The INFORMATION LITERACY ocean

Before embarking on my Teacher Librarian (TL) journey, the term ‘literacy’ seemed like a simple term with a simple definition. One that could be measured practically through testing methods (such as NAPLAN) to identify a student as having ‘high’ or ‘low’ literacy skills in reading and language conventions. Little did I know, that this basic definition is only a drop in the ocean of what literacy actually means. What information literacy (IL) means.

As the course progressed, through the module readings and discussions, my knowledge and understanding of IL was  broadening beyond that initial ‘drop’.  As seen in forum post 2.3 Information Society, my definitions (plural as there were many in my mind) of  the nature of the information society and IL were constantly challenged and reconstructed and then affirmed and then again modified! My personal learning mechanisms were also developing in the ways I located, managed, organised, applied and interpreted IL within my own contexts (as a teacher, a TL, a parent, a student, an Australian citizen, a daughter to elderly parents). Particularly, throughout the considerable changes that have taken place in our world over the past couple of months in dealing with COVID19. In turn, the information landscape dramatically changed, forcing everyone to adapt accordingly. Digital literacy skills rapidly evolved as teachers, students, parents, the professional community, businesses, governments… the WHOLE WORLD needed to respond to the changing landscape and manage IL in a new (online, working from home, not working, isolating, social distancing, remote learning) context.

IL has been extensively defined by many researchers and educational authorities. From when it was initially coined by Paul Zurkowski in 1974, definitions of IL and many others including multiliteracies, have since emerged and constantly evolved. Through collating of definitions that resounded with my own understanding, mainly from the Australian and New Zealand Information Literacy Framework and CILIP definitions and models, I have developed my own in the form of an IL acrostic poem!

Locate needed information efficiently and effectively in a variety of formats                    Independently evaluate information and sources of information in every day settings                      Think critically and organise information to create meaningful knowledge                                              Examine needs and access appropriate information to address these needs/problem solve Recognise and understand political, cultural and economic factors in the use of information Apply and use information (whether prior or newly learnt) ethically and legally          Communicate/share/present information collaboratively using a range of media                            YOLO! You only lifelong learn (through enhanced IL skills) once

IL models

Exploring the IL models in module 5 was a real light-bulb moment! In the past, I’ve come across guided inquiry design (GID)  and project based learning (PBL) in my school (as mentioned in my forum posts 5.a: information literacy model, 5.3b: Guided inquiry and DISCUSSION: what I am planning to do), however, not effectively carried out. It was interesting to investigate the various models presented as each framework was constructed differently yet all served the same purpose of promoting students’ inquiry and critical thinking abilities and developing their IL skills through this process. However, each model has features that are more suitable for use based on the school context, available resources, the learners and their learning community. For instance, Kuhlthau’s ISP and the GID are focused in all steps of the process to engage the learner in evaluative knowledge construction while directly catering for the design and implementation of inquiry units, thus, meeting the Australian Curriculum inquiry learning requirements. However, this IL model may not be suitable to use with a Year 2 class undertaking a history or science unit as certain steps in the process aim to build on background knowledge and allow for independent questioning skills, which students at that level may find challenging. Although, having a TL collaboratively designing and implementing such a unit with the classroom teacher, even at a Year 2 level, could provide extensive support and enhance and further guide the inquiry learning  process.

the TL role in inquiry learning

Over the course of ETL401, my understanding of the role of the TL has significantly developed and extended beyond my initial thoughts and limited knowledge of what the TL’s role is, as explored in my first blog post My journey to ‘library land’. Through the module readings, I have gained insight into the crucial role of the TL in inquiry learning. In order to promote, design, and implement inquiry learning opportunities effectively, extensive collaboration (as reflected upon in my post We’re all in this together!) and planning with classroom teachers and the school community is required as well as support when implementing inquiry learning units. Thus, essentially, TLs are inquiry learning’s very own PR!

References

Bundy, A. (Ed.) (2004). Australian and New Zealand information literacy framework: Principles, standards and practice. 2nd ed. Australian and New Zealand Institute for Information Literacy.  https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf

CILIP The Library and Information Association. (n.d.). Definitions and models. https://infolit.org.uk/definitions-models/

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

Kuhlthau, C.C., (2018). Longitudinal Evidence of the Influence of the ISP on Information Workers. http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

Kuhlthau, C.C, Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. [CA: Libraries Unlimited.]  https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=1887925

Lamer, J. (2015, July 13). Project-Based Learning vs. Problem-Based Learning vs. X-BL. George Lucas Education Foundation. https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

Zurkowski, P.G.  (1974). The information service environment relationships and priorities. Related paper no. 5. National Commission on Libraries and Information.