Information literacy (IL) is no longer an easy task for student and in regard to information seeking, the wide ranges of sources make it very difficult and demanding on students to acquire these skills. Although, demands of the 21st century demand that students should be quite self-efficient in these skills, acquire extensive knowledge to be able to use them and become effective lifelong learners of information use going forward and into a career.
Inquiry learning increases opportunities for students improving engagement and developing critical thinking skills. Inquiry skills are also embedded in the Australian Curriculum and together with IL skills, it allows the students to explore the curriculum topics engaging in areas they to express, create and develop their inquiry skills (Kuhlthan, Maniotes & Caspari, 2015).
Collaboration with teachers and teacher librarians (TL) help to assist, support, and implement inquiry tasks. Kuhlthau, Maniotes and Caspari (2015) suggest that inquiry models such as the Guided Inquiry Design or the Fosil Cycle can be used but also, IL model as in the Information Search Process (ISP) is useful when people have information needs. According to Kuhlthau, Maniotes and Caspari (2015) the Third Space creates a meaningful lasting learning place for the students taking students learning to a higher level. This enables students to draw on their own experiences, identifying questions and connecting with the inquiry process. This further enhances the students to become motivated learners building ownership and expertise towards their own learning skills and outcomes (FitzGerald, 2010).
The TL is well placed to assist students and teachers with inquiry systems and framework to further enhance learning and IL skills. The TL provides tools to support and contribute towards the development of lifelong learning in a rapidly ever-changing technological environment. However, the TL is faced with challenges to be able to facilitate Guided Inquiry to take learners to a higher level of learning sharing experiences and overcoming obstacles. Guided Inquiry requires more preparation and effort and together with explicit instruction so that students may adapt to this type of learning style (Kahlthau & Maniotes, 2010).
Further the principal is in a position to encourage the school environment to support and work with the TL, highlighting the sills and benefits they bring to the school and as curriculum specialist. Providing time to plan and classroom teachers being more flexible with their content by collaborating with the TL will only see positive student outcomes than not. Schools without TL support or an underutilised one may potentially see less motivated and unconfident students lacking in skills to access IL and evidently to become engaged and active learners (Loh, Sundaray, Merga & Gao, 2021).
It is evident from the literature that the importance of the TLs role in schools is paramount towards student learning in IL skills and the ability to find and seek information. The TL is in the best position to assist such learning and collaborating with teaching staff and the principal to support the community. Before undertaking these studies, it wasn’t something that I considered as a teacher in the school. The library is being used by classroom teachers whereby they are taking their class once a week to borrow/return, use the time to read or finish undone work but the fact the school didn’t have a TL was never a consideration that something was lacking. Commencing the term in TL studies has given another overview to the problem at large and the higher skills these students can obtain from the assistance of a TL and the demands of the 21st century. These skills that students can use to progress in their learning and the ability to add substance to their learning as lifelong learners taking their skills not only throughout their academic school years but into future careers.
References
FitzGerald, L. (2010). The twin purposes of guided inquiry: Guiding student inquiry and evidence-based practice. International Association of School Librarianship, 1-18.
Kuhlthau, C. C., & Maniotes, L. K. (2010). Building Guided Inquiry Teams for 21st Century Learners. School libraries Monthly, 26(5), 18-21.
Kuhlthau, C.C., Maniotes, L. K., & Caspari, A. K. (2015). Guided Inquiry learning in the 21 Century (2nd ed.). Libraries Unlimited.
Loh, C. E., Sundaray, S., Merga, M., & Gao, J. (2021). Principals and Teachers’ Perspectives of their school libraries and implications for school library policy. Journal of Library Administration, 61(5), 550-571.