information literacy

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Assignment 2, part B – Critical reflection

Prior to the commencement of my study at CSU, my views of the role of the Teacher Librarian (TL) have been mainly based on my observations and interactions with the TL of our school and on my own ideas acquired while working in a school library.

Initially, I believed that the most important job of the TL is instilling the love of reading in children.  While I still think this is a vital part, I know now there are many more responsibilities on the shoulders of the TL, some of them equally vital. While it was obvious from the very first course readings, the role of the TL is multifaceted, I did not have a clear idea of what those facets really are and how to prioritise them. One of my first forum postings confirms this vagueness, when I write:

“If the libraries are not to become obsolete, they do need a transformation. In my view however, it is not as simple as moving from print to digital resources. I believe the way forward is to have a broader view and always keep an open mind for new/alternative ways of learning.” Though not completely wrong, this statement shows I had no idea what that ‘way forward’ or ‘new ways of learning’ would be.

A deeper understanding of the role of the TL came from the readings about inquiry learning, information literacy, and different information literacy models, in particular from the works of Kuhlthau, Maniotes & Caspari. These greatly contributed to the shift in my perceptions about the role the TL plays in facilitating student learning. I understand the main focus needs to be on helping students acquire skills necessary to become effective users of information. Developing information literate students is the key role of the TL in this digital age and is most effective when an IL model is integrated within the guided inquiry approach.

One of the most important discoveries throughout the study so far has been finding the link between inquiry learning and the work of the teacher librarian. The understanding of the TL’s role in the learning process gives me a true sense of purpose and a clear idea of the ‘way forward’ for myself as a TL.

Another important point I did not give much thought to previously is collaboration, probably because I did not think much can go wrong in the library as long as the TL is dedicated to helping students and creates engaging environment, doing their own thing. The concept of collaboration was reduced in my mind to providing topic books for classroom teachers. Much might not go wrong, but it won’t go right either! Once the TL understands the librarian’s mission is to make difference to student learning and have an active role in information literacy teaching, the notion of collaboration takes on new meanings. Guided inquiry cannot be taught effectively in isolation, teaching stand-alone library skills being considered as redundant, inefficient approach. In order to have an impact on learning, implementing a whole-school IL framework where the TL collaborates with other teachers is essential. The collaboration enables project based learning and embedding it across the curriculum.

As I am consolidating my ideas on the different aspects of the TL role, I find significant shifts in my understandings have occurred. At the same time I feel more learning is ahead of me, specifically relating to the effective employment of information technology in learning and teaching.

As me and my colleague are studying the same subject simultaneously, we have spent vast amount of time discussing our understandings, which has been extremely useful, specifically in being able to formulate ideas and challenge them in our discussions. As a result of these conversations, we have already made a number of changes to the teaching practice in our library and are eager to put the knowledge acquired during our study into reality.

While I have always known there is a lot more to the role of the TL than just checking in the books or doing the inventory, I did not possess the tools necessary to change this old perception in others. With the knowledge acquired during the study of the subject I now feel ready to challenge and change the perceptions and demonstrate that the TLs are essential in schools. They are a part of the team of educators that develop crucial transferrable skills and abilities for the students to become successful, lifelong learners in an information society and make a difference to student learning.  

References:

American Association of School Librarians (AASL) (2007). Standards for the 21st century learner. Retrieved from http://www.ala.org/aasl/standards

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). WaggaWagga, NSW : Centre for Information Studies, Charles Sturt University.

The Learning Centre. (2010). Reflective writing. University of NSW.

 

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Implementing a Guided Inquiry approach – blog task 3

In today’s world, where information seeking is not a simple task anymore, with a wide range of sources, differing in quality, the demands on students and their learning outcomes keep on increasing. All students should acquire extensive knowledge and skills in order to become effective users of information.

Inquiry learning, rooted in constructivist theories, focuses on students, using a wide range of skills and abilities, including higher order thinking skills, to complete a task.  Guided Inquiry is a ‘practical way of implementing an inquiry approach that addresses the 21st-century learning needs’ and its goal is ‘to make a student’s vague thinking into a deep, personal understanding’ (Kuhlthau, Maniotes & Caspari, 2012, p.20).

Guided Inquiry is a framework based on Kuhlthau’s Information Search Process (ISP), which not only identifies six stages in information seeking, but also deals with the role of feelings and thoughts within this process. One of the most important implications of the ISP research is that it identifies the zone of intervention – a point at which the student might experience increased uncertainty and would highly benefit from the intervention.  This zone is a potential opportunity for a teacher or a teacher librarian to make a difference to the student’s experience in the search process, and ultimately to make a difference to the student’s learning.

Implementing a Guided Inquiry approach is not a simple task. It is a collaborative effort of the teacher librarian and the classroom or specialist teacher, ideally extending the team further to provide additional guidance for students (Kuhlthau & Maniotes, 2010).

Guided Inquiry takes student learning to a higher level, in which the experiences of students are deeper and longer lasting, as they make connections between their learning and the ‘real world’. These connections create the third space, where the deep learning takes place and the students become actively and personally engaged in their learning.

The approach presents many challenges for the teachers involved, as they need to acquire full expertise in the information process itself, and in different techniques and tools related to its implementation. Extending the time spent on planning and evaluation stages, proficiency in the use of technology tools and their integration into the projects, and additional staff training needs, should all be carefully considered. The intervention of the instructional team needs to be carefully planned and closely supervised, while providing a range of high quality digital and print resources. All of these challenges are outweighed by the benefits the Guided Inquiry approach brings into student learning, in particular the variety of different competencies and knowledge the students develop (Kuhlthau & Maniotes, 2010).

As evidenced in the works of Sheffers (2008), FitzGerald (2011) and Sheerman (2011), the authentic learning experienced in the Guided Inquiry approach results in higher levels of student motivation and engagement, and in construction of deeper knowledge, leading to independent learning.

Getting started with the implementation of Guided Inquiry is not all simple and easy, but the focus on the benefits for students should keep the educators motivated about embarking on this exciting journey of opportunities.

 

References:

Kuhltau, C.C. (2013). Information Search Process. Retrieved from: http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

Kuhlthau, C.C., Maniotes, L.K. (2010). Building guided inquiry teams for 21st-century learners. School Library Monthly, 26(5), 18-21.

Kuhlthau, C.C, Maniotes, L.K., & Caspari, A.K. (2012). Chapter 2 – The research behind the design, in Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited, available CSU Library Reserve.

FitzGerald, L. (2011). The twin purposes of guided inquiry: Guiding student inquiry and evidence based practice. Scan, 30(1), 26–41.

Scheffers, J. (2008). Guided inquiry: A learning journey. Scan, 27(4), 34-42.

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

Sheerman, A., Little, J., & Breward, N. (2011). iInquire… iLearn… iCreate… iShare: Guided Inquiry at Broughton Anglican College. Scan, 30(1), 4-5.