Archive of ‘ETL401’ category
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
There is no denying literacy skills are forever evolving in the fast pace ever changing digital landscape we live in. In the beginning, literacy was simple about reading and writing print texts and further evolved to include reading, writing, speaking, listening, viewing and, the ever important, understanding. This is further evolving as we apply these skills to the vast number of multiliteracies that impact our day to day lives. Kalantzis & Cope (2015) states that today students are required to use multimodal skills to make meaning of the multiliteracies in their world. As O’Connell (2012) states students need to have access to a range technologies and to experience multiliteracies in order to compare and contrast what they are seeing and hearing. O’Connell (2012) further sates that being able to compare and contrasts allows students to build knowledge and understandings. Literacy skills will have the need to be continuously redefined as the changing information landscape continues to create new literacies.
This ever changing definition of literacy skills impacts the methods of teaching literacy. As teacher librarians (TL) we need to immerse ourselves in the ever changing literacy landscape to be able to keep up to date with the changing definition of literacy skills. Kalantzis & Cope (2015) states it is important for teachers to continue to develop and learn new pedagogies to keep up with the multiliteracies of the 21st century. As a TL born before the landscape exploded into multiple types of literacies, in particular digital literacy, it brings many fears reservations and unknowns. As Roach & Beck (2012) explains teachers may have a fear of new technologies, thus new literacies, but what will help them to grow and learn is there level of understanding of language. As a TL and an expert on language this will assist us in exploring new ways of teaching multilitracies to our students.
References
Kalantzis, M. & Cope, B. (2015). Multiliteracies: Expanding the scope of literacy pedagogy. New Learning. Retrieved May 5, 2016, from http://newlearningonline.com/multiliteracies
O’Connell, J. (2012). Change has arrived at an iSchool library near you. In Information literacy beyond library 2.0 (pp. 215-228). London : Facet. Retrieved May 5, from Proquest.
Roach, Audra K., and Jessica J. Beck. “Before Coffee, Facebook: New Literacy Learning for21st Century Teachers.” Language Arts, vol. 89, no. 4, 2012, pp. 244–255. Retrieved May 5, 2019, from ProQuest.
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 21st 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 21st 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
As soon as I began reading these documents, ASLA evidence guide for teacher librarians in the proficient career stage and ASLA evidence guide for teacher librarians in the highly accomplished, I started to compare the examples of evidence to my current practice. These documents are a great tool for all teacher librarians at varying levels. For a new teacher librarian such as myself I began to tick the boxes of what it is I already implement in my current practice. I began to notice areas that I could improve upon to work towards becoming highly accomplished.
Reading through these documents can be overwhelming especially for TL’s who are passionate about their work and strive to be the best they can. There are so many aspects that I would love to improve upon but this will obviously take years to achieve. I will utilise these documents to set goals for myself that are realistic in the environment I work in (I say this as I am currently in a library kiosk, a.k.a. a demountable, as we have a new library being built) and achievable. These document are a great tool to encourage reflection and to motivate growth.
Reference
Australian School Library Association (2014). Evidence guide for teacher librarians in the highly accomplished career stage. Retrieved from: https://interact2.csu.edu.au/bbcswebdav/pid-2798134-dt-content-rid-5542612_1/courses/S-ETL401_201930_W_D/ASLA%20Evidence%20guide%20for%20highly%20accomplished%20teacher%20librarians.pdf
Australian School Library Association (2015). Evidence guide for teacher librarians in the proficient career stage. Retrieved from https://interact2.csu.edu.au/bbcswebdav/pid-2798134-dt-content-rid-5542611_1/courses/S-ETL401_201930_W_D/ASLA%20evidence%20guide%20proficient%20career%20stage.pdf
WOW! This presentation by Karen Bonanno A profession at the tipping point (revisited) resonated with me on so many levels. As I am only in my second year as a Teacher Librarian (TL) the feeling of starting at a school where it was obvious the library and TL had been severely devalued and was at risk of becoming an endangered species is still very fresh and raw.
After watching this clip I felt a sense of pride and achievement (even though in the big scheme of things I still have a mountain to climb). I have been working on my brand by making sure I share with colleagues my vision for the library and how I support teachers and students (Bonanno, 2011). I feel I have been focused on my goals and have been able to realine when necessary to achieve these (Bonanno, 2011). For example, reflecting on my programs and making sure my content and teaching strategies are effectively and efficiently allowing students to reach their outcomes and if not, realigning to ensure outcomes were achieved.
I feel if we let it happen TLs could very easily become an endangered species but this can all be avoided. We, as TLs, need to be active participants in applying the appropriate strategies that will prove to the school community what an invaluable resource school librarians are thus avoiding extinction!
Reference
Bonanna, K. (2011). ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan [Video File]. Retrieved from https://vimeo.com/31003940
Over the last decade my experience as a teacher has varied from a casual teacher, to becoming a temporary EALD teacher, to temporary RFF teacher and then to becoming a mother and taking a step back from teaching for 6 years. I have been fortunate to be in a teacher librarian role for nearly two years (it’s only a temporary but I may be made permanent at the end of the term, if all goes to plan). I entered this chapter of my life with new eyes and life experiences and as I reflect on this exciting journey of becoming a qualified teacher librarian I feel my view of the role of teacher librarian has altered dramatically since the day I started teaching.
My motivation for becoming a teacher was my passion to shape young minds and leave a positive impact on students as teachers from my own school years have had on me. I felt I would have the greatest impact in achieving this passion by becoming a classroom teacher. My views all began to change during my first casual teaching day as a teacher librarian. I began to realise the integral role of a teacher librarian and the massive impact they have on not only shaping students but on the school as a whole. As I delve deeper into the life of a teacher librarian I feel I am constantly peeling back the many layers that make up the role of teacher librarian.
The day I finally had my own library to manage I soon realised it was far more involved than simply managing resources, supporting staff and encouraging students to read. My initial challenge was working out my role and responsibilities because unlike a classroom teacher, who has a whole team to work with and bounce ideas off, I was the only person working in the library. To overcome this hurdle I began to research. I discovered that the teacher librarian’s role included being involved in collaborative teaching and learning, school curriculum planning and program development with information literacy embedded throughout (NSW Department of Education, 2016). A teacher librarian manages the systems and procedures included in budgeting, the library catalogue, processing materials, circulation and stock control (NSW Department of Education, 2016). It is essential the whole school community values the school library and as a teacher librarian it is our responsibility to ensure our skill set is promoted and benefits all library uses (Kemp, 2018).
The role of a teacher librarian is vast to say the least and I know I have a long way to go in this journey. As a lifelong learner I am excited to continue to peel away at the many layers that make up the role of a teacher librarian to best support my school community.
Reference
NSW Department of Education (2016). Library Policy- Schools. Retrieved from https://education.nsw.gov.au/policy-library/policies/library-policy-schools
Kemp, J. (2018). Ten ways to advocate for your role as a teacher librarian. SCIS Connections. 103. Retrieved from https://www.scisdata.com/connections/issue-103/ten-ways-to-advocate-for-your-role-as-a-teacher-librarian/
