Category: Forum Posts

ETL401 Forum Posts

Information Literacy and my IL role

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There is a need for a consistent approach to information literacy across the school and the TL is in an ideal position to assist and collaborate in the development and implementation of such a model. As much of the research suggests (Langford, 1998; Bruce, Edwards, & Lupton, 2007), when implementing an appropriate IL model, context and purpose must be taken into consideration. I agree with Lupton (2004) in that IL is an approach to learning. I believe IL to be the catalyst for deep and meaningful learning. When seeking and using information, IL assists in the process and in developing understanding of the material. The six frames seem to be suitable for different contexts of information learning; depending on the needs of the learner. For example, the Competency Frame takes on a behaviourist approach, whereby a set of competencies are taught at a particular time in response to a particular need. In Forum 5.2_2, Watterson (2017) highlights in her experience in primary education, these students need a skills-based approach to master basic IL skills before moving onto higher order skills in later years.

The Frame that sits most comfortably with me is the Learning to Learn Frame, as it is constructivist in nature and an approach that I believe is most useful and relevant to enhancing student engagement and learning. However, as mentioned earlier, all frames have their use and place in IL, so I also find the Relational Frame very interesting as a way of bringing together different approaches; content and experiences. Ultimately, it makes the most sense to make use of different frames to meet different needs. I thought this section of Bruce, Edwards and Lupton’s (2007) reading was really poignant: “Being encouraged to experience information literacy in a range of increasingly complex ways will mean that students have a broader repertoire upon which to draw with each situation where they are learning through finding and using information” (p. 54).

Bruce, Edwards and Lupton (2007) also identify the need to be explicit in our IL instruction and not assume that students know how to write an argument or find relevant information; therefore, we must explicitly teach the task words as part of IL instruction. So that students can achieve, we need to set them up for success by being explicit in our expectations. As IL specialists, we also need to address a range of different skills needed to be IL; including assessing the validity of sources. Bruce, Edwards and Lupton (2007) suggest there is a need to go beyond a web evaluation checklist, to highlight the level of writing or sophistication of sources (p. 53). There is a need for students to make use of a variety of reliable sources; therefore, there is a need for students to be able to assess the written quality of sources. Student evaluation of sources should include the “surface signs of authority” and the “ideas, opinions and perspectives apparent in the source and the quality, style and tone of the writing” (Bruce, Edwards & Lupton, 2007, p. 53). In my IL role, I could embed these different frames into an IL process for my students and into learning experiences, so that students can experience the process firsthand. I will need to work closely with my colleagues to develop an IL model that provides authentic contexts, relevant applications and/or issues, ongoing assessment, innovative learning experiences, and embedded information literacy skills (Abilock, 2017).

 

References

Abilock, D. (2015). Information literacy. Building blocks of research: Overview of design process and outcomes. NoodleTools. Retrieved from https://web.archive.org/web/20160409135915/http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education. In S. Andretta (Ed.). Change and challenge: Information literacy for the 21st century. Blackwood, SA: Auslib Press. eBook, CSU Library Reserve.

Langford, L. (1998). Information literacy: A clarification. School Libraries Worldwide, 4(1), 59-72. Retrieved from http://www.fno.org/oct98/clarify.html

Lupton, M. (2004). The learning connection: Information literacy and the student experience. Adelaide: Auslib Press.

Watterson, S. (2017, April 28). Forum 5.2_2 Information literacy [Online forum comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_84785_1&nav=discussion_board_entry&conf_id=_42098_1&course_id=_23912_1&message_id=_1117050_1#msg__1117050_1Id

 

[Reflection: Module 5.2]

Information literacy transfer

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Herring (2011) found that a small minority of students identified as non-transferrers, in that they did not transfer knowledge or skills from one subject to another (p. 13). The majority of students believed in transfer in principle but were reluctant to transfer without the guidance and/or encouragement of teachers (Herring, 2011, p. 13). I have definitely experienced this in my teaching as a classroom teacher and as a teacher librarian. My students often do not clearly (or vocally) transfer their skills and knowledge from one subject to another. When I’m teaching, I explicitly make those connections for my students and ask them to tap into their prior knowledge and what they are studying or skills they are using in other subject areas. Herring (2011) also noted that teachers and teacher librarians are often found expecting that transfer just happens or is inevitable; however, this is not the case. As with most effective teaching, these strategies must be explicitly taught and practiced. I think transfer can be supported and encouraged by ensuring consistent literacy language and protocols are used school-wide. There needs to be a common approach and common terminology across all departments and with all teachers, so that students may clearly see the similarities and connections. Students should also be explicitly encouraged to transfer through best teaching practice, which highlights when skills or knowledge intersect between areas. By the sounds of it, most of us agree that consistent language and a common approach to transfer is a practical way of encouraging students to transfer information literacy skills and practices from one subject to another.

 

Reference

Herring, J. E. (2011).  Year 7 students, information literacy, and transfer: a grounded theory. School Library Research, 14, 1-31. Retrieved from http://bilby.unilinc.edu.au/

[Forum Reflection: Module 5.4_2]

Reflection: Opportunities for collaboration

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I have recently come across Eschler’s (2016) study of the collaboration behaviours of Finnish teachers – I found it was a great read. Eschler’s (2016) findings support the ascertain that the quality and effectiveness of Finnish teachers has greatly contributed to Finland’s educational success (p. 14). Ultimately, he found that Finnish teachers have two common principles that have contributed to their success; collaboration and autonomy. Regarding collaboration, Finnish teachers demonstrate three collaboration behaviours; sharing information and knowledge, planning, and problem-solving (Eschler, 2016). Out of his study, 95% of teachers indicated that they engaged in all three of these behaviours and teachers believed these to be interconnected (Eschler, 2016). His conclusions indicate that teachers engage in both formal and informal collaboration structures and collaborate in a variety of ways for different purposes. Teachers are also not confined to collaboration just within their departments. Effective collaboration occurs across the school and with and between most teachers.

Many other articles have also posited the importance of student and teacher autonomy in enhancing outcomes and education systems.

The Guardian: How Finnish schools shine

Forbes: Finland offers lessons for building student, teacher autonomy

 

So, my thoughts on collaboration:

What possibilities could arise for collaboration between teachers and teacher librarian?

  • The need for PD and shared learning to stay abreast of new pedagogical approaches and/or technology.
  • Planning and reflecting on programs.
  • Setting short and long-term goals for departments and wider school community.
  • Organising school events e.g. Literature Festival and/or book fare.
  • Organising guest speakers and other events.

In what ways could I begin to develop collaboration with teachers in my school?

  • Work with teachers to develop inquiry units of work.
  • Work with teachers to develop teaching and assessment material; including, Assignment Help Pages, source sheets, collaborative group work activities.
  • Offer PD opportunities for teachers.
  • Work with Learning Enrichment teachers to develop strategies that assist student learning; including digital support such as, text-to-speech software and Learning Tools in OneNote.

 

Reference

Eschler, B. H. (2016). Finnish teacher collaboration: The behaviors, learning, and formality of teacher collaboration. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

The Complex Nature of Defining a Complex Concept

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Defining Literacy and Changing Literacy Needs.

Put simply, literacy is the ability to read, write, speak and understand in a variety of contexts and with a variety of modes. Literacy encompasses more than the basics of comprehension. It has evolved to include a complex array of skills needed to better understand the information world we live in. When Gee (1991) defines literacy, he first explores the concepts of discourse and the patterns of learning and acquisition. He posits that acquisition is a more powerful tool to understanding than learning, which can become a separate, compartmentalised process in a classroom (Gee, 1991, p. 5-6). This explanation resonates strongly with me, as I find distinct connections between this and the importance of information literacy models in schools. Rather than learning a model out of context, it is crucial that a model is demonstrated by the teaching team and that the model is a distinct part of the information seeking and use journey. Gee (1991) suggests that literacy is the “control of secondary uses of language” (p. 8). This implies that literacy occurs in the realms outside of basic oral skills, as it involves both written and oral language in a range of environments. Gee (2010) goes on to explain, “literacy is mastered through acquisition, not learning, that is, it requires exposure to models in natural, meaningful, and functional settings, and teaching is not liable to be very successful – it may even initially get in the way” (p. 8). This supports my earlier assertion that these concepts greatly relate to the importance of embedding information literacy models in schools. Warlick (2005) supports this perspective, as he proposes the redefining and integrating of literacy into schools assists teachers in planning effective curriculum and better equips students for their futures. Furthermore, Warlick (2005) posits if “information is changing, then our sense of what it means to be literate must also change” (para. 6). Cope and Kalantzis (2009), speak of a need for educators and learners to expand their repertoire to respond to the changing landscape of literacy. It seems that users may require a combination of new literacy skills and also an extension of the traditional literacy skills to respond to and work with new formats and modes of delivery. Kalantzis and Cope (2015) also suggest a need to respond to new hybrid literacies and multimodalities (p. 17). Accordingly, Armstrong and Warlick (2004) identify the challenge and importance of emphasising literacy skills that reflect the current information environment. Students still require fundamental literacy skills; however, they are much more involved than they once were due to the changing information landscape. Being literate has developed from the three R’s (reading, writing, arithmetic) to the 4 E’s (expose, employ, express, and ethics on the Internet). For example, students can no longer take validity and credibility for granted. Students must be critical information users and employ effective strategies to navigate and use information. Warlick (2005) is critical of current education trends such as a key focus on integrating technology into schools. Instead, Warlick stresses the importance of integrating contemporary literacies into education, so as to equip students with the skills needed to navigate all aspects of their information world. It can be seen that literacy is an ever-important concept to grapple and should be a focus for schools in developing their students’ capacities as 21st Century learners.

 

References

Armstrong, S., & Warlick, D. (2004). The new literacy: The 3Rs evolve into the 4Es. Technology & Learning, 25(2), 20-20,22,24,26,28. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

Cope, B. & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An international journal 4(3), 164-195. doi: 10.1080/15544800903076044

Gee, J. P. (1991). What is literacy? In C. Mitchell & K. Weiler (Eds.), Rewriting literacy: Culture and the discourse of the other (pp. 3-11). New York: Bergin & Garvey.

Kalantzis, M. & Cope, B. (2015). Regimes of literacy. In M. Hamilton, R. Heydon, K. Hibbert & R. Stooke (Eds.), Negotiating spaces for literacy learning: Multimodality and governmentality (pp. 15-24). London, United Kingdom: Bloomsbury Academic.

Warlick, D. (2005, March/April). The new literacy. Administrator Magazine. Retrieved from http://www.scholastic.com/browse/article.jsp?id=263&print=1

 

[Forum Reflection: Module 5.1]

Standards for Teacher Librarians

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ATSIL Standards and Australian School Library Association (2015) Evidence guide for teacher librarians in the proficient career stage.

Ways in which I could use one of the Evidence guides:

Use the standards as a guide to:

  • Better engage with students and staff
  • Develop programs or strengthen existing programs and/or procedures to enhance teaching and learning experiences
  • Increase accessibility of information for all students and their needs
  • Engage in PD opportunities
  • Develop my annual professional plans and ensure they align to the standards
  • Develop units of work and lessons
  • Develop policy relating to information retrieval and use
  • Engage and collaborate with the school community and other curriculum areas
  • Be a visible and valuable entity within the school community

As Karen Bonanno stated in her keynote address, these standards can be used develop a five-finger plan to success (CSU-SIS Learning Centre, 2011). Ultimately, TLs need to ensure their programs and services are relevant and in alignment with the necessary standards. These strategies will help to assist in promoting the library and TLs and to ensure TLs are meeting the same standards as required by all teachers nationwide.

 

Reference

CSU-SIS Learning Centre (Poster). (2011, October 23). ASLA 2011. Karen Bonanno, keynote speaker: A profession at the tipping point: Time to change the game plan [Video file]. Retrieved from https://vimeo.com/31003940

 

[Forum Reflection: Module 3.1]

Information Society

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Harquail, S. (2014). ? Information [Photograph]. Retrieved from https://www.flickr.com/photos/55648226@N03/14456349242/
I found the concept of information society to be much more accessible than some initial reading about the definition for “information”. After reading Webster’s five ways of defining information, I can see that the term refers to the way in which we develop, use and manipulate information and importantly, the values and lived experiences people bring to information and their understanding of it (2014). I think developments, or determinism, in the information society are driven by certain groups and the needs of those groups, whether with an economic, social or political agenda.

It’s important to understand the broader information landscape, as changes occur at a rapid rate. These changes take the form of developments in information, technology, and the users. Floridi (2007) describes the information landscape as an infosphere. The ease and increased access to information (frictionless infosphere) means people will have no right to ignore information, they will share a vast common knowledge which will develop over time, and experience an increase in accountability (Floridi, 2007). It is important to understand that this changing landscape will affect all aspects of our lives in a similar way that the industrial revolution affected the lives of those living during the 18th century. All aspects of information in our lives will change including the devices that deliver the information to us. This reontologisation means that as we come to live in an infosphere our lives will become increasingly synchronised, delocalised and correlated (Floridi, 2007). Ultimately, we will live in a space and time that we can no longer log out of. Floridi (2007) goes on to explain that older generations will be the last to remember the world when it could be both offline and online. This means, as TLs, our students and future learning spaces will become increasingly connected. We are already experiencing an environment where we log-on but no off. Our students, and at times ourselves, are connected informational organisms (inforgs), as they spend “more time connected than sleeping” (Floridi, 2007, p.63).

The implications of this mean that, as a TL, I will need to be flexible and up-to-date with the modes and devices which deliver information. With the developing infosphere, modes of communication, the amount of information available, and modes of interaction are simultaneously going through a phase of reengineering. My responsibility as an information specialist is to work with these changes to better support my students and staff in their acquisition of information and transference of knowledge. On a final, and specific note, I can already see that in relation to the cultural definition of the information society there will be a need to upskill our students in digital reading and meaning making; particularly, with the changes in delivery of NAPLAN.

References

Floridi, L. (2007). A Look into the Future Impact of ICT on Our Lives. Information Society, 23(1), 59-64. doi:10.1080/01972240601059094

Webster, F. (2014). Theories of the Information Society. Florence: Taylor and Francis. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=1656811

 

[Forum Reflection: Module 2.2]

We’re living in an information world

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After reading through the first section of Module 2, it is apparent that the varied definitions of information can lead to confusion about what it actually means. It’s difficult to pinpoint something that isn’t tangible and something that evolves and spreads. Information, to me, in its most important form, is when it transfers into knowledge. It is this process of transition, where information becomes most useful. This process of change is understanding. I think the core role of the TL is to develop understanding; to develop the skills to do something with the information. Information literacy forms a major component of a TL’s duties. This focus, of developing understanding and the skills to be able to understand, is a very exciting prospect for me as an incoming TL.

A major issue with the information world, at present, is the oversaturation of information. The digital world has provided an avenue for information to spread wide and fast. The issue arises when the information is shrouded with bias. For many, their main form of news and current affairs is their Facebook News Feed. But, the spread of information through digital means isn’t all bad. I think it has done a good job to expose people to a wider range of perspectives but we need to have the skills to discern between opinion and fact and to be able to make our own judgements and draw credible conclusions. The motivation for the spread of information has also changed over time. It has gone from the spread of ideas and enlightenment to the spread of commerce and it has become a money-making endeavour. Our job as TLs is to upskill staff and students in the areas of discernment, in order to sift through the information and select with care and consideration. Ultimately, it is vital to bring a critical eye to the world of information.

References

Davenport, T. H., & Prusak, L. (2000). Working knowledge: how organizations manage what they know. Boston, MA: Harvard Business School Press. Seminal work.

 

[Forum Reflection: Module 2.1]