There is no doubt that one thing I have learned throughout ETL 401 is that we are fast living in an ever changing and dynamic information landscape. The overabundance and endlessness of information and the speed in which it is delivered is changing the way in not only how we view literacy but also the skills needed to access it and use it effectively.
Where once the definition of literacy, in educational contexts, simply comprised of reading, writing, viewing and listening this were fast failing to keep a breast with changing students’ needs to be a 21-century learner. In my Blog Post I explored the ideas of the diversification of the information environment, noting that effective learners will need to be flexible, autonomous, and able to work with cultural and linguistic diversity or what is described as Multiliteracies, being Multiliterate. The multiliteracy framework puts emphasis on the changing literacy practices, emergent technologies and practices set within the rapidly evolving social and global environment.
The Multiliteracies approach ensures that not only is learning significant for students but is also connected to their interests and understandings about the world. As students become multiliterate, it allows them to construct meaning as they simultaneously draw on experiential, contextual, and disciplinary knowledge they have developed about the world, enhancing their ability to shape their own futures. For me these ideas and framework linked heavily with both a Behaviourist and Socioculturalist approaches to viewing and understanding the learning process ( Blog Post). The readings in 5.1 – Introducing Information Literacy, found me leaning towards what Bruce, Edwards & Lupton (2004) stated about information literacy being a ‘Learning Approach’ made from various elements that produce higher order thinking skills and facilitate lifelong learning.
Information Literacy Models immediately bring two key words to mind – Context and Collaboration. From my experience, only being a classroom teacher, I felt as though I was a little behind in this area of practice and understanding. The two essential readings provided me with much light into the vast gaps and inconsistencies within the Australian Curriculum, the overall lack of a clear sequencing and continuum of the inquiry learning skills and the great need for implementation of an Information Literacy Model, in order to overcome these issues, as noted in Bonanno (2014) reading.
In the discussion posts for 5.3 – Information Literacy Models there was much heated debate over these challenges, David Carter (Discussion forum 5.3) stating that a way to counter some of the inconsistencies would be by advancing one information literacy model, suggesting that students will likely benefit academically if approaches and expectations between KLA’s are aligned by one IL approach. He added that from a well-being perspective, this approach would assist less academically capable students, who could be reassured that they can fall back on one well-rehearsed inquiry model that they have met multiple times across many curriculum areas.
However, many other responses highlighted the significant challenges with not only the inconsistencies of the AC but also of the role of TL in filling in these gaps, so to speak. Though some pointed out that perhaps in all of this that somehow the TL could be a hero, Katheryn Leech (Discussion Forum 5.3) suggesting the TL has the benefit of being able to look at the curriculum as a whole, rather than the subject-specific lens through which many teachers see the curriculum.
My understanding now draws back to those key words – Context and Collaboration. In any case, when identifying and choosing an IL model, the school’s context and student’s learning needs must be at the forefront of consideration. It is this type of curriculum mapping, underpinned by the knowledge and leadership of the TL, which would naturally promote significant conversation and collaboration within and across faculties. Leading to increased articulation, understanding and ownership of the information literacy by all stakeholders, as they become a more effective community of learners, for the learners.
For me, these same two words are at the heart of Inquiry Learning. The chosen model must not only reflect the school’s context but also assist students in acquiring that depth of knowledge and information literacy skills needed for the 21st Century learner. It is the role of the TL to work collaboratively with teachers to ensure students learn how to learn and therefore, become lifelong learners.
References
Bonanno, K. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Retrieved https://s3.amazonaws.com/scope-sequence/Bonanno-curriculum_mapping_v1.pdf
Bruce, C., Edwards, S., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. ITALICS, 5(1). Retrieved https://doi-org.ezproxy.csu.edu.au/10.11120/ital.2006.05010002
