I really am enjoying the podcasts provided at the start of each module! Working in an IB school myself, but not having it implemented in Primary, only Secondary, it was great to get an insight into how the role of the TL fits and works around it.
Rebecca Murray commented on IB schools needing to have qualified TLS and that NSW used to have it mandated so that every school used to have a TL as well – is that still the case?
Our Year 6s have been using the CRAP test to evaluate resources, something I’ve started exploring as I previously had no knowledge of this!
Listening to Episode 06 with Barbara Kristo, I enjoyed the discussion around creating a non-toxic environment and how to use technology to improve your skills to enhance your life, with the idea that it actually creates social inclusion.
Considering the term ‘literacy’…. for me, it is to have some understanding of knowledge at least. A child starting to read is becoming more and more literate every day, in the same way that someone uses various resources to find out information. That’s my definition – you don’t necessarily need to be good at it yet, but I do think you need some understanding.
It was interesting to read more into multiliteracies and the key elements, such as cultural and linguistic diversity, seeing how the concept of multiliteracies is influencing curriculum development and teaching practices; encouraging educators to prepare students for the complexities of communication in the world, and not just the traditional literacy demands.
As I move into starting to prepare for Assessment 03, I was drawn to the acknowledgement by UNESCO in the Alexandra Proclamation that information literacy, “lies at the core of lifelong learning”.
Looking at information literacy and inquiry learning models, I have begun to understand that they are often used synonymously, but do have complementary concepts. In particular, I liked how the FOSIL framework visually supported younger and older learners, adapting its framework for all to access. I thought the 8 phases of the GID provided clear structure and guidance for students’ information-to-knowledge journey but, again, liked how FOSIL minimalised this into 6 stages, although I do wonder if this may result in too broad an application, which could lead to misunderstanding.
For Forum Activity 3.3 Convergence:
Using the Gonski Institute for Education. (2020). Growing up digital Australia: Phase1 technical report, share your ideas and experiences about convergence by responding to the following prompts:
Has the school in which you work (or know best) developed an information literacy policy?
This is an ongoing process, where a whole-school policy is being created. At the moment, the focus has been shifted towards using devices respectfully and appropriately, as well as online safety, as Year 4 and up now bring their own devices to school.
How is information literacy approached in your school or experience?
Very poorly, in honestly. I haven’t really experienced any teaching or development around it other than what I’ve now started reading and learning in this course.
How is information fluency approached in your school or experience?
Same as above!
How is the convergence of literacies influencing and expanding the teaching role of the TL beyond the traditional information literacy paradigm?
It has become clearer to me that TLs are integral to incorporating digital literacy skills into their teaching, along with collaboration with teachers in enhancing students’ ability to assess source credibility and discern biases, as well as the design of lessons that support and guide the integration of technology into the curriculum.
TLs can ensure there is an emphasis on critical thinking across various literacies, and that students are able to question, analyse, and synthesise information, irrespective of its medium, developing the students’ abilities to navigate information and promote lifelong learning.