Teacher Librarian in the Information Landscape

Floridi (2007) uses the notion of ‘infosphere’ to capture the idea of a world of information in which we live, what it is and how we interact with it. The Information Landscape is quite literally an ever-evolving concept, impacted by constant technological developments as well as how we as humans view and manipulate it.

Combes (2016) presents a very comprehensive webinar highlighting key considerations in this “confusing place” (Combes, 2016). It is necessary for teacher librarians to have a good grasp of this landscape to ensure that they are able to pro actively “contribute to the development of lifelong learners” (The Australian School Library Association, 2014). This is reiterated by ALIA (2014) in the use of strong, dynamic verbs such as “plan”, “teach”, “evaluate”, “interpret”, “provide”, “develop” and “promote” (ALIA, 2014) when identifying and explaining the three major roles a teacher librarian has within the library/school. The presence and actions of a teacher librarian are key to ensuring that the students and teachers have access to carefully identified and curated information resources, technologies are appropriate (Combes, 2016) and up to date and both students and teachers are supported in their understandings and use of technology. It goes without saying that teacher librarians themselves must continue to be well-informed and open to the myriad of information formats available. It is also important to understand that developments in technology will impact the way in which information can be delivered and may result in challenges around “effective integration of …technologies into student learning;” (ALIA, 2014). A teacher librarian really needs to be adaptable and flexible in their approach to the information landscape, to be fully aware of its unpredictable nature and be ready for action.

I was struck by the importance of assumptions we have made/make about information (Combes, 2016), in particular that more information is better. Teaching students to be selective and controlled in their research is a skill I wish my teacher librarian had taught me – I may have avoided many a moment of overwhelm, ‘concise’ was not a word in my vocabulary! I think that as a Teacher librarian it is essential to be aware of these assumptions, to be as in tune with the behaviour of information and its users as possible, to allow the delivery of accurate teaching and learning to take place within the ‘infosphere’ (Floridi, 2007).

This has lent itself to my thoughts around how I think the information landscape will affect my role as Teacher Librarian in a school. Being aware that the way in which we interpret information is determined not only by its very nature but also what we bring to the table means my students as well as fellow teachers will all interact and interpret information differently. Krause (2007) “found that students come to the classroom with different needs and experiences”. Stoeger (2009) supports this, noting that there is a “complexity of the students who enter the physical and the digital classroom”. As a teacher librarian I must differentiate to cater to all needs, providing students and teachers with many and varied opportunities to access information resources. This will in turn ensure fair and equal access (and success) for as many users as possible.

To ensure students are able to gather appropriate information and successfully reflect upon it, make good judgments (AEW, 2008) and utilise it to fulfil their needs, they must first access it correctly. We must be aware that whilst students may successfully access Google, “it does not mean that they know how to find quality information resources.” (Stoeger, 2009). The task of guiding students through the process and to develop confidence in ‘how’ to get to the information held in its many guises, forms part of the information skills practice that we teacher librarians must have in place in our programs. Shenton (2007) goes on to warn that if students are unable to understand how to use technology to find specific information, they will become discouraged, disillusioned, overwhelmed and lack direction. This results in an inability to see the benefits of using technology (the Internet in this case) in a “purposeful information-seeking manner” (Shenton, 2007).  I personally know that I need to digitally upskill myself, to not fear technology as much as I have and learn to view it as an important part of the process of gathering information. I can see this as a continuous personal learning journey and one in which I hope to bring students along with for the ride. I’d like to think that I am part of the ‘digital melting pot’ that Stoeger (2009) discusses whereby “all individuals, including those with low levels of competency, experience technology in a way that fosters opportunities without barriers.”.

 

References:

AEW. (2008). Community of practice: Part B. The Information Hierarchy. [slideshare ]

Australian School Library Association. (2014). What is a teacher librarian? Retrieved from https://asla.org.au/what-is-a-teacher-librarian

Combes, B. (2016). Information: Change and Issues [Webinar].

Interact 2. https://interact2.csu.edu.au

Floridi, L. (2007). A look into the future impact of ICT on our lives. The information Society, 23, 59-64.

Krause, K. (2007). Who is the e–generation and how are they fairing in higher education? In J. Lockard and M. Pegrum (Eds), Brave new classrooms: Democratic education and the Internet. (pp. 125–139). Peter Lang.

Shenton, A.K. (2007). The paradoxical world of young people’s information behaviour. School Libraries Worldwide, 13(2), 1-17.

Stoeger, S. (2009). The digital melting pot: Bridging the digital native-immigrant divide. First Monday, 14(7).