Category Archives: ETL401

Introduction to Teacher Librarianship

NSW ISP

Critical Reflection: Information Literacy, Information Literacy models and the role of the Teacher Librarian

ETL401, Information Literacy Models

A recurring theme throughout my study during ETL401, has been the importance of evidence based practice (Galimi, 2020, May 4) as an ongoing part of the role (Galimi, 2020, March 11) of a teacher librarian (TL). My thinking has evolved during this short space of time, to find ways to promote teacher librarianship (Galimi, 2020, … Continue reading Critical Reflection: Information Literacy, Information Literacy models and the role of the Teacher Librarian →

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I never thought I would be doing this!

ETL401, Teacher Librarianship Tools, Tech Tools, , , , ,

When I first started ETL401, I felt overwhelmed as it had been a very long time since I had last undertaken tertiary studies. While I thought that I was a confident user of technology, I have to admit, it wasn’t easy. It gives me a new understanding of how students can feel using new technologies … Continue reading I never thought I would be doing this! →

21st century learners, Guided Inquiry and BYOD

Information Literacy Models, ,

Fitzgerald (2019) suggests that “Information literacy (IL), extracted from the wider umbrella of literacy, underpins guided inquiry. The widest possible understanding of IL, as a transformational process whereby an individual moves from ignorance to knowledge, is core to the attainment of 21st-century skills” (p. 13). Fitzgerald (2016) states that 21st century learners “must be able … Continue reading 21st century learners, Guided Inquiry and BYOD →

Information Literacy & Multiliteracies

ETL401, Information Literacy Models

Information Literacy Information Literacy is an interesting area with many differing views, but it is also confusing! “Becoming information literate is a sociocultural and an embodied process that is constituted through the whole body being in the world, experiencing information not only from textual modalities, but also from social and corporeal modalities. In this respect … Continue reading Information Literacy & Multiliteracies →

Feeling a little overwhelmed! 9th May 2020

ETL401, Information Literacy Models

One of the reasons I have connected with the Guided Inquiry information literacy model, is I can relate to the feelings within the Information Search Process (ISP). I am experiencing them now while I am trying to understand my assessment for ETL401! It is a rollercoaster of emotions and when you do reflect back at … Continue reading Feeling a little overwhelmed! 9th May 2020 →

Inquiry log – what a great idea for me!

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One of the most confusing parts of my assessments is keeping track of my useful sources. I have tried a few different ways – printing out useful journal articles, using Endnote, making notes in a book and on my laptop, but I have always ended up confused. I remember reading something from somewhere…who wrote that? … Continue reading Inquiry log – what a great idea for me! →

Information Literacy Models – Guided Inquiry Design

ETL401, Information Literacy Models,

Notes from the following website by Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari: Guided Inquiry Design GID stems from the research of Information Search Process (ISP) describing the inquiry process of students from a variety of sources of information and how to achieve deep learning. Research includes Kuhlthau (1985, 2004, 2005), Seeking Meaning … Continue reading Information Literacy Models – Guided Inquiry Design →

Growing Up Digital Australia’s latest results

ETL401,

During my research for my last assessment for ETL401, I read about the Growing Up Digital Australia study by the Gonski Institute for Education at UNSW Sydney. The results were concerning and I have been wondering what this means for students currently learning remotely – how are those without access to technology faring and how … Continue reading Growing Up Digital Australia’s latest results →

ETL401,

      Herring (2007) describes the role of the teacher librarian as ‘multi-faceted’ (p. 30) and depending on the needs of the school community may include: ‘Teacher, Librarian, Information services manager, Information literacy leader, Curriculum leader, Information specialist, Instructional partner, Website developer, Budget manager, Staff manager, Fiction and non-fiction advocate’ (p. 30-31). Based on … Continue reading →