Information literacy models can be used to frame TL programs and reference services.

How does a child’s developmental stage impact their information behaviour and what is the influence of this on the role of the TL?

Teachers have expectations of a childs’ information behaviour based on their age. When a child is in infants, we would expect them to be able to read less words and understand less content and vocabulary. There lexile reading level and vocabulary understanding depend on their age. Students who understand more words and vocabulary are able to to read and search through more sophisticated information. Older students are also able to discern and critique resources for quality.

The TL needs to have a strong understanding of reading and writing expectations of students in general. In fact the TL needs to collaborate with the classroom teacgers to find out which students need more support in what area and which students need to be extended.

Teachers should be sharing a simple class profile with the TL so the TL can better structure research guides for students. The TL is responsible for building information literacy but in order to do that they need to have a strong understanding of their students needs in information literacy.