My perception of information literacy (IL), its models and the role of the teacher librarian in inquiry learning has evolved through the “Introduction to Librarian” course. From a simplistic view of IL and the physical management of a library space as the major role of the TL. This initial viewpoint is evidenced in my first blog post ‘My Understandings of the role of a TL in school’s’, where I commented on my inability to respond to people’s questions surrounding what exactly a TL did and why it required a masters degree.
Through engaging with the readings and multitude of definitions around defining ‘information’ and ‘information literacy’, although overwhelming, I am feeling more comfortable with accepting that the term can have a myriad of meanings dependent on context and purpose (Combes, Fitzgerald & O’Connell, 2019). The addition of the term ‘understanding’ to the essential skills of literacy was helpful for me in defining a functionally literate individual (Combes et al, 2019). Although true, these set of skills don’t disclose the vast complexity surrounding the term and IL should be viewed as a concept, rather then simply a set of skills. With this premise as a foundation, my learning as a result of the discussions and reading, has expanded in both depth and breadth of possibilities that could exist for both learner and teacher.
Although aware of the multiple-literacies that exist, my knowledge of them has grown through this course. It has also added another level of complexity in trying to define ‘information literacy’. Adding further to my understandings of ‘multi-literacies’ was the reading by Mary Kalantzis (2015) where she explored in two parts; the forms of meaning (Text, image, space, object, body, sound, speech) and how these modes relate to each other, along with the functions of meaning. The forward thinking Zurkowski (cited in Combes et al, 2019) identified in the 1970’s ‘information literacy’ and the need for it to develop to cope with the increasing amount of information and the complexity of the evolving nature of it.
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.
Regardless of the IL model being sociocultural or behaviourist in nature, the need for educators to have an IL model in schools is essential in moving a student from ‘ignorance’ to ‘understanding’ when performing an inquiry task (Combes et al, 2019). Lupton (2014) identified inquiry as key feature in the Australian curriculum, notably in Science, History and Geography. The way in which Lupton (2014) made note for the importance of TL’s to understand how inquiry is sequenced, and to be able to practically implement these skills effectively whilst teaching was valuable in my acknowledgment of the importance of IL models.
Exploring the variety of IL models presented in this course I have reflected on my classroom teaching experience and I have been lacking in this method. Could this be why I had challenges around student’s unengaged in certain tasks or alternatively, copying and pasting but not understanding or retaining information? Of the models presented in Module 5, I found Kuhlthau’s (2007) Information Search Process to be the closest aligned to my thinking and growth in this method of inquiry. Notably, the identification of the emotions students feel when starting an assignment.
The alignment of the Guided Inquiry Design Process (GIDP) and its use of simplistic verbs to define its stages seems a natural choice for my pedagogical approach.
“How do we use our area of expertise and make it resonate with our audience” (Bonnano, 2011).
Through my developing understanding of the inquiry process and how TL’s can implement this in their classes, I believe it is a good starting point in addressing this question.
Although the challenges for TLs are vast, there remains one huge advantage and that is, that they have contact with all the students within a school, as well as being involved across all subject areas. A challenge with this can often be that the TL can be put into a situation of teaching discrete skills in an unknown context (Fitzgerald, 2019). This has the possibility of creating a disparate image to the students and as such should be an area that the TL is prepared for with sufficient knowledge to guide the inquiry in a meaningful way.
TLs also have an opportunity to be able to collaborate with many staff members by educating them also with information literacy skills and the guided inquiry process. As mentioned in my blog the sharing of ideas, planning, implementation and evaluation in schools creates a trusting work relationship where everyone benefits (Montiel-Overall, 2005 as cited in Fitzgerald, 2019). This course has amplified my understanding of the essential nature of this in creating a learning school.
Lastly, reflecting on Information literacy and specifically the role of the TL, it is important to constantly question the approach being used, whether it be inquiry learning or a specific model of information literacy: Is it effective? Are the students engaged? Does the approach reflect the learning needs of your students?
Assessing and Evaluating in the eBook Guided Inquiry: Learning in the 21st Century (2015), Kuhlthai, Maniotes, & Caspari provide ways in which a TL can assess the effectiveness of their approach.
References
Bonnano, K. (2011). ASLA. Keynote speaker: A profession at the tipping point: Time to change the game plan. Obtained from https://vimeo.com/31003940
Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century, 2nd Edition. Santa Barbara, California: Libraries Unlimited.
