January 28

Assignment 3 Part C- Reflective Practice

Information literacy is essential for lifelong learning. As teacher librarians (TLs) I believe it is our aim to foster and promote self-directed and independent learning (Bundy, 2004). It is for this reason that inquiry plays such a vital role and should be the mission of schools to implement effectively. For TLs and teaching teams to demonstrate best practice in this area they need to choose an information literacy model and outwork it school wide. Scheffers (2008) describes how inquiry units are planned, supervised and taught by teams of school librarians and teachers. I believe it is this teamwork approach that helps integrate 21st Century skills across the curriculum and makes inquiry learning successful. When inquiry learning becomes part of the core instruction within the classroom it allows students to be more active and engaged learners who are self-motivated and independent (Abilock, 2004).

Inquiry based learning encourages students to use a variety of strategies and scaffolds to locate and evaluate information to answer questions they have posed themselves (Kuhlthau, Maniotes & Caspari, 2012). While reflecting on inquiry based learning I noticed many fellow university students stating the difficulties in introducing inquiry units within their schools, time, money and teachers not wanting to collaborate are only a few of the many challenges. However, the advantages and results of properly implemented inquiry learning show why TLs must promote inquiry learning as there are many benefits to students and their learning. Herring (2006), observed the effects that scaffolded inquiry learning had on student achievement and confidence in the learning process. Results showed that students who followed the information literacy model led to deeper student engagement, the observations showed that students were forced to stop and think what the big topic is about and interpret their own understanding rather than rushing into the task. Students used better critical thinking skills and the range of resources used were high quality. Students were seen to be better organised with their planning, searching and note taking which improved end results. Herring (2006) states that with the support of the information literacy model students were able to manage more complex tasks than they would without using the model. Using a literacy model to structure inquiry learning helps students develop a deeper personal knowledge of their chosen topic (Sheerman, 2011).

One of the many benefits of inquiry learning that promotes the need for a literacy model is collaborative learning. As I previously reflected upon in forum discussions, students learn from each other, this is something we as TL and teachers should be promoting (Johnston, 2017 Topic 5.2 Forum Post). When you have a model in place it allows students to share their knowledge without fear of plagiarism, as a model helps students to investigate independently, but share with their inquiry circle or jigsaw groups. It gives students the opportunity to work as part of a team and contribute something meaningful to a common goal.

When looking at all the different information literacy models I found that guided inquiry (GI) was the model I liked the best and found that the structured guidance in this model was superior to the others. I found the stages of open, immerse, explore, identify, gather, create, share and evaluate easy for students to understand and follow (Kuhlthau, Maniotes & Caspari, 2012). I feel the stages flow logically and would suit short-term tasks or extended projects. The structured scaffolds used in this method aim to guide and support students through the difficult patches in their information search (FitzGerald, 2011). Guided Inquiry creates an environment that makes learning fun and helps students participate in activities that promote deep, lasting learning (Kuhlthau, Maniotes & Caspari, 2012).

Inquiry based learning and the need for an information literacy model is a topic not without its challenges as staff are time poor and schools are just trying to get by with the funding they have, but if we want to provide students with opportunities to develop skills for lifelong learning then overcoming the barriers is something we must keep striving towards as we aim for quality teaching experiences for our students.

 

References

Abilock, D. (2004). Information literacy: an overview of design, process and outcomes. Noodle tools. Retrieved from https://web.archive.org/web/20160409135915/http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bundy, A (ed.) (2004). Australia and New Zealand information literacy framework: principles, standards and practices. Australian and New Zealand Institute for Information Literacy (ANZIL) and Council of Australian University Libraries (CAUL). Retrieved from http://www.caul.edu.au/content/upload/files/info-literacy/InfoLiteracyFramework.pdf

FitzGerald, L. (2011). The twin purposes of guided inquiry: guiding student inquiry and evidence based practice. Scan, 30(1) 26-41. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;res=AEIPT;dn=187248

Herring, J. (2006). A critical investigation of student’s and teachers’ views of the use of information literacy skills in school assignments. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol9/SLMR_CriticalInvestigation_V9.pdf

Johnston, M. (2017). Topic 5.2 Forum Post. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_75995_1&nav=discussion_board_entry&conf_id=_23320_1&course_id=_14213_1&message_id=_999850_1#msg__999850_1Id

Kuhlthau, C. C., Maniotes. L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Rutgers School of Communication and Information. Retrieved from http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/

Scheffers, J. (2008). Guided inquiry: a learning journey. Scan, 27(4) 34-42. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;res=AEIPT;dn=172157

Sheerman, A. (2011). Accepting the challenge: evidence based practice at Broughton Anglican College. Scan, 30(2) 24-33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;res=AEIPT;dn=189075

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January 3

Information Literacy

Information literacy is one of those terms that cannot be defined by one meaning, It is dependent on your context, purpose and environment and these influence what definition you associate with it. However in relation to the role of teacher librarian (TL) I identify with the definition outlined by CLIP, (2016) which describes information literacy as “knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner”. I believe this is the main role a TL has within a school. To teach students and staff to be information literate by showing them why we need information, how to source and critic it and how to interact with it in an ethical way.

The different theories of information literacy pose important arguments and as a TL I believe it is important to be open to all approaches of information acquisition. Just as students have different learning needs and learn in different ways, it is of vital importance that TL use the different approaches in their curriculum planning to allow students to interact with information in a variety of ways, as if our aim is to teach for lifelong learning then we have to equip them for the future workplace and depending on what field you work in, information is exchanged and learned not in one formulated way.

Reflecting on the role of a TL within a school, I feel after discovering more about information literacy that enquiry-based units are of even more importance in teaching students to be information literate. These guided based enquiry units teach learners to think, work with, manage, communicate and make meaning of information. These all are vital skills in becoming information literate.

 

References

CLIP Information Literacy Group. (2016). Information literacy definitions. Retrieved from http://www.informationliteracy.org.uk/definitions/definitions-of-il/

CSU (2016) Information Literacy[ETL401 Module5] Retrieved January 4, 2016, from Charles Stuart University website https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_14213_1&content_id=_1256850_1

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December 2

Are School Librarians an Endangered Species?

Teacher Librarians (TLs) are not endangered, but the role that TLs play is evolving and they will need to keep up-skilling, especially in technological services if they want to stay employable. Bonanno (2015) states that hiring trends are changing and now to gain a position of TL, schools are looking for someone with additional skills in ICT to incorporate the new technologies available into the teaching aspect of the role. TLs within schools still show greater academic results in student and as TLs continue to contribute professionally to the curriculum and information literacy of their school, they still will continue to play a vital role of the wider school community and teaching staff.

References

Bonanno, K. (2015) A profession at the tipping point (revisited).

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November 27

Assessment 1- Part B: The Role of the Teacher Librarian

The role of the teacher librarian

The teacher librarian (TL) is a role that is complex and multi-faceted but key in the development of information literacy (SLASA, 2015). They hold twin qualifications in both education and librarianship. Using their teaching background and experience in the classroom is vital as the TL develops the library catalogue and manages the information services to meet the educational needs and goals of the school (ASLA, 2016). They have three main aspects to their role, teaching and curriculum, information management and staff support.

The TL is a curriculum leader within the school and collaborates with teaching staff to ensure that students are provided with the best 21st century learning environment possible. They help design and resource the curriculum while promoting the integration of information and communication technology (ICT) (Purcell, 2010). Herring (2007) states, “ developing information literate students is the key role of the teacher librarian in today’s schools” (p.32). This is the specialization of the TL, they help students inquire and develop critical and creative thinking that is essential to learning (Lamb, 2011).

A TL is key to information management within the school. They provide staff and students with access to relevant sources that are effective, reliable and well organized. The TL assists those within the school community to find information and helps interpret and evaluate it to line up with the curriculum needs of the unit or assignment (ASLA, 2014). The information society is a constant growing entity and it has made it easier for students to access information. TLs hold the knowledge to help student’s decipherer the information overload that is available to them (Lamb, 2011).

The TL is not a stand-alone position; they work alongside staff and support the teaching team. Communication with the wider school community is key to providing positive learning experiences for students (Purell, 2010). With the support of the TL classroom teachers can resource quality teaching programs. Bonanno (2011) explains that if the TL supports staff within the school that the difference can be seen in literacy results, inquiry based learning, ICT capabilities, information and learning and professional learning for staff.

In conclusion the role of the TL is varied and hard to define all the roles they play, but I believe the essence of the job is to establish a culture of a love for literature within their school. They should be a leader to follow in this technological world, which can be very overwhelming for students and even staff. In my teaching experience I have witnessed the TL in my school be a partner and constant support in the learning of students. If the relationship between the TL and teaching staff is strong then better student results can be a reality within the school. The TL is a real asset to the school if they remain flexible to the changes coming within education and the information landscape.

 

References

Australian School Library Association(ASLA)(2014)  What is a teacher librarian? Retrieved from http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx

Australian School Library Association’s (ASLA) (2016) Statement on teacher librarian qualifications. Retrieved from: http://www.asla.org.au/policy/teacher-librarian-qualifications.aspx

Bonanno, K. (2011) Opinion: Do school libraries really make a difference? Retrieved from http://www.austlii.edu.au/au/journals/inCiteALIA/2011/97.pdf

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).

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

Purcell, M.(2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33
School Library Association of South Australia (SLASA) (2015) SLASA teacher librarian role statement: Retrrieved from  http://www.slasa.asn.au/Advocacy/rolestatement.html

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November 23

Information Society

The information society deals with major changes in the information landscape. With technology advancements means the way information is stored, accessed, communicated and used in everyday life is continually changing and adapting to meet the new developments. Therefore the information landscape is continually evolving.
Webster (2014) describes five key elements to define the information society, these are technological, economic, occupational, spatial and cultural. These key areas define how changes in the information landscape affect information processing, wealth, the way we work, information networking and how much information is available to us compared to the past.

It’s important to have an understanding of the information landscape because we are living in the information age. We have more information available to us then ever before, in fact we are constantly being bombarded with information. To have an understanding of the information landscape helps us to determine what is authentic and reliable and what is bias and misleading.

The information landscape affects your role as a teacher librarian as when resourcing the curriculum you are therefore aware of what is available to you. It also helps you to understand the world view of the students you are teaching. Children today are growing up not knowing a time where information was not at their fingertips. They are growing up in a wired society where everything is easily available is every format and on every device at any time. It helps you as a teacher to show students how to choose wise information sources and develop skills in them for further learning.

References

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

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