Since studying ETL401 I feel my understandings of information literacy (IL), information models and the role of the teacher librarian (TL) can be best described as an explosion of realisation. I feel my eyes are starting to open at the amazing position I hold and the potential to effect and contribute to the whole school community. This is due to the extensive knowledge I have gain through my study.

My understandings of IL has evolved over the last few months. Before I commenced this course, I thought information literacy was simply the way we interpreted information we gathered from a variety of digital media. I have come to realise that information literacy is so much more than this as noted in my blog post. Now I have recognised previously I connected with the behaviourist theory more closely but now I have come to realise the importance of understanding multiple perspectives. For example, looking at IL from a behaviourist approach includes skills students have learnt and how we measure this skill level whereas my thoughts have progressed to thinking about IL from a sociocultural approach of how students gathered information and what skills they need (Ford, 2015). In addition to this I also recognise the value of the phenomenography method where the multiple perspectives of the way people interact and experience information is considered (Diehm & Lupton, 2012). This information is crucial when planning and implementing IL models to create library programs to suit the learning need of the students.

Before beginning my study I was aware of the NSW ISP and had implemented this in library programs. I was aware of other models including guided inquiry and big 6 but not in detail. From my study of the various models I have found Kuhlthau’s (1991) research interesting as she found the ISP demonstrated that we need to consider not only what people are thinking when going through the process but also what they are feeling. Kuhlthau’s (1991) research underpins many of the IL models we use today as it allows teachers to identify where students may need assistance and what kind of assistance is required. The Guided Inquiry (GI) model is heavily based on the ISP and it was developed to assist teachers to support and guide students through the inquiry process. GI is based on a team of experts working collaboratively to create a learning environment for the students to work through the information process (Kuhlthau, Manjotes & Caspari 2012). As GI is based on a team of experts working together, not all schools have the funds or resources to achieve this. I have come to realise, through my research that I can combine aspects of different models to suit the learning needs of my students.

The TL role in inquiry learning is important in providing students with the best possible learning environment. There is no question the information landscape is continuously evolving and an important role as a TL is to keep up to date with digital information as commented on in my blog post. I now realise the importance of the TL role as an instructional partner working collaboratively with the teaching community as commented on in my discussion post 4.2 on 10th May 2019. It is important to ensure information literacy skills are embedded in the curriculum as commented on in my discussion post 4.3 on the 10th May 2019. Herring & Bush (2011) also state this has proven to assist with the transfer of information. The role of the TL is to demonstrate their value and how they positively impact on the school community as referred to in my blog post. I feel the nature of inquiry learning allows for evidence based practice to occur as students are monitored and assessed throughout the various stages. This provides TLs with evidence to prove they are adding value to student learning. TL achieve this by embedding the general capabilities from the Australian curriculum and this is important as ACARA (2018) states the general capabilities includes knowledge, skills, behaviours and dispositions that students can apply to life in the 21st century and create lifelong learners. As this is a role of the TL I feel privileged to be able to teach and guide students as lifelong learners.

References

ACARA (2018). General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Deihm, R. & Lupton, M. (2012). Approaches to Learning Information Literacy:  Phenomenographic Study. Journal of Academic Librarianship. 38 (4), 217-225. Retrieved from https://www-sciencedirect-com.ezproxy.csu.edu.au/search/advanced?docId=10.1016/j.acalib.2012.05.003

Ford, N. (2015). Introduction to information behaviour. Retrieved from https://www-cambridge-org.ezproxy.csu.edu.au/core/books/introduction-to-information-behaviour/D13ED5FE20520D13889996945F0C9A0E

Herring, J. E. & Bush, S. J. (2011) Information literacy and transfer in schools: implications for teacher librarians. The Australian Library Journal.  60 (2), 123-132. DOI: 10.1080/00049670.2011.10722584

Kuhlthau, C. (1991). Inside the Search Process: Information Seeking from the User’s Perspective. Journal of the American Society for Information Science. 42 (5), 361. Retrieved from ProQuest.

Kuhlthau, C., Maniotes, L. K. & Caspari, S. I. (2012). Guided Inquiry Design: A Framework for Inquiry in Your School. Retrieved from ProQuest