Tag: information literacy

Assessment 3: Reflective Practice

In the beginning, there was an Early Childhood Teacher with a minimal understanding of the role of the Teacher Librarian within the school context. Therefore, when I decided to take on the challenge of this course, I had a limited view and looked only through the ‘literature lens’. I expected to become a literature expert teaching aspects of literacy through shared book experiences and teaching research skills related to non-fiction books.

The librarians (I had never referred to them as Teacher Librarians before this course!) managed the library space and resources. They taught classes across the school, often delivering lessons independently and with no relation to the curriculum context being taught in the classroom. As I reflect on my first ‘assessable blog post’, Little did I know… My understanding of the role of the Teacher Librarian (Gonye, 2022, March 10) I hadn’t anticipated that in a few short months, my understanding of the role and expectation of myself as a future Teacher Librarian would be defined in more detail than I ever imagined.

As the weeks progressed, the course material investigated various meanings of ‘information’ and ‘literacy’. These concepts were abstract ideas that needed further exploring and synthesising. In particular, the idea introduced in Module 2.1 Thinking about Information, The Data Knowledge Continuum (Wideman, 2008). I interpreted the information and devised a table with examples to explain clearly the progression from Chaos to Wisdom (Gonye, 2022, March 4). Then, according to the responses, I synthesised the concept for others to understand and apply to their teaching scenarios.

Next, I began to explore the notion of Information Literacy. As stated in my blog Reflections on Information Literacy, I had a basic understanding of the concept (Gonye, 2022, May 10). The breadth of Information Literacy is determined by the specific learning environment (context) and its function or purpose. Engaging in Information Literacy is a lifelong practice. Students can begin to make sense of information through Inquiry Learning experiences. With explicit guidance from the Teacher Librarian, they are taught how to navigate vast amounts of data by acquiring specific skills to clarify their research and investigations and learn how to interact with, connect with, respond to, and evaluate relevant information appropriately.

Before I started this subject, I was unaware of the many different Information Literacy and Inquiry Learning models. However, when I evaluated models for my unit of inquiry required for this assessment, I noticed many similarities between the models of The Big 6, The 5E model, Herring’s PLUS model, Kuhlthau’s Information Search Process and Kuhlthau’s Guided Inquiry Design Process. Each one has a clearly defined process that allows students to move through information and interpret it in various contexts.

As I examined many of the evidence-based information literacy models, starting with the Guided Inquiry Design (GID) model and the Information Search Process (ISP) as designed by  Kuhlthau, Maniotes and Caspari (2012). I connected with the notion of the research process being differentiated by thoughts (cognitive), feelings (affective), and actions (physical) features that the researcher will experience. This information literacy model gives the teachers and students a step-by-step process of breaking down the inquiry task and supports students’ challenges during the inquiry. This method identifies as a holistic approach to inquiry learning and research.

When I started to read more in-depth Module 3: The Role of the Teacher Librarian, the essential readings of Herring (2007), Lamb (2011), Purcell (2011) and Valenza (2010) highlighted varied aspects of this diverse role. When contributing to discussion 3.2, I noticed two succinct tables from Emma Peacock (Peacock, 2022, March 23) and Kathryn Westwood  (Westwood, 2022, March 26) listing the different views on the role of the Teacher Librarian. One of the apparent commonalities across the readings was that the Teacher Librarian teaches students across the whole school. Lupton (2014) stated that The Teacher Librarian is given a ‘bird’s-eye view’ of the curriculum’s implementation. With this unique perspective, the Teacher Librarian can become a valuable team member in students’ learning.

In a relatively short time, from writing one of my first blog entries, titled Baby Steps (Gonye, 2022, March 10)  to now, my understanding of the Teacher Librarian’s role has expanded beyond what I knew was possible. I now view the role through a ‘wider lens’. One in which my future self as a qualified Teacher Librarian can participate and lead inquiry, influence curriculum implementation and collaborate with other teachers and executives in delivering innovative and creative inquiry-based teaching and learning programs for students preparing to navigate and engage in an ever-changing information landscape.

References

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information. 27-42. https://doi.org/10.1016/B978-1-876938-43-7.50002-8

Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.C. (2012). Guided inquiry design: A framework for inquiry in your school.

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends: Linking Research & Practice To Improve Learning, 55 (4), 27-36. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=d5663cfb-397a-4c73-9ea4-64fede4b2b2b%40redis

Lupton, M. (2014). Inquiry skills in the Australian Curriculum v6: A birds-eye view. Access 28(4), 8-29. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=2&sid=32ed772c-0428-4b25-97a4-d34e3702172a%40redis

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of the school library media specialist. Library Media Connection, 29(3), 30-33 https://web-p-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=0&sid=82a8dbd5-c242-48d7-bc75-51eccc4ca051%40redis

Valenza, J. (2010, December 3). A revised manifesto. Never-ending Search. http://blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/

Wideman, R.M.(2008). The information hierarchy. [Powerpoint slides]. http://www.maxwideman.com/issacons/iac1013d/sld004.htm

Reflections on Information Literacy

What is Information Literacy?  It is hard to provide only one applicable definition. To me, it is more like an overarching concept. The concept describes the actions or steps an individual recognises and engages with to acquire information for a specific purpose. For example, you are reading a map to plan a road trip.

As I reflect on my first subject’s readings, I begin to clarify that not only is Information Literacy an integral component of a student being able to read and write, but it is so much more than that. Students need to navigate information and literacy to make meaning and become lifelong learners who can independently problem solve and apply their knowledge to real-world scenarios.

The concept of Information Literacy is fluid as the Information Landscape changes constantly. As a future Teacher Librarian, I need to be confident and knowledgeable to teach students how to apply a set of skills and competencies that will support higher learning and future employment.