ETL401

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.

A progression in my understanding through this course and something I read about IL was referenced in my blog post ‘A discussion on information literacy…..’. It 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).

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.

In a blog post “Are School Librarians an endangered species?” I referenced Bonano (2011) as stating:

“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 21^st 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

Combes, B., Fitzgerald, L. and O’Connell, J. (2019). Information Literacy Theories. In ETL401: Introduction to Teacher Librarianship. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899468_1

Garner, S. D. 2005. High-Level Colloquium on Information Literacy and Lifelong Learning.

Lupton, M.(2014)  Inquiry skills in the Australian Curriculum v6, Access, November

Kalantzis, M. & Cope, B (2015). Multiliteracies: Expanding the scope of literacy pedagogy. New Learning. Retrieved October 2019 from https://newlearningonline.com/multiliteracies

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century, 2nd Edition. Santa Barbara, California: Libraries Unlimited.

Maniotes, Leslie K; Kuhlthau, Carol C. (2014). Making the Shift. Knowledge Quest; Chicago Vol. 43, Iss. 2, p.8-17.

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

The threat is there as is evident by the points of view of people like Charles Handy, identifying the role of TL’s as an ‘invisible profession’.  As well as the suggestion that it is an ageing profession and the issue of job convergence. The fact that employees are now looking for TL’s that also have additional qualifications in ICT’s.

Karen Bonnano suggests that the way the profession of TL’s has reached the point it has, is probably not the way in which it will continue to progress into the future (2011).

But……. It is time to change the game plan, is the focus of Bonnano’s keynote.

We need to up-skill continually to meet the emerging demands and expectations put on the profession and to look at the government initiatives such as funding toward development of everything educational related moving towards the online environment, as challenges;

“How do we use our area of expertise and make it resonate with our audience”

(ASLA, Karen Bonnano, 2011. Keynote speaker: A profession at the tipping point: Time to change the game plan).

Strategies I took away from this keynote speech:

• Begin with the end in mind
• Five finger plan to success.
• Thumb-(strength of character. Pre-eminence.)
• Pointer (FOCUS follow one course until successful.)
• Middle (Brand, what do you stand for?)
• Ring (relationships. community)
• Little (little things that count, things you do that others don’t. its all about help THEM (other teachers/students not you).

Bonnano, K. (2011). ASLA. Keynote speaker: A profession at the tipping point: Time to change the game plan. Obatined from https://vimeo.com/31003940

The ramifications of having access to information at all times……

Personally, thinking about this brings on a slight level of anxiety. I think the French government are spot on with establishing a policy that limits contact for employees during specific times.

Time and again I have heard of work related burn-out problems in society. The mind also needs to switch off.

Don’t get me wrong. The fact that I can find out an answer pretty instantly to almost anything benefits me in my role as a teacher as well being very convenient as my everyday life. I love having access to information at my fingertips MOST of the time. I have to remind myself that I don’t always need to google the answer to a thought in my head though! The reliance is getting too much.

Mosbergen, D. (2016). French legislation suggests employees deserve the right to disconnect. The Huffington Post. Retrieved July 2016.

‘No offense but….. can you explain why becoming a librarian in a school would require training, a masters degree at that! Don’t they just stack books’?

I have been asked this or a variation of this question half a dozen times since mentioning my new venture into studying to be a Teacher Librarian.
I’ve fumbled through answers that include; ‘It’s more than that! We teach research skills and help students find resources and information. We provide a peaceful learning environment etc etc’.
I feel like I’m trying to sell and defend the profession. To be honest, prior to doing my blocks as a TL, I didn’t quite understand what was done either.
If I remember my days as a student, I recall a little old lady sitting us on a mat and reading a lovely little story then colouring a picture about the book. Later in high school it was pointing to a catalogue where I was directed to shelves of books. Fast forward to University, on campus then as a distance student I began seeing that libraries where no longer buildings with books and number/letter allocations. Most recently as a teacher, I see our TL fulfilling endless roles; Engaging juniors with the most amazing tale telling, Introducing middle schoolers to the abundance of information at their fingertips, & Seniors how to navigate this world of information. That is just the top of the iceberg! This doesn’t cover the support they give teachers, the curriculum planning and assessing and on and on.
My reading and searching of the question; ‘what is the role of a teacher librarian’? has come up with a plethora of different duties/ aspects/images etc and to be honest I’m sure they differ again from school to school. I found this ‘TL role statement’ below from The School Library Association of South Australia (2015) and it sat nicely with me. It seemed to cover what I now understand of the role in a nice, no-fuss kind of way (maybe I should put it on a business card to hand to the next person who asks me the ‘please explain’ question.

I have filled the role as acting TL a few times, never for more than 5 weeks at a time. It has usually been as an emergency, due to illness or injury so have been doing what I can (thrown in the deep end) with guidance over the phone and working it out as I go. I have at most been doing about 50% of the role and never at the busy times of year such as book week, beginning or end of year for textbook borrowing/returning or ordering. Although I was absolutely exhausted and totally out of my depth, I loved it. What I loved the most was that the library became my classroom. Students came in to escape the craziness that is a school, they were relaxed and happy to chat as I was in a role that supported and helped them but did not put the pressure on them time-wise or performance-wise.

As an absolute beginner of this Masters degree, I’m excited to learn the skills and the knowledge to demonstrate and not have to explain that the role of the TL is indispensable.

Teacher Librarian Role Statement

School Library Association South Australia inc. (2015). Teacher Librarian Role Statement (2015). retrieved from https://studylib.net/doc/6745422/teacher-librarian-role-statement

I’m Jaz and I’m currently studying Masters of Education (Teacher Librarian) at CSU. I’ve worked as a Secondary Science, PDHPE and Mathematics teacher for 13 years now. For the past few years I’ve felt the pull to train as a TL as I find the feel of the un-chaotic serenity of the library space, amongst the fast paced & stress-filled school environment a place I’d love to spend the rest of my teaching days in. I have a lot to learn and am open to any and all of it!