ETL503, Master of Education (Teacher Librarianship)

LIBRARY SUPPLIERS

Louise

ETL503 3.2 – How do you choose?

https://pixabay.com/photos/books-choosing-hand-bookshop-2566812/

It is something that I have put a lot of time into thinking about. What do library suppliers need to offer and how do they become a preferred choice for the school setting? Here are some of my thoughts from this module.

  • Library suppliers need to offer a wide range of resources, including both fiction and non-fiction.
  • Certain suppliers would need to procure books from various publishers too, like obtaining books as part of the CBCA shortlisted books.
  • It is also appealing if booksellers offer bulk or school discounts off the RRP and you can also support local businesses too.
  • Ease of ordering and fast response and postage is also another key factor in acquiring books for a school library and keeping up with the demand from both students and teachers.
  • Some publishers/book suppliers offer book fairs to promote their resources and gauge student and teacher interests. They have the added bonus of a kickback for the school, which leads to repeat business with them and incentives to purchase with them in the future.
  • Recommendations from other TL’s in the area are another factor when determining who or where to obtain library resources.
  • Often with religious schools and other schools with unique needs, there are texts that are recommended resources and may be required to purchase to use as part of the prescribed curriculum. In this case, specialist suppliers are required and as a result, are often more expensive than mainstream suppliers.
ETL503, Master of Education (Teacher Librarianship)

PACKAGING IT UP…is it really what they want?

Louise
ETL503 2.2 – Are bundled sets worth considering?
https://pixabay.com/photos/search/box%20book/
This is definitely something that has plagued me for the last 2 years as I have taken on the role of the Teacher-Librarian (TL). I have had some experience dealing with prepackaged bundled sets. This was an initiative to support Lexile levels and the new online ebooks program with 3-6 students in our school. Its conception was from school leadership, and as TL I was to accession each of the 50 books per term (this included a Lexile sticker for each too). The idea being that students could borrow books at their level. It did create books for students to read in class at specific levels for a purpose, however, some class teachers expected I select books for their entire class with specific Lexile levels, an onerous task for a class of 30 students with varied reading interests in a 40-minute time slot for their library lesson. The way forward was for students to come into the library with a preselected list of books at their level, using the program in class to select books first. 
From my perspective, although I promoted the new titles, it did not necessarily change the borrowing habits of students, nor did the Lexile level sway their choice of text. I was also asked to buy new titles that were not part of this particular publisher’s selection.
I have considered below some pros and cons of bundled sets. This was part of a task in ETL503 Module 2.2 and I drew from these experiences. I added to the list below several times over the course of the week.
I had requested last year that these sets ceased, however, the deadline had been missed and I had been signed up for an additional year.
When I completed this task it again prompted me to address leadership staff and request the bundled sets stop in 2022 so that we could assess the current collection, have time to weed, and only purchase books that are needed for our collection. 
Pros and cons of bundled sets
Pros  Cons
latest publications books may not suit or target the student needs/wants of topics or genres
keeps collection current expensive
already analysed for classroom use (eg appropriate language, topic, theme) many resources may not be borrowed
pre-levelled (eg Lexile) time-consuming to accession each term 
appropriate for primary aged children (ages 8-12) takes up a lot of shelf space and weeding becomes necessary more frequently
new books motivate many students yearly commitment
many popular series are provided does not target whole school use
many popular authors represented not selected by teacher-librarian
range of fiction and non-fiction books need to be promoted each term to ensure they are circulated
range of genres leveled books may not appeal to students or be a factor in borrowing choice
variety of levels class teachers may not access these books as they are no part of a set for their group reading in class

 

ETL503, Master of Education (Teacher Librarianship)

LIBRARY RESOURCE SELECTION

Louise

ETL503 – 2.1 – HOW CAN A TEACHER-LIBRARIAN ENGAGE LEARNERS IN THE SELECTION OF RESOURCES FOR THEIR SCHOOL LIBRARY?

The selection of resources in the school library should be a collaborative approach, based on the needs of the library users. It is critical that as part of this process the students are factored into the selection process, after all, in a school library they account for the majority of the patrons who borrow resources. As the Teacher Librarian (TL) is instrumental in sourcing the resources, knowledge, and understanding about the students and their individual borrowing habits is crucial. Engaging students in resources that are both appealing and appropriate is one of the first considerations of a TL.

Cultivating engagement in the school library involves a number of factors, though, when the selection of the resources in the school library is student-driven, this can be a powerful tool to enhance borrowing statistics. But in what ways can this occur?

I believe that the first step in determining the needs and interests of the students is to create relationships with them. What genre do they like to read? What topics spark their curiosity? Hosting genre-driven book events, such as a “book tasting” event in the library helps to unravel interests. Sparking interest may also extend to book reviews by peers and teachers, TL book talks, and author talks/visits. In addition, adding to a popular series of books is also a determining factor in resourcing based on student selections.

Trends in borrowing, including ebook and digital requests via the schools’ library management system, also help to define the selection criteria. Decisions around resource selection may also hinge on the demographics of the school, including, but not limited to race, gender, culture, socioeconomics, and religious beliefs.

Book Fairs and Book Clubs are a good gauge as student purchases often lead to student book reviews and recommendations. This then leads to the buying choices for the library too from the proceeds of the fair.

There is much value in considering what and how students read in determining the future of resource selection for their school library. A book for every reader.

Assessment Task, ETL401, Master of Education (Teacher Librarianship)

Sentence first, verdict afterwards!

Louise

ETL401 – ASSESSMENT 3 – REFLECTIVE PRACTICE 

Down, down, down the rabbit hole she went. Curiouser and curiouser things became, but on and on she went, nevertheless. (Carroll, 1907/1985)

I delved headfirst into another world, one full of potential for future endeavours. My life changed and adapted to a new normal, immersed in new challenges and many “doors” of the teacher librarian (TL).

Was I drowning in a ‘pool of tears’ (Carroll, 1907/1985, p.20), where infowhelm flourished? I crawled into a warren of information about information. Reading upon reading and finally, when I crawled out, I realised that the light on the other side was illuminating my ideology of the role of the teacher librarian. It was Merga (2019) that had me question my initial thoughts about a teacher librarian being “marginalised” and not seen as “real teachers” (Foyel, 2021, February 21). My understandings about the TL role were narrow and took on the perception of a magical and fanciful job, flitting about in the calm and quiet of the library, tending to books and the students that ventured into the library. With a seemingly endless amount of time to organise resources and parades for the rest of the school (Foyel 2021, March 8).

So began the caucus race…module 2, this fast-paced information environment, where the TL is entangled and is required to stay current in this ever-changing world (Foyel, 2021 March 13). When did my view of the TL role begin to change? Well, it came with reading Webster’s Theories of Information Society (2014) where I began to view of the TL role in a broader sense, by examining his five non-mutually exclusive definitions of the information society; technological, economic, occupational, special, and cultural and the various roles that the TL has within these areas (Foyel, 2021, March 17).

Hutchinson (2017) also challenged my thinking about the information environment, where she showed how information literacy was at the centre of the curriculum, though overlaps with other terms, including academic literacies, new literacies, media literacies and digital literacies. Thus, moving away from the whimsical view of the TL role to one of information specialist and curriculum leader. Being ‘adaptive and innovative’ (Foyel, 2021, March 18, para. 3) and really understanding learners and their needs in this ever-changing world.

So, who are you? mused a caterpillar…(Carroll, 1907/1985). In module 3 I discovered the AITSL Standards. How did I not know about these? Was the role of the TL peripheral in my school like Merga (2019) pointed out earlier? I began to reflect on each standard and identified some future goals as a TL (Foyel, 2021, March 21) and how I might bring this to the attention of the leadership team in my current school setting. So where to from here? Well… I guess it “depends a good deal on where you want to get to,” sage advice from a cat I expect (Carroll, 1907/1985, p.75).

Thereafter, I began to investigate the “multifaceted and constantly evolving” (Foyel, 2021, March 27) role of the TL and how the perspective of the school principal could influence the value and attitudes held by the school in general. Like Lupton (2016), I concur that the TL role should be seen as a professional, collaborative, expert teacher first and librarian second (Foyel, 2021, March 27). When a positive rapport is established with the principal and staff, collaboration can become a “long term vision” (Senge, 2007, p.12, cited in Foyel, 2021, April 21).

So is this just a mad tea party? Like the White Rabbit, are we always out of time? (Carroll, 1907/1985). Teaching in the 21st Century is about finding the unique ways that the TL can support and collaborate with staff. Where students become critical and creative thinkers in this new paradigm (Foyel, 2021, April 19). Maybe the issue of time be overcome with a collaborative, constructivist approach (Foyel, 2021, April 29).

Module 5 unlocked a fascinating view of teaching curriculum collaboratively with a classroom teacher and incorporating inquiry learning via a guided inquiry (GI) model. I pondered various GI models and those best suited to my K-6 setting. I began with a list of criteria, key elements for selecting the most suitable model for enculturation. One that was current, relevant, and considered the audience and purpose. With a clear process, beginning with background knowledge, easily linked with the NSW Syllabus and General Capabilities. (Foyel, 2021, May 14).

So, with all the evidence in and considered, it seemed a verdict would ensue. It has certainly been a journey where I began at the beginning and went on until the end… “with the dream of Wonderland of long ago” (Carroll, 1907/1985).

References

Carroll, L. (1985). Alice’s Adventures in Wonderland. Chancellor Press. (Original work published 1907).

Hutchinson, E. (2017). Navigating the information landscape through collaboration. SCIS https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration/

Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher librarian. School. Libraries Worldwide. 22(1), 49-61 https://doi-org.ezproxy.csu.edu.au/10.14265.22.1.005

Merga, M. (2019). Librarians in schools as literacy educators: Advocates for reaching beyond the classroom. Springer International Publishing AG.

Senge, P. (2007). Chapter 1: Give me a lever long enough … and single-handed I can move the world. In The Jossey-Bass reader on educational leadership, 2nd ed. (pp.3-15), available CSU Library Reserve

Webster, F. (2014). Theories of the information society. 4th ed. Routledge, Taylor & Francis Group.

 

ETL401, Master of Education (Teacher Librarianship)

The information literacy model

Louise

ETL401 – Inquiry skills in the Australian Curriculum

Mandy Lupton, a lecturer in teacher librarianship at QUT. She explores and analyses inquiry skills in the Australian Curriculum specifically in the areas of Science, History and Geography in her 2014 article Inquiry skills in the Australian Curriculum. This article was quite interesting to me in regards to my next assessment in ETL403, as I am looking at the area of science in K-6 and how a TL could collaborate with a classroom teacher to teach a unit that involves inquiry learning. I am interested in Lupton’s point of view about ‘scientific inquiry’ as part of the Australian Curriculum too.

I currently teach in NSW and as a result, we use the NSW Curriculum and Syllabuses.  Both the NSW Curriculum and the Australian Curriculum have learning areas and though these differ slightly in each, the area of science is common. Lupton says that in the Australian Curriculum she found that ‘guided investigation’ is defined as ‘an investigation partly directed by the teacher’, conversely in the NSW Science Syllabus this notion of ‘guided investigation’ is not clearly addressed in the glossary. ‘Inquiry’ and ‘investigation’ are seen as two seperate ideas and defined as such in the NSW Syllabus glossary and it is not until you delve deeper into the skills of ‘working scientifically‘ that the NSW K-6 syllabus somewhat addresses inquiry skills and states and they are “at the core of inquiry and are developed by conduction practical investigations and research in Science and Technology’

Lupton says that ‘geographical inquiry in the Australian Curriculum is the most sophisticated and comprehensive” and the same could also be said for the NSW Syllabus Geography Syllabus. In terms of Science, Lupton confirms that “Science seems more limited. Inquiry skills are portrayed only as the experimental method.” With the term of “inquiry learning” lacking in both the Australian Curriculum and NSW Syllabus, opting for “inquiry skills”, Lupton makes a pertinent argument that this is a key opportunity for the teacher librarian to be “curriculum innovators” in the use of the whole of the curriculum and thus “bridging and strengthing the gap” between the role of the classroom teacher and the teacher librarian. I am drawn to the ideas Lupton put forward in her investigation of inquiry learning science models and am now wondering what information literacy model would best suit this approach and which one would best suit my particular, relatively small K-6 school and look forward now to analysing these models further. Each starting with a posed question by the teacher (which is how I would begin), followed by some teacher-introduced background information, then allowing student-directed learning to occur (with teacher support if needed). I believe that I may need to look further into the Martin-Hansen (2002) model as it seems to align most with my own methodology.

Interestingly, the Australian Curriculum has just released a review of the curriculum this week and it would now be pertinent to compare some of the concerns and inconsistencies that Lupton addresses in her article with this review and its aim of “refining, realigning and decluttering the content so it focuses on the essential knowledge and skills students should learn and it is clearer for teachers on what they need to teach”. I am wondering if there will be greater consistency with inquiry learning or if the idea of inquiry skills will remain.

Resources

  • Australian Curriculum, Assessment and Reporting Authority. (ACARA) (2021) Australian Curriculum review consultation. https://www.australiancurriculum.edu.au/consultation/
  • Australian Curriculum, Assessment and Reporting Authority. (ACARA) (n.d.) F-10 Australian Curriculum. https://australiancurriculum.edu.au/f-10-curriculum/
  • Australian Curriculum, Assessment and Reporting Authority. (ACARA) (n.d.) F-10 Australian Curriculum. https://australiancurriculum.edu.au/f-10-curriculum/science/glossary/
  • NSW Government Educations Standards Authority (NESA) (2017) Science and technology K-6 syllabus https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus 
  • NSW Government Educations Standards Authority (NESA) (2017) Science and technology K-6 syllabus: Glossary https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus/glossary
  • Lupton, M.(2014).  Inquiry skills in the Australian Curriculum v6, Access, November
ETL401, Master of Education (Teacher Librarianship)

Information Literacy and the TL

Louise

ETL401 – Module 5.2

Reflective Practice

Your thoughts: Discussions of information literacy in this module are diverse and interesting.  In your journal (Thinkspace), reflect on what you can take from the discussion of information literacy to your TL role in school.

Information Literacy (IL) is a complex and multifaceted approach to teaching and learning. It can be seen as a set of skills, this behaviourist approach where skills are learnt or acquired or conversely,  as a sociocultural approach, a way of learning, collaboration and information exchange. Both viewpoints are correct, both have merit and both have their place in the teacher librarian role, it is primarily the context and purpose for which the participants define the information, because ultimately ‘people see teaching and learning differently’  (Bruce, Edwards and Lupton, 2007, p. 1) and secondly, ‘people see information literacy differently’ (p. 2).

So how does the complexity of IL transfer to the school library and to the teacher librarian role?

I think Kutner & Armstrong pose an important question in their journal article, a question I have often pondered myself as I take my K-6 classes for their 45 minute lesson each week,

“HOW DO LIBRARIANS AS PRACTITIONERS ENGAGE IN THIS EXPANDED NOTION OF INFORMATION LITERACY, GIVEN THE LIMITED TIME MOST HAVE WITH STUDENTS?” (p. 2)

The aspect of “limited time” spoke to me. By the time I bring in each class, settle them, go through the routines of welcoming, returning books and introducing the lesson or revising what we are to continue with, reading a text and then of course borrowing time and task completion…how do I ensure that quality teaching and learning is achieved? How do I ensure that the content stays relevant?

Therefore, I keep coming back to the notion of life-long learners. Not only being encouraging students to strive towards this but to be one myself, lead by example. To empower them to be engaged learners, critical thinkers, and have a connection with the information environment. As the TL on staff I try to lead the way for collaboration amongst staff, sharing a fundamental core set of values and enculturation of these ideals within the school context as a whole. Continuing to ask questions and seek answers and be future leaders.

 

References

Bruce, C., Edwards, C., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. Innovation in teaching and learning information and computer sciences, 5(1), 1-18. https://www.tandfonline.com/doi/full/10.11120/ital.2006.05010002

Kutner, L. & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. CSU Library.

ETL401, Master of Education (Teacher Librarianship)

Learning and Teaching in the 21st Century

Louise

Module 4.1b Discussion Forum

It is the 21st Century and never before has our teaching and learning grown and changed at such a rapid rate, encompassed by a digital world. Educators are asked to change the boundaries of teaching and learning to ensure we are building learners for the future, an uncertain one, preparing students for jobs that are yet to exist in this current digital landscape and to become independent and yet collaborative lifelong learners. 

Thus, we must ask ourselves, how do we ensure we are not only meeting the needs of our learners and preparing them for their future but also being accountable for this skill acquisition in this exponentially growing and changing information landscape? 

As a society, we are data-driven and performance-based testing is a part of this requirement in being accountable. Data identifies needs, gaps, performance, progress and readiness for employment or further education. However, “teaching to a test” should not be the approach either. Prior preparation is an important element in ensuring students go into the test environment with as little stress and anxiety as possible and having the skills to appropriately respond to the style of testing is also beneficial. 

These skills need to be explicitly taught, though endless weeks of using past test papers as part of Literacy and Numeracy programming is not ideal.  In the end, these tests show a snapshot of the student’s learning at one small point in time and do not reflect them as the complete learner. 

Issues with standardised testing can start with some students or parents of students being reluctant to participate in the standardised testing. This weakens the legitimacy of the data gathered and will not be a true reflection of the school as a whole. 

What should be the alternatives then?

Should this be up to individual schools?

Is it a true reflection of student learning?

Now much testing is being administered online, are there other skills that are needed?

How do students obtain these skills? Is the test reflective of their skills on the computer or their knowledge as a whole in literacy and numeracy? 

I once had a year 5 child finish their NAPLAN practise test exam in about 10 minutes. She just clicked on any answer to get it over and done with, clearly not reading any of the questions and lacking skills in some instances to do so, how effective is the test then, when it is not a true indication of her skills or ability? Data drives everything – how else could we achieve this means to an end?

There is also the ongoing problem with standardised testing not being appropriate to measure such things as creativity, critical thinking, resilience, compassion, generosity, determination, just to name a few. Inquiry-based learning is much better at making students’ thinking valued, visible and actively promoted (Ritchhart, 2015) showing their deeper knowledge. That is assuming that the teacher has the required skills and competency to not only know about this approach but also the knowledge to ensure that they can move from the “sage on the stage” to the “guide on the side”, asking the right questions, reimagining the classroom and ensuring a space for collaborative learning. (Texas Education Agency, 2019). To teach how to think, not what to think.

Therefore, a variety of approaches must be adopted. To be accountable for a student’s academic success teachers are required to plan, develop and assist student learning to encourage deeper thinking through a process of independent and guided learning. Some skills require explicit teaching, but this should only be the foundation for further inquiry learning to ensure students are critical, reflective and evaluative thinkers through a collaborative approach to teaching and learning. Some of these skills may also be taught in the library and therefore the teacher-librarian has a unique role in supporting this critical and creative thinking. 

According to the IFLA Library Guidelines (2015, p. 7), “The goal of all school libraries is to develop information literate students who are responsible and ethical participants in society. Information literate students are competent self-directed learners who are aware of their information needs and actively engage in the world of ideas. They display confidence in their ability to solve problems and know how to locate relevant and reliable information. They are able to manage technology tools to access information and to communicate what they have learned…” This definition of the IFLA goal of school libraries puts teacher-librarians in a transformative position to ensure innovation happens and students become an implicit part of their learning journey. 

I believe a whole-school approach to constructivist teaching methods is the most effective way to achieve enculturate across the entire school community, with a top-down approach. The support of the Principal and leadership team must come first, to be the driving force behind the efforts. There will always be teachers who prefer to work as individuals and who feel their tried and tested methods and programs “just work” and “get the results”, or they want to only do one part of the new approach because they believe it doesn’t suit all learners. This is not going to achieve the best results and the whole school need to be “sold” on not only the how of inquiry-based learning, but the why. Why should they change what they are doing? Why will it benefit 21st-century learners? Why will it make their teaching more effective? Why will it produce lifelong learners? 

I do believe all learners of the 21st Century need to be prepared for this ever-changing information landscape, and as educators, we too need to be lifelong learners to prepare them for critical and creative thinking in this new paradigm. 

 30+ Important things a test can’t measure – POSTER

References

International Federation of Library Associations and Institutes (IFLA) (2015). IFLA School Library Guidelines. 2nd edition. http://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Ritchhart, R. (2015). Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. Wiley.

Rippel, M. (2015, April). All About Learning Press. 30+ Important things that tests can’t measure. 532 https://blog.allaboutlearningpress.com/important-things-that-tests-cant-measure/ 

Texas Education Agency. (2011, September). I Have a Question. Why 21st Century Learning? [Video]. YouTube. https://youtu.be/LoYdJYd8SoU

ETL401

Module 3.3 Principals and Teacher Librarians: Adding Value, building partnerships

Louise

The role of the teacher-librarian is multifaceted and constantly evolving. But, how is the teacher-librarian seen by the leadership within the school, primarily the school principal? I think that this role is seen as different things to different people, by that I mean there are a number of variables to determine the principal’s evaluation of the role and the setting also plays a part in this summation.

So, I ask myself, like Kachel (2017, pg 1.) What does your principal care about? I think that answering this question helps to determine the approach that a teacher-librarian (TL) might take in their setting and the key decisions that are made about the TL role from the principal and leadership perspective. Influence in the TL role is made when communication is open and when you take into consideration someone else’s goals, for when they are achieved is when influence occurs. (Kachel, 2017.) 

Being a collaborative part of the school community is also an approach towards achieving the principal’s priorities for the school. Collaboration can have a positive effect on student achievement, ignite creativity among teachers and will be hinged on trust, shared vision and communication (Haycock, 2007). Haycock sees the principal as the key player in supporting collaboration amongst staff. To do this, however, common values play a pivotal role in ensuring value is added to the school through the TL role and the TL is supported in this role.

Research in the area of principal’s perceptions of the TL role had primarily been in the US and in high schools. It is difficult to translate some of this research to the primary school setting, in which I am entrenched, and little research has been done in this area in any case. An Australian based study led by Hughes in 2013 investigated how teacher-librarians contributed to student literacy development in 27 Queensland schools (Hughes, et al., 2013). As part of this study, perceptions of school principals held about the TL role was investigated. Although each principal had varied views of the TL role,  some commonalities emerged, the TL needed to be “an expert teacher, manager of resources, and someone who is a good collaborator” (Lupton, 2016, p4.) In her research, Lupton identified some value-based views of the school principal. 

  1. Value for money – teacher first, librarian second 
  2. Value in providing a broad perspective 
  3. Value in giving advice and providing ideas 
  4. Value in providing leadership in ICT 
  5. Value in the teacher-librarian’s qualities

 

Although I feel I am supported in my current role by the principal, leadership, teachers, students and parents, it also leaves me with the question, What does my school principal value? And by knowing this, will it take the way I goal set for the future?

References

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Hughes, H. (2013). Findings about Gold Coast Principal’s views of school libraries and teacher librarians. Chapter 8, School libraries, teacher librarians and their contribution to student literacy development in Gold Coast schools. Research report.

Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian, 45(1), 50-52.

Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher librarian. School. Libraries Worldwide. 22(1), 49-61 https://doi-org.ezproxy.csu.edu.au/10.14265.22.1.005

ETL401

Are school librarians an endangered species? – That’s up to you!

Louise

 

In Karen Bonanno’s ASLA conference speech in 2011 and her 2015 reflection paper on the role of the teacher librarian (TL), she examines this role as one that is on the precipice of change. She vehemently advocates for the role and its significance in Australian schools. 

My graphic above illustrates Trump & Kiyosaki’s 2011 5 Finger plan to success in their book, The Midas Touch. It also includes my own statement about the TL role, leading the way in establishing a collegial profession, where we build capacity through our own professional learning, reading, practice and dialogue with students, staff and the wider school community as a whole. Set goals and work towards them until you gain success.

References

Australian School Library Association. (2011). Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan. [Video]. vimeo. https :// vimeo .com/31003940

Bonanno , K. (2015). A profession at the tipping point (revisited). Access, 29(1), 14-21.  http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

Trump & Kiyosaki 2011, ‘Guide to developing your Midas touch’, in The Midas Touch, Plata Publishing, Scottsdale, AZ.

ETL401

2.5 TL in the Information landscape

Louise

As I began to reflect on module 2 and all it encompasses about the information environment, I came across a fascinating article in a SCIS Issue of their Connections publication (2017) in which Elizabeth Hutchinson sites an interesting diagram that nicely summarises the information landscape (Secker & Coogan, 2011, p. 6) and how it links to and overlaps with a variety of literacies.  

Image Credit

When reflecting upon this image, it is clear that information literacy is at the heart of the literacy landscape (Hutchinson, 2017, p. 9), where critical thinking and evaluation lay firmly at the centre. 

As a teacher librarian, we need to be flexible in our approach to new technologies as it is so complex and continually evolving at an exponential rate. We need to have an understanding of our learners and how they navigate the curriculum and head towards an ever-changing world. As leaders of the information landscape, we need to be adaptive and innovative, while ensuring the inclusivity of our learners and remaining relevant. As Hutchinson (2017) points out, we need to realise the power of being advocates for our profession and keep the conversation going about resources in the library. This is important to upskill and support both our colleagues and students for the future…ensuring our future as TL’s. 

References

Secker, J & Coogan, E 2011, A new curriculum for information literacy: executive summary, accessed 5 February 2016, http://ccfil.pbworks.com/f/Executive_summary.pdf. CC BY-NC-SA 3.0.

Hutchinson, E. (2017). Navigating the information landscape through collaboration. SCIS https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration/