2015) states it is important for students to make meaning of multiliteracies and learn the skills required to move between the different multimodal texts to enhance learning.

Reflecting on the many definitions of IL the one I identify with more closely is the behaviourist approach. I feel this approach has enabled me as an IL expert to encourage students to be lifelong learners. This has been achieved through programs that teach students IL skills including identifying information needs, gathering, processing and applying information to meet their learning needs. As I continue to research I begin to see it is important to be open to other perspectives, for example, Bruce, Edwards, & Lupton, (2007) 6 frames of IL education explain the different way IL may be experienced.

I found the information on digital literacies to be very interesting. Viewing, understanding and processing digital literacies is very complex and the skills required to do this effectively and efficiently are many. As I reflect on my role as an IL specialist it is important to keep up to date with the ever changing face of digital literacies. This can be achieved by training and professional development and by making digital literacies a part of my everyday life. Just because students are digital natives it does not necessarily mean they have the skill set to interact with digital literacies. As an IL specialist ensuring digital literacies are embedded throughout the curriculum with assist in creating 21^st century learners.

Resources

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education: a conceptual framework for interpreting the relationship between theory and practice. Retrieved from https://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.11120/ital.2006.05010002?src=recsys

Kalantzis, M. & Cope, B. (2015). Multiliteracies: Expanding the scope of literacy pedagogy. New Learning. Retrieved from http://newlearningonline.com/multiliteracies