Provide a critical reflection of how your understanding of Information Literacy (IL), IL models and the TL role in inquiry learning has expanded through this subject.
This is the first subject I have undertaken in my journey to become a Teacher Librarian (TL). In my first week I was asked in a discussion forum why I was taking this course and what I hoped to get out of it. Looking back on it now I realise how little I knew then, and it was only a few months ago! I mentioned the ‘buying, cataloguing, sorting and loaning of books” as well as ‘other services and ‘activities’” offered by the library (Power, 2020a, para. 5). I then mentioned how a TL friend highlighted the concept of ‘research literacy’ and I reflected that ‘I now realise the huge part that research plays in my(sic) the role of a librarian’ (Power, 2020a, para. 6). Reflecting now, I realise how little I knew and how much I have learnt; that yes, ‘research literacy’ plays a huge role in our roles as TLs.
At the time of that post I was in my first week of my study and didn’t know anything about information literacy (IL) or IL models nor the TL’s role in inquiry learning.
Defining the term ‘information’ was the first step. I remember thinking, ‘it’s such a simple concept, why do we need to define it?’ I remember being so frustrated at the research, history and debate surrounding information definitions. When I learnt about the concept of the ‘information landscape’ it made things seem clearer. I wrote in a post ‘for us as TLs it is important to know that information landscapes are complex, always changing and reciprocal’ (Power, 2020e, 2.5). I go on to talk about as TLs we need to have this background knowledge of the changing information landscape, particularly the digital landscape and keep up to date. ‘We also have a responsibility to equip students with the best tools for information seeking…furthermore, we have a responsibility when it comes to the legality of sharing and storing information’ (Power, 2020e, para. 3-4). I can see now that I was gaining an insight into how our understanding of the nature of information shapes and informs our role as information specialists and ultimately our role as TLs. I wrote more on this when I discussed the problems associated with ‘ready access to information at all times’ (Power, 2020f, para. 1). Now more than ever, as we are bombarded with information in every direction, we need to think – so are our students. It is our responsibility as educators and librarians to give these students their best chance to exist and thrive in this world.
Now equipped with the knowledge of the magnitude and significance of the information landscape, I learnt about information literacy. As I mentioned in a post I wrote on information literacy, I have experience with teaching literacy as a set of skills or competencies assessible from an English teaching standpoint. However, as I read more on the topic I decided that ‘information literacy therefore takes literacy to the next level whereby we are doing something with information’ (Power, 2020c). I looked at government documents heavily as I believe in reflective practice and I know that it is important to understand ‘your context and purpose when working with the term information literacy’ (Power, 2020c). I now firmly believe that information fluency is the goal; ‘being able to use information literacy to participate in the world with ease and confidence’ (Power, 2020c, para. 26).
I rejoiced when learning the General Capabilities were reframed as part of our teaching ‘subject’ as librarians (Power, 2020d, para. 3). These skills link fundamental curriculum concepts to the TL’s role as an educator. As I stated, teaching these core concepts ‘solidify the TL and the library as the centre of learning and information (Power, 2020d, para. 5). The Australian School Library Association states that our role is threefold; as information specialists, curriculum leaders and service managers (ASLA, n.d.)
It wasn’t until I learnt about Inquiry models that I really began to look at the big picture. Inquiry models allow us a way to teach these fundamental ideas about information and information literacy. It goes beyond teaching an assessing a set of skills. TLs are in a unique position as educators, and so much more, to ‘work collaboratively’ to engage students in ‘deep, authentic and engaging learning’ through a model they can take with them for life (Power, 2020b).
Becoming a Teacher Librarian is so much more than I originally thought it would be. It goes beyond the books. It is about raising a generation of young people with the skills, abilities and attitudes to thrive in such a complex and demanding world.
References:
Australian School Library Association [ASLA]. (n.d.). What is a Teacher Librarian? https://asla.org.au/what-is-a-teacher-librarian
Power, A. (2020a). Hello from 2119 [Discussion Forum Post]. ETL401, Interact2. https://interact2.csu.edu.au/webapps/csu-serviceslink-BB5c1c4db3261aa/link?type=msi&course_id=_47578_1&mode=view
Power, A. [Allie Power] (2020b, October 20). Inquiry Learning Models. The Power of Libraries. https://thinkspace.csu.edu.au/thepoweroflibraries/
Power, A. [Allie Power] (2020c, October 20). On the many facets of Information Literacy. The Power of Libraries. https://thinkspace.csu.edu.au/thepoweroflibraries/
Power, A. [Allie Power] (2020d, October 20). The Teacher Librarian as Educator. The Power of Libraries. https://thinkspace.csu.edu.au/thepoweroflibraries/
Power, A. (2020e). RE: 2.5 Teacher Librarian in the information landscape [Discussion Forum Post]. ETL401, Interact2. https://interact2.csu.edu.au/webapps/csu-serviceslink-BB5c1c4db3261aa/link?type=msi&course_id=_47578_1&mode=view
Power, A. [Allie Power] (2020f, October 20). What are the impacts of having 24/7 access to information?. The Power of Libraries. https://thinkspace.csu.edu.au/thepoweroflibraries/