In this unit, I have learnt that the role of the teacher librarians (TLs), information literacy and guided inquiry learning models are intertwined and each function separately but are also interrelated. In my earlier post, I mentioned that the role of TLs are not just ever-changing but continue to evolve (Ho, 2023, March 2), including the digital platform. However, the more I read into each module, the more I discover that the role of TLs are complex and much more than the list from the Australian School Library Association website (n.d.) and Merga’s (2020) research.
I previously did not know that I could seek to co-teach with another teacher and build the unit together as a team meeting the curriculum in the classroom. Likewise, I was unaware that TLs could work as a partner with school leaders and principals to plan the scope and sequence and integrate curriculum to improve students’ learning (Lupton, 2016). I believe that the TLs’ role is evolving with information literacy and we have to learn many different platforms and are required to have a broader understanding of the information landscape to cater effectively for the needs of each student (Ho, 2023, March 7).
Moreover, I did not know TLs were required to explore and attain in-depth knowledge such as Blockchain technology, which I had never heard of until I studied this unit. Now I understand that Blockchain technology is a technology that provides a secure platform to store and share academic records without any person distorting the information (Bhaskar et al., 2021). The composition of the digital information landscape was a place I never thought TLs needed to investigate for modes of delivery. I have learnt that the digital information landscape is composed of multiple artefacts, formats, and delivery modes.
I thought informational literacy was the ability to locate, organise, evaluate, use and communicate information in various formats, including digital literacy for problem-solving and decision-making skills (Ho, 2023, March 12). After further exploration of the study modules, I realised that information literacy is being used in multiple disciplines and specific contexts. For example, religious literacy, critical literacy, visual literacy, network literacy, and so on. The more I research, the more I understand that the term literacy is based on personal experience, skill sets, knowledge and understanding.
I believe that the Inquiry learning model is the most effective way of teaching and learning for students in the 21st Century. It has student-centred instructions that focus on skills and practices encouraging problem-solving and utilising hands-on activities. I applied the 5E model framework for guided inquiry learning for my Science and Technology Unit of Work because this is the most effective way of teaching and learning for students to acquire skills through hands-on activities (Lupton, 2012). In this approach, students are stimulated to engage with and explore the topic by collaborating, doing hands-on experiments, and thinking deeper to explain their findings. Teachers and TLs will provide further stimulation for students to elaborate and extend their knowledge on the topic to gain deeper understanding. The final stage is to evaluate their newly learnt knowledge and provide feedback (Bybee, 2009).
In my next school, I will work towards advocating for the role of TLs and make others aware that the role of TLs are complex and crucial for the success of students as a holistic approach. TLs are not just residing in the school library and doing odd jobs (Lonsdale, 2003), but instead, TLs can support teachers to reduce their workload by contributing to the school community in various forms, to create a culture of reading and increase the academic success of each student (Merga & Mason, 2019).
References
Australian School Library Association. (n.d.). What is a Teacher Librarian? Australian School Library Association. https://asla.org.au/what-is-a-teacher-librarian
Bhaskar, P., Tiwari, C. K., & Joshi, A. (2021). Blockchain in education management: present and future applications. Interactive Technology and Smart Education, 18(1), 1-17. https://doi.org/10.1108/ITSE-07-2020-0102
Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. Colorado Springs, CO: BSCS, 1-24. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_073327.pdf
Lonsdale, M. (2003). Impact of school libraries on student achievement: a review of the research. Melbourne: Australian Council for Educational Research. https://research.acer.edu.au/tll_misc/23/
Lupton, M. (2012). Inquiry skills in the Australian Curriculum. Access, 26(2), 12-18. https://search.informit.org/doi/abs/10.3316/aeipt.193380
Lupton, M. (2016). Adding Value: Principals’ Perceptions of the Role of the Teacher-Librarian. School Libraries Worldwide, 22(1), 49–59. https://doi.org/10.29173/slw6905
Merga, M. K., & Mason, S. (2019). Building a school reading culture: Teacher librarians’ perceptions of enabling and constraining factors. Australian Journal of Education, 63(2), 173-189. https://doi.org/10.1177/0004944119844544
Merga, M. (2020). School librarians as literacy educators within a complex role. Journal of Library Administration, 60(8), 889-908. https://doi.org/10.1080/01930826.2020.1820278