Part C: Reflective practice

ETL401 has required me to delve into the concept of information literacy, connect my understanding of the past and current information landscapes and critically analyse what the term ‘literate’ now entails in a 21^st century society. Being literate can no longer simply be defined as being able to read and write, it is beyond the basic conventions of using pencil and paper and connecting ones knowledge of comprehending and understanding to a written text. Being considered ‘literate’ now involves a much broader range of literacies, each requiring unique skills, within today’s multifaceted information landscape (FitzGerald, 2018a). Today, digital literacy involves developing skills that requires the user to not only confidently interact with technology and find information, but to act responsibly and safely online to successfully solve problems and complete learning tasks (Australian Government, 2016). In 2018, the current generation of students are now widely recognised as the ‘N-Gen’, ‘Digital Generation’ and the ‘Digital Natives’ (Jones, Ramanau, Cross & Healing, 2010, p.722) and as the name implies, are expected to have the assumed knowledge of being digitally literate and ‘experts’ in all aspects of technology with advanced digital skill sets, upon entering the workforce (Zimic, 2009, p.129).

A study by Spires, Lee, Turner & Johnson (2008) recognized that while most students engage frequently with digital technologies both inside and outside of school, they lack the critical thinking and informational literacy skills to be able to produce creative and meaningful learning outcomes. Further research by Spires (2009, p.2) and NSW Education Standards Authority (2017) concurrently agree that current generations of students may be digitally literate to some extent and know how to push the buttons; but they do not possess the required critical thinking abilities and metacognitive processes to be able to locate, identify and use information that is relevant and reliable.

Therefore, it becomes the role of the classroom teacher and teacher librarian to provide rich learning experiences and opportunities involving digital technologies that equip students with the necessary skills, to be able to effectively utilise a diverse range of ICT’s and web 2.0 tools. Throughout this course and assignment it has become increasingly obvious to me that the need for student-centred inquiry learning is necessary for students to be able to develop the vital skills required to function as digitally literate 21^st century citizens. The role of the teacher librarian is to become a specialist in everything they do, with information literacy (IL) being a huge part in this. Within the IL pedagogy, comes the responsibility of teaching students the guided inquiry process of how to question effectively, how to inquire, how to critically reflect on their own learning, how to identify when they don’t grasp the concept of something and how to find the information to answer these questions. For students to develop these learning processes, they need to visibly see their learning in action. This is achieved through embedding information literacy models within units of work, specifically inquiry based learning, and discussing this clearly with students each step throughout the model’s cycle (FitzGerald, 2018b).

The final assignment required me to develop an information literacy (IL) plan based on a selected IL model of inquiry-based learning. Having never been exposed to or used an IL model previous to this subject, I directly asked my local TL friends what model to use and what works best for them within their libraries. They reminded me of the MANTLE conference in 2014, where Lynette Barker and Bernadette Bennett presented an engaging and innovative presentation on the IL model: The Library Learning Path. The Library Learning Path was developed by local teacher-librarians Lynette Barker, Bernadette Bennett and Kerry Gittens, with the support from other Newcastle TL’s. While I cannot find any peer reviewed articles of the IL model or “official” publishing of the IL model, based upon my discussion with other TL’s, this specific model is used within many Newcastle, Maitland and Port Stephens schools throughout the Hunter region and perhaps even beyond. The Library Learning Path aligns similarly with the popular Guided Inquiry Design (GID) by Kuhlthau, Maniotes & Caspari (2012) and includes 6 key steps: Connect & Wonder, Discover & Learn, Synthesise, Create & Share, Reflect & Rethink and Take Action (Barker, 2016b). I believe this particular GID framework, when used as the foundation during the planning of an inquiry learning sequence, supports the responsible use of information and technology, critical and creative thinking and information processing skills.

During this study session of ETL401, I commenced my new role as a teacher-librarian (TL) in a regional school with 350 students, in Port Stephens NSW. ETL401 has expanded my knowledge and understanding of a vast range of topics including information landscapes, information future proofing, information literacy models and guided inquiry learning, to name a few. I have been in this new role for 3 weeks and already it has changed my expectations and understanding of the role of the TL in schools. I have been able to already implement changes to the way I program (which I’ve never done as a TL before) and how I structure my library lessons. While I am expected to teach RFF style units within the library, such as Geography, Science and History, I am given creative freedom to develop these units as “inquiry learning” programs with a central focus on digital technology skills and outcomes.

On my Thinkspace blog, I initially described my understanding of the role of the teacher-librarian as a literacy specialist whose knowledge is undervalued and whose job is rarely appreciated or even acknowledged (librarian= the forgotten teacher) by members of staff and the school community (Bramble, 2018). My opinion in this respect has not changed. However, from the feedback I received on my blog post, I was encouraged to think of ways to inform the community of my wider role as the TL within the school (Sheerman, 2018). I found this quite challenging at the time because I could not identify as a TL, since I was not working in an actual library. So, hypothetically, I began thinking of ways that I could demonstrate my knowledge and skills to colleagues, staff and the wider school community. I could create a library blog or website, showcasing the work of my students and explain what learning processes are undertaken and skills being achieved within the library. I would explain why the library is a unique learning environment and separate to the conventional classroom setting, in a positive manner.

By immersing myself in the ETL401 subject modules, readings, assignments, responses to activities and further academic research, I now perceive the role of the TL a little differently and certainly more extensively. I now define the role of the TL succinctly in a list:

• an information and digital technology specialist

• resource manager

• leader

• life-long learner

• inspiring influence and

• advocator

I believe that my role truly is defined by the needs of my school, colleagues, students and community and I must engage myself into that purposeful role, whatever is required of me.

 

References:

Australian Government. (2016). National Literacy and Numeracy week. Retrieved from https://www.literacyandnumeracy.gov.au/digital-literacy-activities

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Foundation to     year 10 curriculum: Digital Technologies. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/

Barker, L. (2016a). Library Curriculum Program Master. Retrieved from http://mrsbarkerstearoom.com/page_id=1077

Barker, L. (2016b). The Library Learning Path. Retrieved from http://mrsbarkerstearoom.com/?page_id=303

Barker, L. (2017, May 9). The Library Learning Path [Image]. Library Learning Path MANTLE 2017. Retrieved from https://www.slideshare.net/lynette.barker/library-learning-path-mantle-2017

Bramble, L. (2018, March 1). The perceived role of the teacher librarian [Blog post]. Retrieved from https://thinkspace.csu.edu.au/lucyb/2018/03/01/the-perceived-role-of-the-teacher-librarian/

FitzGerald, L. (2018a). Introducing Information Literacy [ETL401 Module 5.1]. Retrieved May 18, 2018, from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_34577_1&content_id=_2060435_1

FitzGerald, L. (2018b). Information Literacy Models [ETL401 Module 5.3]. Retrieved May 18, 2018, from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_34577_1&content_id=_2060435_1

Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & education, 54(3), 722-732. doi:https://doi.org/10.1016/j.compedu.2009.09.022

Kuhlthau, C. C., Maniotes, L.K., & Caspari, A.K. (2012). The research behind the design. Guided inquiry design: a framework for inquiry in your school. 17-36. Santa Barbara, California: Libraries Unlimited. Retrieved from            http://wp.comminfo.rutgers.edu/ckuhlthau2/wp-content/uploads/sites/185/2016/02/websiteGIDFramework.pdf

Maniotes, L.K., Harrington, L. & Lambusta, P. (2016). Guided Inquiry Design in Action: Middle School. Santa Barbara, C.A: Libraries Unlimited.

Murdoch, K. (2011). Planning powerful units of inquiry. Retrieved from             https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b9ae4b05b9a72d06770/1439341466416/PlanningPowerfulUnitsOfInquiry2011.pdf

New South Wales Board of Studies. (2012). English K-10 syllabus: NSW syllabus for the Australian curriculum. Sydney, NSW Board of Studies: NSW.

NSW Education Standards Authority (NESA). (2017). Digital Literacy Skills and Learning Report: A report on teaching information and communication technologies in initial teacher education in NSW. Retrieved from http://www.ictliteracy.info/rf.pdf/Digital-Skills-and-Learning-Report2017.pdf

Sheerman, A. (2018, March 24). Re: The perceived role of the teacher librarian [Blog comment]. Retrieved from https://thinkspace.csu.edu.au/lucyb/2018/03/01/the-perceived-role-of-the-teacher-librarian/comment-page-1/#comment-3

Spires, H., Lee, J.K., Turner, K.A., & Johnson, J. (2008). Having our say: Middle grade students’ perspectives on school, technologies, and academic engagement. Journal of Research in Technology & Education, (40)4. Retrieved from http://www.unc.edu/world/having-our-say-middle-grade-student-perspectives-on-school-technologies-and-academic-engagement.pdf

Spires, H.A. (2008). 21st century skills and serious games: Preparing the N generation. L.A. Annetta, Serious educational games. 13-23. Rotterdam, The Netherlands: Sense Publishing. Retrieved from https://www.researchgate.net/profile/Hiller_Spires/publication/309547229_21st_century_skills_and_serious_games_Preparing_the_N_generation/links/58d9a49ca6fdccca1c4c00cf/21st-century-skills-and-serious-games-Preparing-the-N-generation.pdf

Zimic, S. (2009). Not so ʻtechno-savvyʼ: Challenging the stereotypical images of the ʻNet generationʼ. Digital Culture & Education, (1)2. 129-144. Retrieved from http://www.digitalcultureandeducation.com/cms/wp-content/uploads/2010/01/dce1020_zimic_2009.pdf