I have previously reflected upon the belief that literacy is a skill that students need to function in society, after school. (Billingsley, 2022, Jan 8). Information literacy (IL) is at the heart of lifelong learning, a sentiment that has been echoed in both the Obama and Alexandria proclamations. (Jacobs & Berg, 2011). We only need to look around us to witness how IL can affect all aspects of an individual’s life – technology is everywhere.

A socio-cultural approach considers how becoming information literate is more than just being able to seek and understand information but also being active with others in a community. (Farell & Badke, 2015).  In reflection, an issue that I can relate to within my teaching practise, is despite widespread use of online searching in classrooms, students lack effective search strategies (Kammerer & Bohnacker, 2012; Morrison, 2021). That’s it in a nutshell; the role of the TL is to reach all disciplines and help implement an information literacy approach across all subjects. For me, this is how the TL is a leader of curriculum design. (Billingsley, 2022, Jan 6.)

It is exciting to think of the possibilities for the implementation of the Information Fluency Framework (IFF) and I only imagine what a great support tool to help connect IL approaches across the curriculum. It is a logical argument that such a framework is valuable for providing a consistent information process to apply across all subjects. (Fitzgerald, 2015; Wall, 2021). I am hopeful that the IFF will reach Western Australia, as I believe it could enhance the CT/TL collaboration by adding more clarity and consistency.

Tucker (2014) firmly supports inquiry learning to be a constructivist approach which begins with an essential question which is responsible for igniting the spark in the inquisitive minds of learners. Carter and Pelo’s (2018) comparison of inquiry learning to that of improvisation hit a chord with me as a theatre practitioner. (Billingsley, 2021, Dec 31). The research of Kuhlthau, Maniotes, & Caspari, (2012 and 2015) and Sheerman (2011), explored how the TL and classroom teacher (CT) could form partnerships and use inquiry-based teaching to provide greater opportunities for deep learning. Lamb (2011) and Cassinelli (2018) reinforce the value of meaningful, partnerships through the process of building trusting relationships.

Inquiry models contain a framework for questioning and an action research cycle which is why they stand apart from mere information literacy models. (Lupton, 2014; Cromartie 2019). Sheerman, (2011) Lupton, (2015), Kuhlthau, Maniotes and Caspari, (2015) all have favoured holistic inquiry learning models with questioning frameworks, ISP and action research cycles. Learning about inquiry has left me inspired to make those valuable connections between student’s real-life experience and the curriculum content. (Billingsley, 2022, Jan 8).

The ‘holy grail’ of CT/TL collaborations are sadly still a rarity. (Garrison & Fitzgerald, 2021, p.8). I am hopeful that I will manage partnerships but realise it will be at times, a challenge. Fitzgerald (2019) argues that CT reluctance to make partnerships with TL’s must change. I continue to question how this might happen. It is positive that inquiry is embedded within the curriculum as education is recognising the need to prepare students for their future lives (Fitzgerald & Garrison, 2021). What a TL should be achieving is two-fold; managing the library space as the heartbeat of the school whilst simultaneously being an information specialist, navigating students and staff through today’s vast digital world.

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References

Carter, M., & Pelo, A. (2018). From teaching to thinking: A pedagogy for reimagining our work. Exchange Press.

Cassinelli, C. (2018) Inspiring curiosity: a librarian’s guide to inquiry-based learning. International Society for Technology in Education.

Cromartie, K. (2019). It all starts with a question. Teacher librarian, 46(3), 21-25.

Farrell, R., & Badke, W. (2015). Situating Information Literacy in the disciplines. Reference Services Review, 43(2) 319-340.

FitzGerald, L. (2015). Guided Inquiry in Practice. Scan 34(4): 16–27.

FitzGerald, L. (2021). Inquiry Learning And The Teacher Librarian – You Can’t Have One Without The Other. Access (Online), 35(3), 16-22.

Fitzgerald, L., & Garrison, K. L. (2021). Once in a Blue Moon. Access, 35(1), 6-19.

FitzGerald, L., & Garrison, K.L. (2016). ‘Investigating the Guided Inquiry Process.’ Information Literacy: Key to an Inclusive Society: 4th European Conference on Information Literacy, edited by Serap Kurbano.lu et al., 667–77. Cham, Switzerland: Springer.

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Kammerer, Y., & Bohnacker, M. (2012, June). Children’s web search with Google: The effectiveness of natural language queries. Proceedings of the 11th International Conference on Interaction Design and Children, ACM, 184-187.

Kalantzis, M., & Cope, B. (2015). Multiliteracies: Expanding the scope of literacy pedagogy. New Learning.

Kuhlthau, C., Maniotes L.K, & Caspari, A. (2012). Guided Inquiry Design: A Framework for Inquiry in your School. Santa Barbara, CA: Libraries Unlimited.

Kuhlthau, C., Maniotes L.K, & Caspari, A. (2015). GI: Learning in the 21st Century, 2nd ed. Santa Barbara, CA: Libraries Unlimited.

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking Research & Practice To Improve Learning, 55(4), 27-36.

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Access 28(4), 14-29 https://eprints.qut.edu.au/78451/1/Lupton_ACCESS_Nov_2014_2pg.pdf

Lupton, M. (2015). Teacher librarians’ understandings of inquiry learning. Access (Online) Australian School Library Association 29(4) 1-18.

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Sheerman, A. (2011). Accepting the challenge: Evidence based practice at Broughton Anglican College. Scan, 30(2), 24-33.

Wall, J (2021). Information Fluency – a NSW journey.  Scan. 40(9), 4-9.