Whilst previously considering the various roles of the teacher librarian (TL) to include information literacy leader and media specialist (Brien, 2021, July 27), I viewed the TL’s expertise as integral in helping to develop students’ information and digital literacy skills and capabilities (Brien, 2021, July 23). This is ever so important as we exist in a globally connected world that is characteristically information-based and networked (Castells, 2010). As such, technology tools can be utilised by the TL to create locally produced learning objects (LOs) that can meaningfully enhance teaching and learning activities, where a LO has been defined by many as a reusable resource that can be used in a digital learning environment (Allan, 2008; Jayanthi et al., 2007; Wiley, 2002).
Although today’s students are often labelled as digital natives (Prensky, 2001a; 2001b), it is largely recognised that students are lacking in their ability to use technology effectively for learning purposes (Ng, 2012). In sharing an experience in the discussion forum, I realised that all too often students are not explicitly taught the necessary skills to be able to successfully navigate digital platforms and resources (Brien, 2022, July 12) – a sentiment that was echoed by a fellow classmate (Piper, 2022, August 10). Therefore, in creating an information or digital literacy-focused LO such as an LRG, it is essential to embed information literacy skills development in order to empower students in their learning, through the development of transferable 21st century skills. This includes cultivating proficient use of a multitude of Information and Communication Technologies (ICTs).
It was interesting to compare a variety of search engines (Brien, 2022, July 13a; July 13b), where looking through a critical lens provided opportunity to determine their suitability for inclusion in the LRG and beyond. In a forum post, Gemell (2022, August 4) poignantly noted that as different search engines have their own strengths (and weaknesses), it is important to consider student user needs and their varying search requirements. This is supported by Puckett (2015) in his recommendation that LRGs ideally should be designed with a specific user group in mind. This has subsequently expanded my online resource toolbox as I more frequently move beyond Google, in the consideration of other search engine options.
Throughout the subject I continued to expand on my understanding and experience with website readability tools, which I shared in a forum post (Brien, 2022, July 11). This prompted much discussion from fellow classmates (Allen, 2022, July 18; Gemell, 2022, July 27; Lindner, 2022, July 17) about the difficulty and sophistication of many web-based resources that teachers are expecting students to successfully navigate. This has been a valuable experience, as I frequently discovered that many websites shortlisted for consideration were beyond the general reading age of my target students. This resulted in the culling of many resources that might have otherwise been included.
As an information specialist (Australian School Library Association, n.d.), the 21st century TL is able to share their expertise through the creation of LOs such as LRGs. Whilst agreeing with Allen (2022, August 22) in that teachers mostly prefer to create their own ‘lessons’, the TL’s value in being able organise and develop curriculum-aligned digital tools and resources for time-poor teachers would be highly useful, relevant, appreciated and necessary.
References
Allan, K. (2008). Learning objects. National Foundation for Educational Research. https://www.nfer.ac.uk/media/2318/futl95.pdf
Allen, S. (2022, August 22). Re: Creating resources. [Discussion forum post]. ETL501 Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&conf_id=_127076_1&forum_id=_281396_1&message_id=_4199091_1&nav=discussion_board_entry
Allen, S. (2022, July 18). Re: 2.2 Critical evaluation for teacher librarians. [Discussion forum post]. ETL501 Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&conf_id=_127076_1&forum_id=_281406_1&message_id=_4212353_1&nav=discussion_board_entry
Australian School Library Association. (n.d.). What is A Teacher Librarian? https://asla.org.au/what-is-a-teacher-librarian
Castells, M. (2010). The rise of the network society (2nd ed.). Wiley-Blackwell. https://doi.org/10.1002/9781444319514
Gemell, L. (2022, August 4). Re: 3.1 The teacher librarian as search expert. [Discussion forum post]. ETL501 Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&nav=discussion_board_entry&conf_id=_127076_1&forum_id=_281407_1&message_id=_4112081_1&switch=next
Gemell, L. (2022, July 27). Re: 2.2 Critical evaluation for teacher librarians. [Discussion forum post]. ETL501 Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&conf_id=_127076_1&forum_id=_281406_1&message_id=_4212353_1&nav=discussion_board_entry
Jayanthi, M. K., Srivatsa, S. K. & Ramesh, T. (2007). Learning objects and e-learning system: A research review. Information Technology Journal, 6(7), 1114-1119. https://doi.org/10.3923/itj.2007.1114.1119
Lindner, K. (2022, July 17). Re: 2.2 Critical evaluation for teacher librarians. [Discussion forum post]. ETL501 Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&conf_id=_127076_1&forum_id=_281406_1&message_id=_4212353_1&nav=discussion_board_entry
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065-1078). https://doi.org/10.1016/j.compedu.2012.04.016
Oddone, K. (2022, July 21). Re: 2.2 Critical evaluation for teacher librarians. [Discussion forum post]. ETL501 Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&conf_id=_127076_1&forum_id=_281406_1&message_id=_4212353_1&nav=discussion_board_entry
Piper, J. (2022, August 10). Re: 2.3 Critical evaluation of online sources for students. [Discussion forum post]. ETL501 Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&nav=discussion_board_entry&conf_id=_127076_1&forum_id=_281406_1&message_id=_4111601_1
Prensky, M. (2001a). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
Prensky, M. (2001b). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon, 9(6), 1-6. https://doi.org/10.1108/10748120110424843
Puckett, J. (2015). Modern pathfinders: Creating better research guides. Association of College and Research Libraries.
Wiley, D. A. (2002). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (ed.), The instructional use of learning objects (1st ed., pp. 3-23). Agency for Instructional Technology and Association for Educational Communications & Technology.