Part C: Reflective practice- 700 words

 “We do not learn from experience we learn from reflecting on experience”. –  John Dewey

According to American Library Association, “Information literacy is a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.’

My understanding of information literacy (IL) has developed immensely in last few months while working on this unit. Many students find it extremely difficult while researching for quality information due to plethora of information available. The endless streaming of information from multitude forms of electronic devices makes it difficult to seek reliable information. By 2012, enough data was being generated each day to fill all the libraries in the United States eight times over (Floridi, 2014).

IL is a set of intellectual skills that students need to be successful in their lives. Abilock (2004) takes a much broader view of information literacy. She asserts that IL is transformational process with a set of competencies and thinking skills that are cross curriculum in nature.

To become a successful 21^st century learner in this ever-changing complex information landscape, IL is absolute essential. It incorporates under its umbrella many other literacies like digital literacy, cultural literacy, visual literacy and many more (Shapiro and Hughes, 1996; Virkus, 2003). Kuhlthau outlines (2004) that IL is not a discrete set of skills, but rather a ‘way of learning’.

There are a vast number of Information literacy models available: – Neuman’s iLearn model; Herring’s PLUS model (Purpose, Location, Use, Self-Evaluation), the Big6 information skills, developed by Eisenberg and Berkowitz; the Seven Pillars of Information Literacy (managing, evaluating, presenting, gathering, identifying, planning, and scoping information), developed by the SCONUL Advisory Committee and Information Search Process (ISP), which is now aligned with the Guided Inquiry Design model (GID).

I found GID model the most appealing out of all inquiry models as it supports the steps taken by researchers (ISP) and the various phases of inquiry units (GID). It is supported by Kuhlthau’s broad research spanning more than 30 years (Kuhlthau, 2004). Students are continuously guided as well as relevant and timely feedback is given to help them form an inquiry question. Students also feel a sense of ownership as the learning process is tailored to their individual needs.  As they become familiar with the eight phases of GID model, they become more confident to search relevant information from a variety of sources most of which is irrelevant and overwhelming for school learning. Acquiring these essential research skills prepares them to successfully embrace the challenges of 21^st century learning and equips them with lifelong skills of deep and meaningful learning. Transformational opportunities for students ‘collaboration, creativity, and technology experiences move students on the hierarchy of Bloom’s Taxonomy (Bloom et al., 1956).

As a resource specialist, I think the librarians can support students learning in these eight phases of inquiry process by giving them access to quality resources. They can enable access to variety of scaffolding resources which can prove to be beneficial for their learning. Librarians who have specialised knowledge and training can help students locate, evaluate, and use that information. Librarians can transform the school into an inquiry community through their excellent organisational and collaboration skills. I feel somewhat confident to design more units of work based on GID model after having designed my first unit of work for this assignment. I do need to read and research more. I also feel that collaboration is not always very effective and easy as schools are busy places and classroom teachers often have shortage of time. School librarians can successfully and confidently execute this IL model if there is explicit support and understanding from school leaders or principal.

“If school librarians facilitate student-led inquiry at least weekly, that dramatically improves the odds that students have been taught the full range of essential information literacy skills.” – Lance, K.C.& Maniotes, L.K(2020)

References: –

Abilock, D. (2004). Information literacy: an overview of design, process, and outcomes. Retrieved from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bloom, B. S., Eglehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: A classification of educational goals. NY: Longmans Publishing

Floridi, L. (2014). The fourth revolution: how the infosphere is reshaping human reality. Oxford University Press.

Lance, K.C.; Maniotes L.K. (2020) Linking Librarians, Inquiry Learning, and Information Literacy? Vol.101(7), 47-51 Phi Delta Kappan

Kuhlthau, C.C. (2004). Seeking meaning: a process approach to library and information services (2nd ed) Westport, Conn. Libraries Unlimited.

Shapiro, J. and Hughes, S. (1996). Information literacy as a liberal art. Retrieved from http://www.educause.edu/pub/er/review/reviewArticles/31231.html