Who C-A-I-R-S about library research guides?

The TL does!

As I progressed through this subject, I have developed greater understanding and insight into how technology can be used and applied to enhance student learning. In today’s information-driven and information-overloaded society, there is a great need to equip students with the appropriate skills and strategies to navigate through this ever-changing information environment. As an information specialist, the teacher librarian (TL) plays a crucial role in developing student information literacy skills and the ability to utilise digital technologies in developing problem-solving and critical thinking methods.

Through the process of creating the Library Research Guide in Part A, my technical abilities and knowledge in how to select and produce useful learning objects, evolved significantly. At first, the task proved challenging and I felt out of my depth with the technical aspects of designing and publishing the digital guide. However, much support was provided through the discussion forum and assessment resources made available. The guide was designed to support the learning of Year 10 Science students undertaking an inquiry task in LW3 – Genetics and Biotechnology (NESA, 2018), through various curriculum-based learning objects. These resources were closely aligned with various General Capabilities (GCs) in the Australian Curriculum, including critical and creative thinking, ICT capability, literacy and ethical understanding (ACARA, 2013). The cross-curriculum priority area of sustainability was also selected for when creating the learning objects.

In order to meet the needs of the target audience and provide effective teaching and learning support, various considerations needed to be made (and constantly referred back to… and then re-made) throughout the design and creation process of the library research guide. Posing questions about a number of aspects along the way developed my thinking and learning in this process:

Curriculum alignment –

Do the learning objects effectively support the chosen GCs? Are the GCs and CCPs relevant to the teaching and learning context? How can I include extension opportunities for higher ability students in each learning object?

Accessibility –

How can I make this research guide dynamic and accessible for different types of learners? What are some ways to make sure it follows the WCAG guidelines? What are some effective web design techniques to ensure equal access?

Information literacy –

Does my guide support information literacy skill development? How can I add instructions to better guide student learning? How can I support students with different learning abilities?

Readability –

What is the readability level of this resource? Are readability tests sufficient in determining how suitable a source is? How can I use my own professional judgement objectively?

Selecting sources –

How do I use effective search strategies in selecting sources? How do I evaluate their relevance and quality in supporting my target audience? Do they meet the information needs for my target audience?

These questions and investigation points were not only pivotal in creating the library research guide, they were key factors in reinforcing a deeper understanding of how the TL plays a central role in developing whole-school community awareness of information literacy needs and catering for these needs. In particular, how to integrate teaching and curriculum-focused learning opportunities with links to the GCs and CCPs within units of work, which are central elements of 21st century learning, as explored in a previous post (Boulos, 2020, para. 8). Thus, by progressively building on library research guides to include various learning/subject areas and providing information literacy support across the school, teaching and learning practices would shift towards 21st century inquiry learning, resulting in positive student outcomes.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General capabilities in the Australian Curriculum.  https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Boulos, N. (2020, May 23). Reflecting from home (RFH). From a Laboratory to a Library; Reflections of a Novice Teacher Librarian. https://thinkspace.csu.edu.au/nancybee/2020/05/23/reflecting-from-home-rfh/

NSW Education Standards Authority (NESA). (2018). Science Years 7-10 Syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-7-10-2018