After completing the reading of all modules in the subject ‘introduction to teacher librarianship’ I understood how limited was my knowledge about information literacy and the great role of Teacher librarian (TL). When I read through all modules it gave me a deeper insight into the information, information literacy, different information models, 21st century skills and the impact a TL can make in developing these skills to make the students global citizens. In this blog, I am going to write my understanding about information literacy, information literacy models and the role of the Teacher Librarian in this evolving technological world. From the term literacy to information literacy there are a lot of skills to acquire rather than just reading, listening and critical thinking.
Chartered Institute of Library Information Professionals (2018) defines “information literacy as the ability to think critically and make balanced judgements about any information find and use. It empowers us as citizens to reach and express informed views and engage fully with society”. To become an information literate a person should have different competencies. As technology is constantly evolving, it affects every sphere of life. Students are bombarded with information and the role of TL as I mentioned in my blog information society, should be as a creator, research specialist and innovator. The common aim of information literacy as lifelong learning gives a new way of thinking for information literacy and employment skills. Information literacy emerges as a part of formal and informal learning in education, work and everyday situations. It provides a scaffold to participate and learn in all areas of life. So information literacy has a broader sense in school, workplace, leisure activities, community participation and lifelong learning. As I write in my blog information literacy it is a multi-faceted term. Information literacy is not a set of skills and characteristics. It is a complex term with different ways of interaction with information which include content frame, competency frame, learning to learn frame and personal relevance frame (Talja et al., 2010).
In order to structure, the abundance of information literacy skills in the Australian Curriculum and the general capabilities schools use a range of models. The model allows teachers and students to use the steps of the model to break down the inquiry task into separate steps. Schools can select which mode they need to implement in the school. The way inquiry is portrayed in the Australian curriculum offers opportunities as well as challenges to the TL. Some of the models mentioned in the modules are Plus model, NSW information search process (ISP), I-LEARN, Big six and Guided inquiry design process. Big six model is a metacognitive scaffold and guides students through the thought process and decision making which is needed to gather information and assist the students in formulating, solving a problem or making a decision (Wolf, 2003). I- LEARN is a learning focused model for information literacy skills instruction (Greenwell, 2013). Plus model helps to improve student learning by making more information literate (Herring et al., 2002). There are some issues that stand in the way of implementing the inquiry model. One is the content-heavy curriculum that gives less time for teachers to collaborate with the librarian. Another one is ignorance of the benefit of the model and some teachers resistance for change. (Forum4.1)
The role of TL in this scenario is that of a collaborator. TL has the advantage of curriculum responsibility. As Mandy Lupton(2014) writes TL should have a bird’s eye view of the curriculum across year levels and subjects rather than a narrow one. TL can collaborate with the classroom teacher to create meaningful learning experiences for the learners as a class teachers content knowledge and TL’s information literacy knowledge together can bring great impact to the learners to help them fit for 21st century. TL can strengthen the gap between inquiry skills and information literacy.
Schools that do not include TL in their schools are disadvantaging their students by preventing information literacy skills and 21st century skills. If the school are excluding TL from the curriculum they are forbidding TL’s ability to provide innovative inquiry lessons and technology in the classroom. (Forum4.3)
As a student of TL course, my understandings of the TL standards for highly proficient teacher from these modules definitely helped me to understand my role and the standards that I need to achieve.
References
CILIP The library and Information Association( n.d).Definition and models.https://infolit.org.uk/definitions-models/
Greenwell, S., (2013) An experimental study using the I- LEARN model for information literacy instruction. Theses and dissertations-curriculum and instruction, paper6.
Herring, J. E., Tarter, A. M., & Naylor, S. 2002. School libraries worldwide 8(1) 1-24.
Lupton, M. (2014). Inquiry skills in the Australian Curriculum V6, Access, November.
Talja, S., & Loyd, A.(2010). Practising information literacy: Bringing theories of learning, practice and information literacy together.
Wolf, S. (2003). The big six information skills as a metacognitive scaffold: A case study. School Library Media Research,6.