Being a reflective practitioner is at the pedagogical core of the teaching profession. Interesting, reflection has been inherently linked to the concept of inquiry, where “reflective practitioners take an inquiry stance in that they actively search for understanding, and are always open to further investigation” (NSW DoE, 2021, para 4). Pondering my ETL401 learnings, it is increasingly evident that both reflection and inquiry go hand-in-hand and is integral to the multi-faceted (Herring, 2007) teacher librarian role (Brien, 2021, July 27). This is particularly important due to the consistently changing information landscape, where it is essential that we equip students with the necessary 21st century skills for them to operate as effective, contributory members of society (Brien, 2021, July 23). Importantly, teacher librarians have the capacity to “optimis[e] a learning environment in a complex technology driven information landscape” (Todd, 2012, p. 29).
I have had multiple opportunities to develop my understanding of Information Literacy in readings, blog posts and discussion forum contributions. I have come to realise that with multiple understandings of both ‘information’ (Brien, 2021, July 14) and ‘literacy’ (UNESCO, 2004), the term ‘Information Literacy’ is also increasingly complex (Brien, 2021, September 13); referred to by Behrens (1994) as an “abstract concept” (p. 309). However, rather than get ‘stuck’ in the complexities, it is most effective to use these broad understandings as a foundation to integrate my own knowledge in relation to my contextual school situation; which reflects a constructivist approach to learning (O’Connell, 2021, Module 4.1).
From ignorance to understanding… It is fitting that this is precisely the way I feel about my own learning throughout this unit; and also, the way FitzGerald (2015) defines an Information Literacy model which “describes the steps that users take in their move from ignorance to understanding, when involved in an inquiry task” (p. 18). Whilst considering the need for an Information Literacy model in schools (Brien, 2021, September 19), I became enlightened and excited about the possibilities of inquiry learning and the opportunities of the teacher librarian role in relation to this.
As an information specialist (ASLA, n.d) (a role among many) (Brien, 2021, July 27), the teacher librarian has a specialised expertise that can enhance teaching and learning programs as a collaborative practitioner (Brien, 2021, September 2; September 9); and furthermore, has particular usefulness in being able to effectively incorporate the General Capabilities and Cross-Curriculum Priorities. This can occur at the teaching and instruction level and also the curriculum development level (Brien, 2021, September 11; September 12); with one possible opportunity involving the leading of professional development around inquiry learning models (Brien, 2021, September 17).
I connected with the article written by Lance and Maniotes (2020) that helped deepen my understanding of inquiry learning (Brien, 2021, September 7). They highlighted the notion that many teachers find it difficult to integrate inquiry learning, which is supported by many curriculum areas. Adding to my understanding was Lupton’s (2012) article which promoted the teacher librarian’s capacity to “leverage information literacy as an integral part of the inquiry process, and as an integrating framework that unites the strands” (p. 12). This really connected the teacher librarian role for me, to inquiry learning. However, what I believe has been spoken loud and clear throughout the unit is the urgent need for teacher librarians to incorporate evidence-based practices (FitzGerald, 2019; Valenza, 2015), which allows us to stand in equal stead with classroom teacher counterparts.
When exploring various inquiry learning models, I was naturally drawn to the NSW DoE’s Information Search Process (ISP) which includes the stages of Defining, Locating, Selecting, Organising, Preparing and Assessing. I also found interest in exploring other models including Eisenberg and Berkowitz’s Big6; and in particular, the simplified Super3 for a lead-in framework for younger learners (The Big6.org., n.d.). However, providing the light bulb moment (Brien, 2021, September 18) was the Guided Inquiry Design (GID) model (Kulthau et al., 2012), developed from Kulthau’s (2004) Information Search Process (ISP). This model includes the eight phases of Open, Immerse, Explore, Identify, Gather, Create, Share and Evaluate. The unit developed for assessment, along with the creation of my own digital learning object to support students’ understanding of GID was a highly valuable learning experience.
What I have gained most throughout my learnings, is an understanding of how vital the teacher librarian can (and should) be, particularly through the offerings of specialised information literacy skills and also expert implementation of inquiry learning. Although I have come a long was in the short span of my Masters journey thus far, I feel that I have only begun to get a taste of what teacher librarian life will be!
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References
Australian School Library Association (ASLA). (n.d.). What is A Teacher Librarian? https://asla.org.au/what-is-a-teacher-librarian
Behrens, S. (1994). A conceptual analysis and historical overview of information literacy. College and Research Libraries, 55(4), 309-322. https://doms.csu.edu.au/csu/file/567db54a-54d5-46e3-ba9d-53b4a27e42e7/1/behrens.pdf
FitzGerald, L. (2015). Guided inquiry in practice. Scan 34(4), 16-27. https://search-informit-org.ezproxy.csu.edu.au/doi/epdf/10.3316/informit.600017384682153
FitzGerald, L. (2019). Guided inquiry goes global: Evidence-based practice in action. Libraries Unlimited.
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information. (pp. 27-42). Centre for Information Studies, Charles Sturt University. https://doi.org/10.1016/B978-1-876938-43-7.50002-8
Kulthau, C. (2004). Seeking meaning: A process approach to library and information services. Libraries Unlimited.
Kulthau, C., Manioties, L. & Caspari, A. (2012). Guided inquiry design: A framework for inquiry in your school. Libraries Unlimited.
Lance, K. & Maniotes, L. (2020). Linking librarians, inquiry learning, and information literacy? Phi Delta Kappan, 101(7), 47-51. https://primo.csu.edu.au/permalink/61CSU_INST/aqirkr/cdi_sage_journals_10_1177_0031721720917542
Lupton, M. (2012). Inquiry skills in the Australian curriculum. Access 26(2), 12-18. https://search-informit-org.ezproxy.csu.edu.au/doi/epdf/10.3316/informit.584040093322031
NSW Department of Education (DoE). (2020). The information process. https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-across-the-curriculum/school-libraries/teaching-and-learning
NSW Department of Education (DoE). (2021). Reflective Practice. https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/developing-focus/reflective-practice
O’Connell, J., Derouet, L. & Korodaj, L. (2021). 4. The teacher librarian and curriculum [Learning module]. ETL401: Introduction to teacher librarianship. Interact https://interact2.csu.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_4449699_1&course_id=_57504_1
Syba Digital. (2016). Guided inquiry design in action: Middle school downloadable resources [Digital resource]. https://www.sybasigns.com.au/products/syba-signs-digital-resource-guided-inquiry-design/
The Big6.org. (n.d.). The big6 and super3. https://thebig6.org/thebig6andsuper3-2
Todd, R. (2012) School libraries as pedagogical centers. SCAN 31(3), 27-36. https://search-informit-org.ezproxy.csu.edu.au/doi/epdf/10.3316/aeipt.207202
United Nations Educational, Science and Cultural Organization (UNESCO). (2004) The plurality of literacy and its implications for policies and programmes: Position paper. https://unesdoc.unesco.org/ark:/48223/pf0000136246
Valenza, J. (2015). Evolving with evidence: Leveraging new tools for EBP. Knowledge Quest 43(3). 36-43. https://www-proquest-com.ezproxy.csu.edu.au/docview/1643157720/fulltextPDF/6479CD5794014D84PQ/1?accountid=10344
Thank you for your blog post! I have provided feedback for your critical reflection in your assessment task (word document).
Regards,
Tarita