Month: September 2019

I personally believe that the term literacy does not need redefining, but broadening. Basic literacy skills have not changed but have evolved and there now exists so many more that are necessary in functioning in the 21^st century.

The multitude of definitions for the term ‘information literacy’ can create confusion, add to this the fact that it is a concept that is continually changing and it is understandable that there are so many models and theories to choose from.

Organising these under either sociocultural or behaviourist headings (reference lee) can simplify the main differences and make it a little clearer to understand.

Whether it is an approach that measures the acquisition of skills and knowledge (behaviourist) or connects information literacy to sociocultural theories of learning, it is the context in which one teaches and their own personal understanding of what information literacy is which will determine which approach is more suitable to an individual.

Christine Bruce’s (2007, p.97 as cited in Fitzgerald, 2019) suggestion that information literacy is an ‘appreciation’ of the ways people interact with information resonates well with my views on this complex topic.

Something else that I took from the discussion on IL was the statement from UNESCO in the Alexandria Proclamation (2005) that information literacy lies at the ‘core’ of lifelong learning and is a basic human right (High-Level Colloquium on Information Literacy and Lifelong Learning, 2005).

The role of TL in schools has to have an understanding of the different approaches to IL but to also have a respect and ‘appreciation’ that all students are different and have different learning needs but they are all entitled to becoming information literate.

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Anything which guides the practice of the Teacher Librarians is crucial and invaluable.

The Evidence Guides For Teacher-Librarians developed by the Australian School Library Association (ASLA, 2014, 2015) will be a useful tool in helping me to set my professional learning plans and goals as I enter a new role as a TL. There are many overlaps from the teacher’s role but many new domains to navigate too.

Using these guides in conjunction with the official standards supplied by AITSL will be essential in my practice. The standards interconnect and overlap so this guide assists in providing examples of how to show evidence.

I believe the benchmarks that are differentiated in each career stage are both a way to clearly indicate level of experience but also to assist in defining goals and recognising professional growth.

As a TL I look forward to having the chance to focus more intently on Standard 7: Engaging professionally with colleagues, parents/carers and the community, which I feel I struggle with being stuck in a classroom fulltime.

Australian School Library Association (ASLA) (2015). Evidence guide for teacher librarians in the proficient career stage. Retrieved from http://www.asla.org.au/site/DefaultSite/filesystem/documents/evidence_guide_prof.pdf