So far I have covered ways in which emerging technologies such as AR can be incorporated into the classroom. This next section is about this technology can be used in school libraries as part of resource management, pedagogical practices and collaborative learning.
ROLE OF THE LIBRARY
School libraries and teacher librarians play a pivotal role in technology access. School libraries have long been known for providing equitable access for information (ALIA, 2014). The digital revolution has changed the primary purpose of libraries from information repositories to being gateways to knowledge. This is because a library collection is no longer limited to print texts but now extends to including ebooks, digital resources,online databases and emerging technologies. Consequently, by extending this access to emerging technologies like AR and VR, school libraries are building the value of their resources and concurrently, reducing the impact of the digital divide on their students (DIIS, 2016). There are several ways in which a library can introduce emerging technologies such as AR to their patrons. These include:
AR EMBEDDED TEXTS – These resources are also the most cost efficient method of introducing AR technology to students, as it enables them to experience the technology but without the associated costs of setting up hardware and software (Brigham, 2017; Foote, 2018). Magana, Serrano & Rebello (2018, p. 526) cite clearly there is an increased student understanding when multimodal resources such as AR embedded information texts are used when compared to traditional texts. The reason why AR technology has increased efficacy in informational resources is that haptic feedback is non verbal and students focus on that as the primary source of information and the text provides the support (Magana, Serrano & Rebello, 2018). This method is currently in place in most schools and academic libraries and some libraries offer a smart device loan scheme as well to assist with AR resources for offsite learning.
MAKERSPACES – Makerspaces convert students from users of content to creators of knowledge as they allow students to pursue individual projects in and out of class time, as well as facilitate independent and cross disciplinary learning (Slatter & Howard, 2013). Many libraries have designated makerspace areas to facilitate creativity and critical learning and free play. Pope (2018a) points out that free play should be encouraged as it allows users of all ages to learn through experimentation, even if the original point was educational or recreational in purpose. These areas also allow teachers to experiment with new technology for their own personal benefit or to embed into their teaching practice (Slatter & Howard, 2013).
AR INSTALLATIONS – An extension of makerspaces are AR installations. These areas, known as sandbox programming, are permanently devoted to experimentation, exploration and demonstrations of AR/VR technology (Townsdin & Whitmer, 2017). Some examples of AR installations are TinkerLamp and zSpace.TinkerLamp was the forerunner of AR technology and required a screen, a projector, experimentation board and an interferometer (Furio et al., 2017, p.3). Whereas the more modern zSpace consists of a computer, stylus and specialised glasses (Foote, 2018). Foote (2018) correctly points out that it is not cost effective to implement AR technology into every classroom, and that AR elements are best served through shared spaces such as the library. But even then, these installations are not common in schools as Merge cubes, as they are very expensive and the latter is cheaper and more flexible for group use (Pope, 2018a).
LIBRARY OUTREACH AND MARKETING – Library tours, displays and other promotional programs have an immense capability for AR. AR embedded posters and displays are an innovative method to engage students, and can convey useful information about seasonal events, special collection, library skills and services (Townsdin & Whitmer, 2017). It is also possible to gamify library maps with embedded GPS tagging as a method of incentivising students to explore the various library spaces and facilities (Balci, 2017; Townsdin & Whitmer, 2017). Besides being innovative, the use of mobile applications facilitates the collection of user data. Library staff are able to analyse this data and use it to appraise student engagement, as well as illustrate the library’s effectiveness in adapting to advancements in technology (Townsdin & Whitmer, 2017).
INFORMATION SEEKING BEHAVIOUR – There is scope for libraries to implement AR as part of their learning management system, the delivery of information and the provision of data (Zak, 2014). The modern student has a preference for technology based practices and this extends to information seeking (Wolz, 2019). Zak (2014) suggests that by using emerging technologies as part of information seeking, libraries are speaking the same language as their clientele.
Furio, D., Fleck, S., Bousquet, B., Guillet, JP., Canioni, L., & Hachet, M. (2017). HOBIT: Hybrid optical bench for innovative teaching. CHI’17 – Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems. Retrieved fromhttps://hal.inria.fr/hal-01455510/file/HOBIT_CHI2017_authors.pdf
Magana, A., Serrano, M., & Rebello, N. (2018). A sequenced multimodal learning approach to support students’ development of conceptual learning. Journal of Computer Assisted Learning, 35 (4). DOI https://doi-org.ezproxy.csu.edu.au/10.1111/jcal.12356
Pope, H. (2018a). Virtual and augmented reality in libraries. Library Technology Reports – American Library Association, (54)6.
Slatter, D., & Howard, D. (2013). A place ot make, hack and learn: makerspaces in Australian public libraries. Journal of the Australian Library and Information Association, 62(4), pp.272-284. Retrieved from https://eprints.qut.edu.au/73071/1/73071.pdf
Townsdin, S., & Whitmer, W. (2017). Technology. Public Services Quarterly. 13. Pp190-199. DOI: 10.1080/15228959.2017.1338541
Zak, E. (2014). Do you believe in magic? Exploring the conceptualisation of augmented reality and its implication for the user in the field of library and information science. Information Technology and Libraries.
The interactive and innovative nature of technology has often been cited as a positive influence on educational outcomes, and this benefit extends to the inclusion of AR in schooling (Oddone, 2019). AR can be used to improve student engagement, address curriculum outcomes and increase digital literacy skills (Oddone, 2019; Saidin, Abd Hali & Yahaya, 2015). It can be used in inquiry learning, recreational and informational reading, improving literacy and numeracy standards, developing STEM and ICT skills, supporting literary arts, visual arts and developing social emotional learning (Saidin, Abd Hali & Yahaya, 2015). Like VR, AR expands learning beyond the textbook and classroom walls, as well as builds those critical digital literacy skills for life beyond the classroom (Wolz, 2019, p.3; Wu et al., 2014).
The most sizable and unique benefit AR has on educational practices is that it uses 3D images to illustrate complex concepts to students (Zak, 2014). By creating these images, AR enables the student to feel a sense of immediacy and immersion which fosters a realistic experience (Wu et al., 2013, p.44). This realistic experience increases the frequency and depth of connections made between the student, the content and the real world (Hannah, Huber & Matei, 2019, p.278; Wu et al., 2013). AR requires the user to activate the augmented data, therefore it can be described as student centred, contextual to the user and is a constructivist approach to education, and consequently aligns itself along the current prevalent pedagogical theories (Wolz, 2019, p.2; Zak, 2014). Hence, when combined with holistic and authentic learning practices, AR has an immense capability to inspire affective learning.
REFERENCES
Hannah, M., Huber, S., & Matei, S. (2019). Collecting virtual and augmented reality in the twenty first century library. Collection Management, 44 (2-4), pp.277-295. DOI: 10.1080/01462679.2019.1587673
Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current status, opportunities and challenges of augmented realiy in education. Computers & Education, 62. Pp41-49. Retrieved from https://doi.org/10.1016/j.compedu.2012.10.024
Zak, E. (2014). Do you believe in magic? Exploring the conceptualisation of augmented reality and its implication for the user in the field of library and information science. Information Technology and Libraries.
Every man and his proverbial dog knows the importance of reading in young children and thus the inclusion of picture books into primary school libraries is heavily encouraged.
There is skepticism when it comes to including picture books for a high school library collection. The simple reason for this quizzical brow raise is that many people view picture books as infantile. This is because picture books are by definition, mostly pictures with some text, the purview of the young and or uneducated (Marsh, 2010). Their prevalence in schooling years tends to diminish with age because they are assumed to be less literary or simple in nature (Marsh, 2010). But this is a fallacy.
Welcome to the world of sophisticated picture books.
Literature has always been the core of schooling (Ross Johnston, 2014). From Seneca to Homer, Chaucer to Fielding, Bronte to Orwell, Dickens to Zusak, literature has formed the framework of teaching and learning from the ancient Greeks to current digital natives. ACARA (n.d.b) points out that the English curriculum is structured with literature, language and literacy at its core. This clearly implies that students need to achieve competency in all three strands in order to be considered proficient.
Literacy has evolved from its traditional stance of reading and writing in this information age. ACARA (n.d.a) believes that literacy is the ability to access, interact with, decode, comprehend, use and present information in a meaningful manner. Ross Johnston (2014) concurs that language is useful in organising thought and thus metacognition is the most profound aspect of literacy. Literacy is no longer limited to text but now includes multiple modalities such as written, oral, visual, print and digital forms of information; as well as non traditional text forms such as Braille, Auslan and other gestural sign language. This plethora of modes means that students need to be proficient across multiple literacies for success in this new world order (Wolf, 2014).
Picture books (PB) are commonly used in teaching and learning for young children. Early childhood and primary school teachers often use picture books to teach literacy, content and concepts to their students. But these books are pushing the boundaries in educational practice. Research has shown that picture books can be used to teach older students multiliteracies, curriculum content and broach sensitive subjects (Marsh, 2010). Their use of illustrations and text provoke the reader to look past the overt narrative and search for the covert message. Picture books’s application in literacy and learning is extensive and therefore should be defined as literature.
Traditional picture books follow a linear movement of text and images. Marsh (2010), believes that both images and texts are required for decoding. Unlike illustrated books, where images are the supporting act to the main text event; picture books require images to be the central feature with text working concurrently with the picture (Barone, 2011). Children are able to follow the story as images are often clear and the tone is developmentally appropriate (Marsh, 2010). Titles such as Mem Fox’s Where is the green sheep and Alison Lester’s Are we there yet are perfect examples of traditional picture books. Their format is ideal for younger children as the illustrations assist the reader in decoding the text.
Conversely postmodern picture books are designed to provoke and stimulate the reader with absent or contradictory text (Aitken, 2007). The absence of text encourages the reader to ‘self author’ and fill in the dialogue (Aitken, 2007), as Wiesner’s Flotsam exhibits. In Flotsam, the reader superimposes their own prior knowledge and understanding of the beach to decode the illustrations (Panteleo, 2018). With most Australians living within an hour of the coast, readers readily identify with the illustrations and corresponding fantasies (ABS, 2017). Older readers are able to see the overt message of escapism and fantastical stories as well as the covert message of tradition and conservation. Whereas another Wiesner’s book, Three Pigs, has several contradictions between words and images, forcing the readers to re-read the page and search for details previously missed (Aitken, 2007).
Compared to traditional picture books where the author’s voice is strong, postmodern picture books allow for a change in narration and perspective (Aitken, 2007). In Flotsam, the reader superimposes their own knowledge onto the narrative. This change allows the reader to engage more deeply with the storyline and characters, and in turn, more likely to experience an emotional or cognitive change in thought.
Sophisticated picture books are also known as picture books for older readers, and they are extremely useful in secondary school classrooms. They have great capability to provide teaching and learning experiences and can be used as a vehicle to teach content, literacies and influence social and emotional development (Pantaleo, 2014). Marsdens The Rabbits’ (1998), Tan’s Red Tree (2001), Whatley’s Ruben (2018)and Wild’s The feather (2018) are all excellent examples of sophisticated picture books. It must be noted that post modern books can be for both younger and older readers, but sophisticated PB are primarily for older readers but can have postmodern elements. Tan’s Red Tree and Marsden’s The Rabbits are both examples of sophisticated PB with postmodern elements.
This ability to decode and make cognitive connections is not inherent. Children and young adults often need to re-read such books multiple times and have a discussion with an adult and peers in order to understand the various nuances within (McDonald, 2013). Additionally, these nuances will manifest differently to readers. The manifestations will depend upon personal cognition and experience. This means that sophisticated picture books are ideal for classrooms with diverse needs as the book itself differentiates the lesson.
There are many advantages to using PB in a secondary classroom. The obvious advantage is their brevity. Brevity in books is a great tool for constructing engaging thematic units of work. It also provides a valid alternative as a class text for disinterested teens, reluctant readers, students with low literacy and those that do not speak English at home. Another advantage is the innocence that surrounds PB (Marsh, 2010). Their familiar structure reassures students as many remember them from their own childhood and early schooling. Consequently, these books are seen as non threatening and student’s resistance is reduced.
The ‘image’ has become essential to daily communication and has supplanted the alphabet in terms of importance (Short, 2018; Ross Johnston, 2014). One only needs to walk through playgrounds to know that tiktok, snapchat and instagram are the preferred social media platforms of teens. Ross Johnston (2014, p.619) is adamant that students need to be competent in image analysis across various contexts. But in order for teens to be able to make successful connections between literacy and comprehension, they need to learn the skills to decode language and symbols.
Since visual culture is proving to be a driving force for the 21st century, visual literacy needs to be explicitly taught and sophisticated picture books are eminently qualified for the task (Harvey, 2015; Short, 2018). Exposure to picture books regularly encourages visual literacy as the reader is encouraged to use both the images and the text to decode and comprehend the story. These skills of decoding and comprehending are the cornerstone of literacy proficiency. As discussed previously, the notion of literacy has evolved over the past century and picture books promote multiliteracy as they are a multimodal form of literature. Picture books connect well with popular culture and the new texts, technologies and literacies that accompany it (Flores-Koulish & Smith- D’Arezzo, 2016).
Haven (2007) reminds us that storytelling is the most basic way humans have sought to understand the complexities of life. Therefore narratives are the base level of understanding and within everyone’s capability. Traditional stories with clear demarcations of beginning, middle and end, allow children to organise information in a logical manner (Haven, 2007). But sophisticated PB with contrary and or absent text, force the reader to make their own connections which promotes critical thinking through their multilayering of overt message and underlying tone (Short, 2018).
Critical media literacy is also enhanced by picture books. In a world filled with fake news and the ‘Toilet paper gate of 2020’, it is patently clear that society needs immediate action regarding media literacy. Flores-Koulish & Smith- D’Arezzo (2016) point out that media is part of the socialisation process and requires skills as it is intrinsic to cultural practice and will differ between societies. Unfortunately media literacy is not addressed appropriately and equally across Australian schools. The combination of the digital divide and lack of appropriately skilled teachers has meant students are not taught the relevant skills, nor have access to technology required to decode and interpret images. The importance of media literacy can never be dismissed, after all, one only has to recall the bizarre result of the 2016 Presidential election to remember that media literacy cannot be treated lightly.
It has been well established that emotional regulation is important for social development and is the basis of human interactions (Laurie, 2016). Laurie (2016) believes that picture books provide an excellent framework to teach humanity about empathy and tolerance which comes under social and emotional intelligence. This regulation, or emotional literacy, is the ability to regulate one’s emotions in social situations. In fact as Laurie (2016) pointed out, humans require skills in emotional regulation prior to social literacy competency. Conflict resolution, common in playgrounds, sports grounds, canteens, boardrooms and bedrooms; all require competence in social and emotional literacy. In fact any positive social interaction between peers needs both parties to be emotionally literate. Reading, discussing and the analysis of literature lures the reader into connecting with the character, which leads to increased levels of sensitivity and empathy. PB are able to broach sensitive issues with ease as their innocent appearance lulls readers into a sense of security (Barone, 2011).
Literature’s strength lies in the fact that readers are able to vicariously experience the character’s conflict and thus develop an understanding of appropriate responses. Sophisticated picture books use the illustrations and text to elicit an emotional response in the reader. Whatley’s Ruben uses monochromatic images to show the harsh dystopian world that the protagonist has to survive in. Wild’s The Feather uses orientation to draw the reader into the image. Marsden’s The Rabbits draws the invaders as pompous, barrel shaped creatures who are oblivious to the presence of the original inhabitants. This allegorical tale uses satire to point out the devastation the colonisers inflicted on the Indigenous peoples and forces the reader to re-evaluate the history book’s version of events. Tan’s story of a forlorn child in Red Tree gives the reader a visual representation of what depression can feel like. The vivid imagery of a monstrous fish, etchings of endless days and drowning gives readers a chance to understand how depression affects people. It also gives students who suffer mental health illness a language to use to describe their mental state.
Short (2018) reiterates literature’s ultimate purpose in identifying the inner humanity of individuals and ensuring fundamental experiences of life are accessible to all. The current trend towards standardised tests and prescribed reading has disengaged students from engaging with books purely for emotional benefit (Flores-Koulish & Smith-DÁrezzo, 2016; Short, 2018, p.291). As mentioned previously, due to brevity, older students can be encouraged to engage with picture books but without the guilt of ‘wasted time’.
Sophisticated picture books are an excellent tool for addressing the various cognitive, behavioural and developmental needs of the reader. Images are superseding text in this modern age, therefore it is important that visual literacy is explicitly taught through the curriculum. But PB’s greatest impact on adolescents is upon the development of emotional literacy in adolescents. Therefore, it can be argued that picture books are literature because they are able to affect the reader so significantly (Ross Johnston, 2014). Picture books are multimodal in nature and their sophistication in addressing issues of a sensitive nature as well as problematic relationships, makes it an important part of a high school collection.
Cornett, C. E. (2014). Creating meaning through literature and the arts: An integration resource for classroom teachers (5th ed.). Upper Saddle River, Prentice Hall. [Available from CSU DOMS Digital Repository]
In days gone by, graphic novels were regarded little more than entertainment for children and young adults. They were regarded as shallow and of no value as literature. I have previously discussed the popularity of graphic novels in my school library, but I have not expounded upon their value to the collection as a source of literature.
A good graphic novel as described by Gonzales (2016) is a literary text in a comic strip format. It should have the same literary features of a prose novel, such as an overarching theme, depth of plot, character development, as well as the standard literary devices of any other piece of literature (Gonzales, 2016). But the added strength of graphic novels is the illustrations. These illustrations support the storyline and seek to enhance the plot for the reader by providing context and additional visual clues.
ACARA (n.d.a) defines a text as a conveyance of communication. It does not discriminate if the text is written, spoken or multi-modal in nature, but rather emphasises the importance in its ability to transmit information. Therefore, as per ACARA (n.d.a), it is perfectly reasonable for graphic novels to be used as part of curriculum literature as well as part of general wide reading. The multi-modal format of graphic novels is suitable for both fiction and non fiction subject matter, and engages students across year levels and contributes to the development of various literacies and higher order thinking skills.
The format of graphic novels strongly promotes literacy; which includes but is not limited to language and visual development as well as critical and cultural literacy (Laycock, 2019). As ACARA (n.d.b) illustrates, the literacy continuum allows for active teaching of graphic novels in the visual knowledge element as well as the comprehension of text elements. These elements clearly indicate that the focus of literature is no longer restricted to prose in print; but that the concept of text has greatly evolved.
Graphic novels have several features that lend itself to teaching and learning practice. Firstly, the transition that is needed between frames makes it necessary for the reader to predict the next action (Botzakis, 2018). This prediction requires the student to utilise higher order thinking skills before they can arrive at that point, using the contextual information present in the imagery. The context of a graphic novel has multiple uses in an educational setting. Besides assisting low literacy and ESL students improving their ability to decode; discordance between images and text can also be used to provoke spirited discussions and analysis (Botzakis, 2018). Lamentably, most students fail to understand such nuances intuitively, therefore explicit pedagogical practice is required to equip students with the necessary skills (Laycock, 2019). Lastly, graphic novels have visual permanence (Botzakis, 2018). This visual permanence means that the reader is able to set their own reading pace and allows for re-reading and further clarification.
In recent years, many classical texts have been reprinted as graphic novels due to their popularity. Complex texts such as Homer’s “Iliad” and Harper Lee’s “To kill a mockingbird” adaptations allow the reader to engage with class texts in a format that they can access more easily. Even popular titles such as “Anne Frank’s Diary” and “Wrinkle in Time”have proven more competitive in a graphic format than the traditional text version with high school students. Laycock (2019) points out that graphic novels increase the literacy alphabet in poor readers as well as offer an additional method in which content can be delivered. The evidence does indicate that as a format, graphic novels have great potential in a classroom setting.
Unfortunately many teachers falter when challenged to use graphic novels in their teaching practice. This is due to a lack of confidence with this format. Authority in explicitly teaching literacy using graphic novels requires the teacher to be familiar with a variety of graphic texts (Gonzales, 2016). Gonzales (2016) suggests that knowledge in film techniques would be useful in analysing the illustrations, as they use frames, colours, angles and word bubbles to convey the covert message; in comparison to the the text, which speaks the overt message. Comprehension is further enhanced by clear teaching of artistic elements such as line, shade, colour, form and depth. Some graphic novels aid comprehension further by the inclusion of character mapping which aids in memory recall (Botzakis, 2018).
The largest benefit to the inclusion of graphic novels in a high school library collection is that reading graphic novels tends to lead to an increased satisfaction with reading, which in turn leads to increased wide reading (Gonzales, 2016; Laycock, 2019). Graphic novels also give poor and reluctant readers a sense of accomplishment due to the increased decoding assistance from the visual clues (Botzakis, 2018).
Regrettably many parents and teachers still believe that graphic novels are unsuitable for classrooms and wide reading due to ingrained prejudices and their own distant memories (Gonzales, 2016; Laycock, 2019). There is an assumption that vintage comics are in the same league as a modern graphic novel. But this thesis would be incorrect. Comics are to graphic novels as Mills & Boon are to traditional literature (Botzakis, 2018). It would be a great miscalculation to designate all graphic novels as entertainment, when one can clearly see their practicality in the classroom and links to the curriculum. Another point to consider is that there is a disconnect between what students want to read and what the curriculum dictates they have to read. This dichotomy cripples literacy development. When school literacy programs prefer only monomodal texts, it creates pedagogical tension for teachers. Adding graphic novels to class literature shifts the voice in the classroom from teacher to the student which leads to higher student engagement.
Graphic novels sales are trending across the literary world. The first graphic novel to win a Pulitzer Prize was “Maus” by Spiegelman in 1992, followed by Aydin’s “March” series that won the National Book Award in 2016. Traditionally favoured with the tween and teen males, graphic novels have become increasingly popular with teenage girls (Gonzales, 2016; Botzakis, 2018). This popularity has led to a sharp increase in the occurrence of female protagonists within this genre (Gonzales, 2016). One could argue that graphic novels are indeed texts of the 21st century as they engage the reader on multiple levels, promoting multiple literacies in a multi-modal world.
I thought I had exhausted this topic, but then it occurred to me that I have not reflected upon my own understanding of information literacy and how that impacts the role of a Teacher librarian.
…….Eh… What? More words?
Let us review what I have learned this semester… (briefly, I promise!)
Literacy levels are reducing (Lanning & Mallek, 2017).
IL is poorly articulated and not embedded across national curriculum (Farmer, 2014; Lupton, 2014)
…an attempt was made (Bonanno & Fitzgerald, 2014) but it was poorly planned and executed (Why not review my review of Lupton’s review 2014?).
IL needs to be explicitly taught and assessed so that students see its value (Jacobson et al. 2018; Qayyum & Smith, 2018, p257; McGrew et al. 2018)… and please don’t say just do a research task and the skills will be accidentally learned. It won’t (McGrew et al. 2018).
Evidence shows that Inquiry learning improves information literacy (Kuhlthau et al, 2012) as well as boosting…
student motivation and self-regulation (Buchanan et al. 2016).
Curriculum embedding of IL is important (McGrew et al. 2018; Berg, 2018) and
classroom integration of IL boosts IL competency (Kong, 2014)
Lack of IL leads to poor decision making skills and life outcomes (Berg, 2018; Wood, 2017; Kachel, 2016)
The lightbulb moment came about…. NOW!
Donna did phrase it better when that light switched on. BUT I do digress…
Anywhoo… back to the task.
So from the readings and modules in this semester I can deduce:
There is a need for a IL framework in schools.
IL needs to be a planned learning experience
that allows students to build new IL skills upon prior knowledge. (Christy reckons from kindy and I agree!)
Therefore, IL needs to be embedded across the curriculum and year levels,
BASICALLY – Schools and education departments need to have a framework that addresses IL and implement a school-wide approach for the best outcome… on an aside, I find it amusing that P E Island on the Canadian east coast has such a policy. Anne Shirley would have been so proud!!
There are numerous ways that IL can be implemented in schools but for the sake of efficiency and word count, I am going to fast track the the conversation to what matters to TL in schools.
It is based upon extensive research. As a practicing scientist for many years, I am a great believer in basing my practice on research and evidence. GID is considered the GOLD standard, which is AMAZING for my neurotic brain!
GID places equal importance on the cognitive and affective aspects of the ISP. Affect plays a strong role in student (and my) motivation. So by understanding when students are having low affect, guidance and mediation can help them overcome this hurdle successfully
Naturally, there are difficulties in implementing Inquiry learning in schools. The presence of standardised testing, is a big prevention of authentic teaching and learning within schools (… there is an elephant in the room…). And unless ACARA and government bodies realise this, then inquiry learning may always struggle to gain a strong presence in all the KLAs.
Oh look – The elephant’s name is NAPLAN!
So what does this mean for me?
A TL role in schools is no longer just about books, referencing and plagiarism lessons (Lanning & Mallek, 2017). Rather, the role has become more dynamic in nature, much to my surprise.
As you can see, a TL does more for IL than just occasionally teach a class about referencing. Rather, a TL implements a framework that embeds important literacy skills into and across the curriculum. This makes the role of a TL extremely important to students, schools and the wider community.
Buchanan, S., Harlan, M., Bruce, Christine S., and Edwards, Sylvia L. (2016). Inquiry based learning models, information literacy, and student engagement: A literature review. School Libraries Worldwide. 22(2), pp. 23-39.
Garrison, K., and FitzGerald, L. (2016). ‘It’s like stickers in your brain’: Using the guided inquiry process to support lifelong learning skills in an Australian school library. A school library built for the digital age. 45th IASL Annual conference. Japan.
Jacobsen, R., Halvorsen, A., Frasier, A., Schmitt, A., Crocco, M., and Segall, A. (2018). Thinking deeply, thinking emotionally; how high school students make sense of evidence. Theory & Research in Social Education. 46, 232-276. DOI 10.1080/00933104.2018.1425170
Kong, S. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education. 78, pp.160-173, DOI: https://doi.org/10.1016/j.compedu.2014.05.009
Kuhlthau, C., and Maniotes, L. (2010). Building guided inquiry teams for 21st century learners. ZZ School library monthly. Volume 26: 5.
Kuhlthau, C., Maniotes, L. & Caspari, A. (2012). Guided inquiry design: A framework for inquiry in your school. Libraries Unlimited. USA.
Kuhthau, C., Maniotes, L., and Caspari, A. (2015). Guided inquiry: learning in the 21st century. 2nd Edition. Libraries unlimited, USA.
Lanning, S,. and Mallek, J. (2017). Factors influencing information literacy competency of college students. The Journal of Academic Librarianship. 43: 443-450. DOI: 10.10.16/j.acalib.2017.07.005
McGrew, S., Breakstone, J., Ortega, T., Smith, M., and Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education. 46, 165-193, DOI 10.1080/00933104.2017.1416320
Qayyum, M., & Smith, David. (2018). Changing research behaviours of university students with progression through a course. Journal of the Australian Library and Information Association. 67: 3 pp256-277 DOI: 10.1080/24750158.2018.1502243
Ricaurte, P. (2016). Pedagogies for the open knowledge society. International Journal of Educational Technology in Higher Education. 13:32 DOI: 10.1186/s41239-016-0033-y
Thomas, J., Barraket, J., Wilson, C., Cook, K., Louie, Y., Holcombe-James, I., Ewing, S., and MacDonald, T. (2018). Measuring Australia’s Digital Divide: The Australian Digital Inclusion Index 2018. RMIT University, Melbourne, DOI: https://doi.org/10.25916/5b594e4475a00
The world’s economy has evolved with the transfer from production lines to one structured upon the creation and dissemination of information. This era has been revolutionised by the ubiquitous presence of the internet and the speed in which it is generated. Combined with rapidly evolving technology; access, use and production of information is easier. The education sector has been particularly affected by this insurgence of documentation and the skill sets required to seek, harness and use information successfully. This essay will define digital literacy and its pivotal role in information seeking behaviour trend of adolescents, its impact on educational practices and the role of the teacher librarian in this knowledge society.
Literacy has evolved from simply being able to read and write in text form into something more dynamic. ACARA (2016a) has expanded the definition to include; the ability to interact with, engage and use language across modalities for a variety of purposes and a diversity of contexts. In this knowledge rich society, information is available in multiple formats and can be often simultaneously engaged with (Jacobson et al., 2018). Therefore, digital literacy (DL) is the ability to appreciate the need for; the expertise to access; the capacity to evaluate, use and integrate information within the school environment and in general society (Lofton, 2016). Thomas et al. (2018) acknowledge, even though access is widespread, individuals are grappling with the ability to use the new technologies in all areas of life (p.12).
The modern student is heavily reliant upon the internet for both information seeking and retrieval due to the widespread availability of mobile devices (McGrew et al., 2018, Mussell & Croft, 2013, Lanning & Mallek, 2017 and Mills & Angnakoon, 2015). Teachers are often frustrated at student’s poor information seeking behaviour (ISB) and vexed by their blind dedication to Google and Wikipedia, despite a lifetime exposure to technology (Saunders et al., 2017). The exasperation tends to peak at the student’s inability to successfully identify relevant and reliable resources online. Unlike a library, where the librarian acts like a gatekeeper, the internet and thus everything on there, including unsubstantiated and vitriolic materials, are freely accessible. Search engines are the most common starting point as students are familiar with their visual design, their mechanism and are viewed as fast and reliable (Lanning & Mallek, 2017; Qayyum & Smith, 2018 and Mussell & Croft, 2013). Adolescents often base their entire study upon the virtue of Wikipedia and Google (Ricautre, 2016 and Qayyum & Smith 2018). Wikipedia, as Ricautre (2016) elaborates, is built upon the concept of crowd-sourcing, as the public is encouraged to contribute information. Whilst understandably these parameters allow for open dialogue and the precept of an open learning environment, it brings validity and accuracy of information presented into disrepute.
Google is an omnipresent search engine in modern society. Its pervasive presence has led to ‘google it’ often replacing ‘search for it’ in modern jargon. Regrettably, as McGrew et al., (2018) point out, students determine the usefulness of a website based upon superficial points, such as the hierarchy of results displayed by Google. Students fail to comprehend that Google, a corporation, controls results based upon an algorithm determined by the user’s own personal digital history (Ricautre, 2016). In this way, Google ensures that the search results match closely to the user’s state of mind, previous search parameters and thus is more likely to be accepted (Ricautre 2016). Some students do not even open up the individual sources but rather just peruse the content on the main search page and accept the information as correct without understanding context (Russell & Callegaro, 2019). Other students rarely venture away from the initial website due to insufficient DL skills, so they accept information without verifying authenticity and or bias (McGrew et al., 2018). This creates a moral dilemma as they are willingly restricting access to information simply because it is easier.
The problems with students’ ISB are numerous. Firstly, their techniques used to seek information are based most often on predetermined algorithms, ineffective search terms and minimum effort expended. In order to cope with the overload of information available, students covertly reduce their search techniques so as to minimize the amount they are presented with (Qayyum & Smith, 2018). Russell & Callegaro, (2019) point out correctly, that students place the whole query into the search bar and expect a complete response instantly, as there is an unwillingness to construct a bank of knowledge (Mussell & Croft 2013). Qayyum & Smith (2018) corroborate, by suggesting that the speed in which the internet produces results prevents reflection of content. The DL skills of skimming and scanning cannot keep up with the flow of information and sources are rejected if not exactly correct.
Kobayashi (2018) found that whilst students preferred engaging with technology, they are unwilling to use advanced software and hardware, as they are unable to troubleshoot. This self-censorship is due to an inability to interpret multimodal sources with a rich media presence (Head et al., 2018, p.4, Jacobson et al 2018; Kobayashi, 2018). This is especially true for students, who already have low literacy, as they often get overwhelmed by embedded multimedia, slowing comprehension (Kobayashi, 2018). Other students find the layering of sources distracting which also slows cognition down. The majority of adolescents are unable to use search terms properly and when faced with an overwhelming number of sources, they simply use the first few and disregard the rest, despite the possibility of their importance (Mussell & Croft, 2013). Their ability to navigate the internet is hampered by a lack of literacy and critical thinking skills.
Once students have managed to find sources they understand, they are unable to determine veracity. McGrew et al., (2018), in their study, concluded that the pattern in which students investigate the reliability of a website is mainly determined by the visual appeal and seemingly professional appearance, whilst often disregarding the bias and or dubious authorship. Jacobson et al (2018) argued that students are receptive to emotive language and the presence of speculative data was used as evidence of reliability (McGrew et al 2018). Students will also accept the reliability of sources if they subconsciously agree with the information and disregard sources that they disagree with, due to the challenges this new data imposes upon them (Jacobson et al 2018 and Russell & Callegaro 2019). Even when presented with alternate sources, like databases, many preferred search engines due to the visual appeal and navigation ease (Lanning & Mallek, 2017, and Mussell & Croft, 2013). Shenton (2018) attributes this literacy to, in that students with lower literacy are often unable to decode more complex text and use familiarity of structure to determine reliability and rationality. In terms of DL, this ISB highlights a lack of critical thinking skills, as accessibility is preferred over validity, which is a significant issue for education and beyond.
The presence of the internet has forever changed how public policy and societal issues are addressed, and it is imperative that students are proficient at ISB so that they can do the same hereafter (McGrew et al., 2018 and Thomas et al., 2018). DL is a citizenship issue and true democratic societies require the voter to be able to find reliable information, evaluate multiple perspectives and communicate their ideas on current issues (McGrew et al., 2018; Jacobson et al., 2018). If students are incapable of DL at school when investigating tasks simple and direct, then their ability to navigate for information on more controversial topics is hampered (McGrew et al., 2018). This is particularly evident in an election year when society is bombarded multi-modally in an effort to persuade the voter. If one is unable to filter, understand and evaluate the information effectively, then the scope of information is greatly narrowed. One only has to look at the media about the upcoming federal election to realise how important DL is within society.
Modern pedagogy is shifting to a digital interface and it’s important that the DL skills are taught so that students and their teachers engage successfully (Jacobson et al., 2018 and Qayyum and Smith, 2018, p257). As each generation learns to use, transfer and create knowledge in schools, it is logical that in schools, effort should be placed in establishing digital literacy and efficacious use of technology (Ricautre, 2016, McGrew et al., 2018; Berg, 2018). A liberal attitude to DL by educational authorities will lead to an ineffectuality for critical thinking and targets for scammers such as the Nigerian scam that has played havoc within numerous households across Australia (ACCC, n.d.). It is evident that digital literacy is important in ISB beyond the classroom.
The dramatic change in ISB and budgetary squeeze has added pressure onto teacher librarians (TL) to adapt their roles to ensure their viability in the school context (Lamb, 2011, p.27). This adaptation has redefined the role of the TL from an archivist and curator of knowledge, into facilitators of knowledge or information specialists, curriculum leaders, information management leaders (CC, ALIA & ASLA, 2016). This facilitation ranges from the acquisition of materials that build a school collection, text and digital, and the implicit and explicit teaching of life long skills. From their central position within the library, a TL is able to view the school as a whole and identify and analyze learning holistically (ACT Directorate, n.d.). As the information specialist and curator of knowledge, a TL is able to assist in building positive ISB by embedding DL through the curriculum (McGrew et al., 2018; Berg, 2018). In the instructional partner role, a TL can instigate various pedagogical practices to support teaching and learning via implicit and explicit actions. Implicit methods could be characterised by the presence of maker spaces within the library, embedding of skills into curriculum units, the inclusion of carefully curated resources that support learning, and explicitly via direct instruction and assessment of skills in tasks.
Educators need to realise that DL is not independently discovered during research tasks but rather they need to be explicitly taught and then assessed to evaluate understanding (McGrew et al., 2018). Explicitly teaching DL in collaboration with other staff, TL can assist students in improving their ISB across the school (Shenton, 2018). As technology is an augmentation of learning, regular pedagogy on DL can increase the confidence of students in their ability to use media rich resources for example Google Docs, OneDrive and Endnote (Ricautre, 201; Berg, 2018). This increase in digital self-efficacy will allow students to engage with more diverse sources and improve their ability to troubleshoot any potential challenges (Kobayashi, 2017). Makerspaces are an alternative, as they encourage students to be creative, collaborate, problem solve, research and experiment and challenge the student into higher order thinking (Lofton, 2016, p.18; Berg, 2018). A TL is an ideal person to facilitate these activities, as they are curriculum leaders, and the information expert in the school (CC, ALIA & ASLA, 2016). They can support all forms of inquiry learning and research, by either explicitly teaching correct ISB, and or implicitly, by assisting colleagues in creating coursework and assessments with supporting resources and technology.
Another method is to teach alternate methods of ISB, such as the use of the library catalogue and databases (El-Khayat, 2016). Mussell & Croft, (2013) determined that many students were unaware of the presence of catalogue and often made it synonymous with a database search. Saunders et al., (2017) and Qayyum & Smith, (2018 p259) advocate that the explicit teaching of search terms, synonyms, and key words is the most fundamental skill, as it is the underpinning concept that illustrates critical thinking and evaluation. Shenton (2018) interestingly noted that whilst students can often be persuaded to use databases for educational goals, this does not extend elsewhere. There appears to be a dichotomy when it comes to obtaining information. This bears thought of where do these adolescents go to access information for personal or professional reasons? Unfortunately, Google and Wikipedia continue to be the main tools of information seeking, which in itself is fraught with complications. McGrew et al., (2018) and Lanning & Mallek (2018) both propose that DL be a course that is explicitly taught and formally assessed as a unit of work. Lanning & Mallek (2017) counsels DL in standardised tests to monitor student progress and the recent move by NAPLAN to online testing could be a step in the right direction in assessing DL skills as DL is pivotal to academic success (ACARA 2016a; ACARA 2016b). Lanning & Mallek (2018) surmises that this is due to the student’s reluctance to learn skills unless there is an assessment attached, which is just an unfortunate testament to the current education system’ assessment focused approach.
Occasionally, teachers do forget that students can be ignorant of digital practice such as search terms or database availability (Qayyum & Smith, 2018, p259; Miller, 2018). This is very common in schools with a transient student population. Instead of exhibiting frustration, a TL can use this opportunity as a refresher activity, to explicitly teach that particular skill to the entire cohort in collaboration with colleagues (Qayyum & Smith 2018 p259). Teaching suggestions include rewording search terms into keywords, keeping extra tabs open in order to read broadly , and realising that the perfect answer rarely comes up within the first few responses (Russell & Callegaro, 2019; Berg, 2018). Head et al., (2018) suggests that teachers and teacher librarians are trusted to provide access to reliable sources by students even if they may not be (p27). Consequently, teachers themselves need to be digitally literate in order to assist their students in their learning, which is why the presence of a qualified TL is paramount.
Budgetary constraints and a lack of understanding of digital literacy have led to many schools dispensing with a qualified TL and or the library itself (Wood, 2017). This poses a great problem for students and their ability to engage with the digital world (Berg et al., 2018). Some argue that digital resources and new seeking software is so instinctive that it compensates for student inadequacies and librarians are unnecessary (Saunders et al., 2017). But it seems impractical to depend on an algorithm and its superficial limitation of results. This is just censorship under an alias. Others suggest the pervasive mobile device does not warrant the cost of outfitting hardware. This is a fallacy, as mobile only users, individuals with a disability and ethnic minorities are sub sections of society who are digitally disadvantaged (Thomas et al., 2018, p.16). Mobile only users in particular are reluctant to engage in media rich practices as their device often does not have the speed and data allowance (Thomas et al., 2018 p.16). Considering the diversity within schools, the lack of a school library and TL is a clear affront to educational needs.
Students with low DL will have poor decision making skills due to an inability to filter, evaluate and critically analyse information (Berg 2018, Wood, 2017; Kachel, 2016). This inefficacy with DL is further pronounced in lower socio-economic households where there are already hurdles due to lack of access, generational disadvantage and disability (DIIS, 2016; Thomas et al., 2018). The removal of libraries and teacher librarians infringe upon the freedom and right to access information (OIAC, N.D; UN, 1948). Libraries seek to provide equity of access to students, and teacher librarians seek to provide self-efficacy in digital literacy to both students and teachers, for the successful navigation in this current knowledge society. The irony is that under legislation, prisons must have a library and a qualified librarian, but not schools (Kechel 2015, ALIA 2015; Bevan, 1984).
Digital literacy is essential and plays a vital role in ISB as the behaviour practiced in school is repeated in adulthood. There is a strong correlation between low DL and poor ISB, which impacts pedagogical practices. The role of the TL in this changing information landscape, is to ensure that all students have access to information and have the ability to seek, use and share that information in a variety of formats. In a world where there is a constant barrage of information, fake news interspersed with real news, a digitally illiterate citizen will be isolated, vulnerable and unable to self-advocate. They will be unable to participate wholly with this new society as an economic contributant. Access to the digital world is a necessity in modern times, as is the ability to navigate this information age.
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