Part C: Reflective Practice
I have come to understand the important role the TL contributes towards the school environment. Collaboration with teachers and the principal were also key factors I never considered before. The benefits of the dual role of the TL as educator and librarian is valuable as curriculum specialists and pedagogy experts. Additionally, information literacy and inquiry learning became new concepts in my learning and the key role the TL contributes to schools when teaching these concepts.
I never considered how important information literacy is in critical thinking and development of students’ new skills and knowledge. Moreover, the TL teaches inquiry models to teachers and guides them to scaffold tasks towards student learning achievements. Subsequently, working collaboratively with the principal (Souflias, 2023, May 16) establishes trust, confidence, and accountability towards library programs and towards assisting student learning to build and maintain confidence in the role. (Hartzell, 2002) and (Merga, 2019).
Going forward, into the 21st Century (Souflias, 2023, May, 16), information literacy and the TLs’ specialised knowledge of inquiry models is foremost when considering which model would best suit the school context and its students. The way students learn and how they use their literacy skills is important if they are going to seek, use and access the information, but also how they will process that information (Laretive, 2019 & SCIS, 2016). Additionally, the TLs’ role, in assisting students’ progress and the skills needed is key in teaching information literacy (Souflias, 2023, May, 19) which can be complex when considering the evolving of multiple platforms. Digital literacy (DL) is another interchangeable term used in information literacy in which TLs guide students in DL to use technology, networks, and communication tools to further enhance their knowledge when using search engines.
IL (Souflias, 2023, May, 16) is a useful tool presented in the Australian Curriculum, which provides students opportunities to challenge themselves acquiring new skills and competencies. With the TLs’ assistance and working alongside the classroom teacher in modelling and explaining inquiry models, extends students’ knowledge, and meets the requirements stated in the curriculum adding to the quality of teaching. Kuhlthau, Maniotes and Caspari (2015) suggest using guided inquiry adds to the pedagogy of the school in the way teachers teach, students learn and the way the school community collaborates. This approach engages students as they acquired a sense of their own learning process. More importantly, learning strategies and skills that are transferable to all subjects and tasks alike. The pressure of the 21st century and the requirements stated in the Australian Curriculum place enormous pressure on teaching staff. Nevertheless, TL support to teachers and their fulfilment on accountability obligations is evident when students develop IL skills extending their knowledge and critical thinking.
The 5E model assisted students at all stages of learning and easily integrated with minimal steps in activities. When an inquiry model is not present within the school environment the focus then turns to teacher-centred rather than student-centred learning. Maniotes (2018) suggest, when the goal is to inspire students to ask their own personal questions, experiment and share outcomes and ideas, they begin to construct new knowledge, creating meaningful ways of understanding outcomes, guiding them to deeper understanding. Subsequently, student-centred tasks initiate questioning from “What I know?” to “What I want to know?” and finally “What I have learnt?”. The TL is key in schools to promote, teach, provide information and material, and assist both teachers and students in using inquiry models. TLs’ have strong elements of information literacy skills and have the knowledge to make connections between IL and the general capabilities of the Australian Curriculum. However, it remains notable, effective collaboration with teachers and the support of the principal will create positive sustainable work relationships and valued acknowledgment of the TLs role.
I look forward to the next chapter of learning as the course progresses.
References
Hartzell, G. (2002). The principal’s perceptions of school libraries and teacher-librarians. School Libraries Worldwide, 8(1), 92-110.
Laretive, J. (2019). Information literacy, young learners and the role of the teacher librarian. Journal of the Australian Library and Information Association, 68(3), 225-235.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry design a framework for inquiry in your school. Libraries Unlimited.
Maniotes. L. K. (2018). Guided inquiry design in action elementary school. Libraries Unlimited.
Merga, M. K. (2019). Do librarians feel that their profession is valued in contemporary schools? Journal of the Australian Library and Information Association, 68(1), 18-37.
School Catalogue Information Services (SCIS). (2016). Connections: School libraries supporting literacy. https://www.scisdata.com/connections/issue-99/school-libraries-supporting-literacy/