401 Reflective Practice

Information Literacy is a larger concept than I realised. Originally, my understanding of the concept was the ‘traditional’ literate term of being able to read, write, listen, speak, view and understand a language and its meaning. This understanding stemmed from the English Syllabus and how it was structured to view these components as the most important aspects of language. Information was known as the pieces of knowledge we collect to shape understanding and meaning within our world (Bernard, 2019, March 19). My understanding of information has shifted to a more relevant, concise and useful term and IL is the ability to create meaningful experiences and understanding through a range of skills interacting with information (Wallace & Husid, 2017). It is through the application of IL models that I now have the understanding I do today.

The strongest connection I had to an IL framework throughout this subject was Six Frames for Information Literacy Education (Bruce, Edwards & Lupton, 2015). Information Literacy is a fluid concept and dependent on the context and the purpose of the task required. The Six Frames understanding about the different applications of IL solidified. Each task will provide students with new areas of information to explore and as a TL, we must adopt the various roles to ensure students are exploring and developing a deep understanding of all aspects of IL, not just the ‘frame’ we identify with most. The right information resources and strategies morph depending on the subject content and IL is equipping students will the skills to navigate the changing environment and understand the organisation of information (Talja & Lloyd, 2010).

Challenges will arise through resistance to change and the continually fluid nature of information. Students and teachers need to constantly adapt and update the skills to work with IL. It is a set of skills and a way of learning. It is the identification and understanding of information to pass on ideas, but it is also a way of learning how to transfer information across a wide variety of settings, an extension of the current knowledge to delve deeper into a concept.

Due to my limited knowledge of IL, the introduction of models was a learning curb. IL models incorporate the steps and IL skills needed to complete an inquiry task. The models allow for exploration of a topic and the movement between not knowing to understanding. Models incorporate inquiry learning to shape the movement of learning and includes reflection to apply learning into a range of contexts. Exploring the different models available, knowing my students’ need, the GID model promoted engagement, interaction and in-depth exploration, rather than a step by step exploration.

The TL role’s has expanded beyond my original understanding as a store-keeper of books and an instigator for a lifelong love of literacy (Bernard, 2019, March 13). The TL’s role focuses on the transferal of knowledge in all forms and becoming information specialists, managers and leaders (ASLA, 2019). Inquiry learning allows TL’s to become a facilitator, skill builder and supplier whilst developing classroom teachers’ understanding and own skills to further assist the students.

TL’s have become a central force in developing community projects and through the application of IL models, students are able to combine their own interests with making a difference in the larger community context and generating real-world applications to transfer their skills between.

Learning is a continual and lifelong challenge. It allows for skills to be honed and understanding to bloom. Reflection allows for greater learning to take place where it may have been lacking. I realise that my interaction with information, especially in the form of blog posts is very lacking and has created a greater challenge for me, however, I am able to note and grow in this digital landscape and ensure that next time I will have a higher focus, not just engaging with the material but digging in deep and apply my IL into a range of contexts and environments to receive a boost my learning and demonstrate my own knowledge, even if that is just to myself.

References:

Australian School Library Association (2019). Retrieved from https://asla.org.au/what-is-a-teacher-librarian

Bernard, P. (2019, March 13). My Understanding of the Role of TLs [Thinkspace Blog]. Retrieved from Charles Sturt University https://thinkspace.csu.edu.au/paigespages/2019/03/13/13-3-19-my-understanding-of-the-role-of-tls/

Bernard, P. (2019, March 19). Thinking About Information [Online Discussion Comment]. Retrieved from Charles Sturt University https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42380_1&conf_id=_78883_1&forum_id=_147403_1&message_id=_2191782_1&nav=discussion_board_entry

Bruce, C., Edwards, S., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. ITALICS, 5(1).

Talja, S. & Lloyd, A. (2010). Integrating theories of learning, literacies and information practices. In Talja, S. & Lloyd, A. (2010). Practising information literacy: Bringing theories of learning, practice and information literacy together. WaggaWagga, NSW: Centre for Information Studies.

Wallace, V. & Husid, W. (2017). Collaborating for Inquiry-Based Learning: School Librarians and Teachers Partner For Student Achievement. 2nd ed. Santa Barbara, Ca: Libraries Unlimited.

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