#etl401

Information literacy is a set of skills. It can be defined as "the set of skills and knowledge that allows us to find, evaluate, and use the information we need including, to filter out irrelevant information" (Eisenberg, 2008, p.39). Students develop these skills as they gain more experience in researching, evaluating and presenting information. Teacher Librarians act as a guide through teaching the students different ways to research, evaluate and present information. An approach to teaching information literacy skills is the Big6 model. The six stages of the Big6 model are: task definition, information seeking strategies, location and access, use of information, synthesis and evaluation (Big6 overview – Big6, n.d.).

  Information and technology affects everyone in the 21st century thus having effective information literacy skills is vital (Eisenberg, 2008). Teacher librarians (TLs) are essential to students’ development of information literacy skills as they guide the students’ inquiry process. TLs provide students with assistance with researching questions/topics, refining the information received and how to present the information (Fitzgerald, 2011). Information literacy can be split into two parts, sourcing information and understanding the information in order to use it (ASLA/ALIA, 2001). This is where an effective learning model such as Big6 is used to develop students’ information literacy skills (Wolf, Brush and Saye, 2003). Having a link to a learning model on the library website will give students easy access to the model, as it will provide them with a process to follow.

  Information literacy skills can be developed through implementing the Big6 learning model. “The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks” (Big6 overview – Big6, n.d., p.1). The first stage is task definition, students are developing their skills in defining the task (this may involve students creating their own research question or topic), from the task description they can find the due date, presentation, the size/length of the task, and the topic. The second stage is information seeking strategies, which involves students developing their skills of researching a topic.  The students develop these abilities through refining the topic into questions/key words which will guide them in seeking information. Students can then think about what sources they can use to find the information, and which would be the most effective source to use. Stage 3 is locating and accessing the information, students are developing skills in accessing the sources and how to find information within the sources.

Stage 4 is use of information, in this stage students are developing skills in analysing information. They are analysing through questioning the information, what information does the source give? Is it understandable? Does it relate to the topic? How can the information be taken from the source? (Big6 Skills- CRLS Research Guide, .n.d.). Stage 5 is synthesis, students will develop skills in collating the information they have gathered. Students can use their problem-solving skills to list ways to put the information together and determine the materials needed for presentation. The final stage is evaluation,  in this stage students are developing their critical reflection skills through identifying if their work is finished, have they answered the outlined topic and reflecting on their achievement.

  In conclusion, information literacy is a set of skills. Teacher Librarians work to develop these skills through effective methods of guided inquiry. These skills are developed through the learning process such as the Big6 model. The Big6 model develops and enhances students’ skills in researching, evaluating and reflecting. Therefore, students are developing information literacy skills through the stages of the information process.

599 words.

References:

ASLA/ALIA (2001). Learning for the future. (2nd ed). Curriculum Corporation: Carlton South, Vic.

Big6 Skills Overview – Big6. (n.d.). Retrieved from http://big6.com/pages/about/big6-skills-overview.php

Big6 Skills - CRLS Research Guide. (n.d.). Retrieved from   http://www.crlsresearchguide.org/Big_Six_Steps.asp

Eisenberg, M.B. (2008). Information Literacy: Essential Skills for the Information Age. DESIDOC Journal of library & information technology, 28(2), pp. 39-47.

Fitzgerald, L. (2011). The twin purposes of Guided Inquiry: Guiding student inquiry and evidence based practice. Scan, 30(1), pp. 26-41. 

The constructivist approach allows students to actively participate in constructing their learning. Two strands of the constructivist learning are: inquiry and project based; students can investigate their understanding and the information they retrieve. This will engage and prompt discussions with peers to collaborate ideas, creating higher ordered thinking skills (such as question formulation and evaluation). Research suggests that instruction based on the constructivist theory can increase learning for all students (Eggen and Kauchak, 2010). A constructivist would define learning as “an active contexualised process of constructing knowledge, rather than acquiring it” (Learning-Theories, 2013). This learning theory would be a vital asset to teach the 21st century learner. 

  Inquiry based learning is formulating questions and finding information to answer those questions (Edutechwiki, 2010). Students are the leaders of their own learning as they discover, investigate and understand the world around them. The Teacher librarian (TL) is there to scaffold and guide their learning, but it is essentially a student centred learning theory. Furthermore, whilst schools need a balanced form of instruction, “inquiry learning across the school curriculum is becoming a widely recommended approach” (Collins et al, 2008, p.2). The Australian Curriculum supports inquiry based learning through having key inquiry questions tailored to the learning outcomes. The Australian curriculum is a pedagogical initiative detailing learning outcomes and guidelines for classrooms, however, the teacher decides its implementation. Through using inquiry based learning the curriculum will engage, encourage, activate and invite students to think seriously and deeply over a sustained period of time (Ayers, 2001). The TL is the keeper of information, and the inquiry based approach enables a rich and stimulating learning environment for all students to explore, investigate and enquire (Brady & Kennedy, 2010).

  Project-based learning has a strong focus on technology. Project-based learning can be defined as “real-world problems that capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem solving context” (David, 2008, p.80). Compared to inquiry learning, project-based derives from students researching a topic as a whole; this can be time consuming for both the teacher, TL and the students. Project-based learning supports the Australian curriculum, requiring students to use higher order thinking skills, use technology to present ideas, and working collaborative to co-construct ideas. TL’s can support project-based learning through providing collaborative access to a range of digital technology and information resources. The students will build their knowledge from each other, the teacher will scaffold and guide their learning, not inject it (Fetherston, 2006). Project-based learning encourages students to think critically, respect the views of others, question and retrieve information, create powerful presentations and use digital technology.

In conclusion, the role of a TL when the constructivist approach is implemented is a scaffolder and guide to the students learning. Furthermore, this will allow the students to work independently or co-operatively with their peers to extend their understanding. Inquiry based learning gives students the opportunity to ask questions, discuss, research and critically analyse information. Project-based learning focuses on a topic the students must cover, from this they develop their higher order thinking skills, ability to collaborate, questioning and research skills, and ability to effectively use digital technology to present their project. The constructivist approach supports the Australian Curriculum through structuring inquiry based questions which meet the learning outcomes and provide students with a basis to start their research. Therefore, the constructivist approach in conjunction with the curriculum can effectively increase student learning.

571 words.

References:

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2012). The Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/

Ayers, W. (2001). To Teach: The journey of a teacher. (2nded.). New York: Teachers College Press.

Brady, L., & Kennedy, K. (2010).Curriculum construction (4th ed.). Frenchs Forest, NSW: Pearson.

Collins, T., Gaved, M., Mulholland, P., Kerawalla, C., Twiner, A., Scanlon, E., Jones, A., Littleton, K., Conole, G., & Blake, C. (2008). Supporting location-based inquiry learning across school, field and home contexts. In: Proceedings of the MLearn 2008 Conference, 7 - 10 October 2008, Ironbridge Gorge, Shropshire, UK.

David, J.L. (2008). Project-Based Learning. Educational Leadership, 65(5), pp. 80-81

Edutechwiki. (2010). Inquiry based learning. Retrieved from           http://edutechwiki.unige.ch/en/Inquiry-based_learning

Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on Classrooms. (8th Ed.). French’s Forest: Pearson.

Fetherston, J. (2006). Becoming an effective teacher. Thomson, South Melbourne: VIC.

The role of Teacher Librarians (TL) in the school context is to “support and implement the vision of their school communities through advocating an effective library and information services and programs that contribute to the development of lifelong learners” (Australian School Library Association, 2009, p.1). For a TL to be successful in their role, support from stakeholders is essential, especially from the Principal, as this enables successful collaboration between TL’s/media specialists and classroom teachers (Morris, 2007).

The principal’s support of TL’s/media specialist is fundamental for the collaboration between staff. The ultimate goal for principals and staff is student achievement. Research has suggested that "student achievement improves when collaboration occurs between the TL/media specialist and classroom teachers" (Hartzell, 2002a, p.3). Thus, the principal is needed to support and facilitate the collaboration between the staff. Through building good communication (oral and written) and a positive working environment, a feeling of mutual trust and respect can be established and developed (Hartzell, 2002a). Principals illustrate their support for TL’s through a range of strategies. For example; professional development activities aimed at collaboration, providing print and online resources for research, support staff for TL/Media specialist, a budget for the latest technologies, and placing a focus on integrating information literacy skills and course content (Morris, 2007).

Without the support of the principal, TL/media specialist can often be under appreciated and considered to provide minimal contribution to the success of the school. The TL/media specialist role is perceived with a stereotypical view of bossy people who check books in and out (Morris, 2007). This stereotypical thought process usually develops from a lack of understanding of the role.

The TL's can garner the principal’s support in practice through a variety of ways. In order to earn the principals support, first they must understand the role of a TL and their significance in the ongoing development of students. Hartzell (2002b) believe most principals have a limited understanding of the role of a TL, the school library programs, and the improvements they contribute to the quality of the school. Thus, it is essential for the principal to recognize the role of a TL and appreciate the significant impact they can have on the success of their school (Oberg, 2006). Moreover, TL's should embed and promote the schools goals into the library programs, effectively demonstrating the library as a vital component for the school (Oberg, 2006). Through providing useful resources, collaborating with classroom teachers, contributing to school building initiatives, innovating new ideas and goals, with current technology and research developments, a TL is a critical element of student learning (Harvey, 2009). Thus, by implementing these strategies, the TL will be able to establish a strong relationship with stakeholders and verify their necessity for the schools development. Furthermore, good communication with the principal and the ability to generate ideas and an understanding of resource and inquiry based learning, will enable the principal and TL to focus on improving opportunities for student learning (Oberg, 2006).

In conclusion, the support of the principal is essential for the TL as it promotes collaboration between TL's and classroom teachers. It allows for the library to become a central source of information and contributing factor of the schools development.

532 words.

References:

Australian School Library Association. (2009). Statement on teacher librarian qualifications. Retrieved from http://www.asla.org.au/policy/teacher-librarian-qualifications.aspx

Hartzell, G. (2002a). [Address]. Speech presented at the Washington White House Conference    on School Libraries. [Transcript]. Retrieved from http://www.laurabushfoundation.com/Hartzell.pdf

Hartzell, G. (2002b). The principal's perceptions of school libraries and teacher-librarians. School Libraries Worldwide, 8(1), 92-92.

Harvey, C.A. (2009). What should an administrator expect a school library media specialist to be? Library Media Connection, October 2009 issue.

Morris, B.j. (2007). Principal support for collaboration. School Libraries Worldwide, 13(1), 23-24.

The statistics from the slideshow were a little surprising, however, not altogether that different from what I perceived they would be. Technology is always evolving and changing the way the world works, when I was growing up the Internet was very scarcely used and until it became a more popular phenomenon and a wealth of information, schools did not seem to use it as much. However, now information is readily available, for example if I wanted to look up what the weather for the week is, I wouldn't wait until the nightly news to find out, or flip through the newspaper, I would go straight to the weather app on my iPhone. Even though, technology is changing the way people access information, for example: using ebooks instead of printed books, I think libraries are changing along with it. The state library of Tasmania allows you to borrow ebooks from their website, there are plenty of computers within the library connected to the Internet  with workshops aimed at teaching people how to search on the web.