Reflection on learning

Before beginning this learning journey, I spent considerable time considering the ways in which a good TL could contribute to and enhance the learning that happens in schools. In my post Assessment Item 1 I identified the development of information literacy as a key responsibility of teacher librarians. ETL401 has provided opportunities to explore the nature, value and teaching involved in developing quality information literacy programs.

In my initial post, I noted that, while information literacy was a key focus for Teacher Librarians, I did not know exactly what it is. This could be because the precise definition is yet to be developed. Indeed, the exact nature of literacy itself is under debate. One of the areas under discussion is whether information literacy is a process or a product (Combes, Fitzgerald & O’Connell, 2019). In their definition of information literacy, The Association of College and Research Libraries (2015) indicates that it is a product – the complex ability to discover, value, use and reflect on information and to participate ethically in learning communities. The Australian Library and Information Association (2001), Rader (2004), Bundy (2005) and Secker and Coonan (2012) agree. Others use the term “information fluency” to describe the outcome of instruction in information literacy. In my Thinkspace reflection on information literacy theory, I stated my developing opinion that it is a set of skills that can be taught but that the ability of students to learn, in a primary school setting, to take account of the context of an information search and how this effects the outcome, was unclear.

Lupton (2014) describes the unfortunate mis-alignment of inquiry skills in the Australian Curriculum. This is problematic when approaching information literacy teaching from a subject-specific viewpoint and indicates that a whole-school approach to the teaching and learning of inquiry skills is needed. Bonanno (2014) addresses this by providing a scope and sequence of inquiry skills. Teacher librarians are in the fortunate position of being involved in all subjects at all levels and can assist other staff to learn about and implement inquiry learning strategies. The leadership dimension of this is something that I had not considered, yet it is a vital part of the role. I discussed this in my discussion post in module 5.4a, describing the need for principals to be supportive of collaborative strategies between the teacher librarian and other staff members. This view is aligned with those of Kutner and Armstrong (2012), which I discuss in my Thinkspace reflection on information literacy theory. An Information Literacy model describes the ways in which a person moves from ignorance to understanding (Combes, Fitzgerald & O’Connell, 2019). Of the five models presented in module 5.3, I found Kuhlthau’s (2007) Information Search Process to be the most thorough and intuitive (though my employer would prefer I use the NSW Information Search Process).

Part of the role of teacher librarians is to engage students in inquiry learning. This is an area that, in my initial post, I had not even considered. Collaboration with class teachers is an important feature of inquiry learning. In my discussion post for module 4.2, I noted that Langford’s (2008) assertion that teachers collaborate most readily in connected and supportive environments, has been borne out in my experience. This reinforces the importance of forming strong, positive relationships with colleagues. The complementary roles of class teacher, concerned with the acquisition of subject specific skills and knowledge, and teacher librarian, concerned with information literacy skills, combine to provide a rich learning environment for students to explore what and how to learn. One of the advantageous features of the Guided Inquiry Design protocol (Kuhlthau, Caspari, and Maniotes, 2015) is the time spent exploring background information before students have the opportunity to develop questions. This was quite a shift in thinking for me and I am so glad to have had the opportunity to explore it in depth while writing assignment 3. I had spent many a frustrated evening trying to work out why my students were having such difficulty designing questions and were so very disengaged in a format that is so highly regarded. Of course, it was because they didn’t know what they didn’t know. By giving them time to become curious, showing them the surface level information, they could then use the investigation tasks to delve deeper, rather than just skimming the surface. I have come to the understanding that it is the role of the TL to develop in students the skills they will need to for lifelong learning. Managing, organising and analysing information is just as important, if not more so, than the location of it. I believe this is going to be the key to eliminating or at least minimising “copy and paste syndrome” (FitzGerald, 2015).

References

Bonanno, K. with Fitzgerald, L. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Eduwebinar Pty Ltd.

Bundy, A (2005). The Australian and New Zealand Information Literacy Framework: principles, standards and practice (ANZIIL)-Appendix B. Retrieved from https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/B9781843340652500175?via%3Dihub

Combes, B., Fitzgerald, L. and O’Connell, J. (2019). Information Literacy Theories. In ETL401: Introduction to Teacher Librarianship. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899468_1

FitzGerald, L. (2015). Guided inquiry in practice. Scan: The Journal for Educators, 34(4), 16.

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century, 2nd Edition. Santa Barbara, California: Libraries Unlimited.

Kutner, L. & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. CSU Library

Langford, L. (2008). Collaboration: Force or forced, Part 2. Scan, 27/1, 31-37. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=166077;res=AEIPT

Lupton, M. (2014). Inquiry skills in the Australian Curriculum v6: A bird’s-eye view. Access, 28(4), 8-29.

Rader, H. B. (2004). Building faculty-librarian partnerships to prepare students for information fluency. College and research libraries news, 65(2), 74-77.

Secker, J., & Coonan, E. (Eds.). (2012). Rethinig information literacy : A practical framework for supporting learning. Retrieved from https://ebookcentral.proquest.com