trishatempleton

Its the standards that matter – Module 3.1

I recently moved from provisional /graduate teacher to proficient teacher whilst I was working as a Teacher librarian. I’ve only ever taught as a casual teacher for about two years and only just scraped my 180 days minimum as TQI required in the ACT when I moved to proficient. Gathering evidence for my ATSIL standards was ridiculously hard when you never have had a class to yourself. So the thought of having to even think about ASLA TL standards was enough to make me avoid this task for a week.

Then I spent a week assisting the RE co-ordinator and his 2IC plan next semester’s units from Years 7-8. Using their unit plans I worked with the teachers to embed the general capabilities curriculum firmly into the teaching and learning. I used scootle to find resources that would promote critical and creative thinking, inter cultural understanding and ICT. I assembled a range of fiction titles that would support the units of work, including locating an audio-book for our visually challenged student. I also looked for interactive websites and videos that would enhance the learning process. Then I collaborated with the inclusive education team to work on modified programs for the students with learning needs. It took us all day but we came up with several scaffolded tasks that could be used interchangeably.

It was then the TL standards made sense. The standards set the benchmark of professional behaviour of what teacher librarians bring to the school community. I am too new a teacher and definitely too new a TL to be proficient at all the standards. But what I can do is achieve each one slowly, bit by bit.

2.2 Learning and teaching

Excellent teacher librarians:

• collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes

• ensure that their programs are responsive to the needs of learners in the school community

• support learning and teaching by providing equitable access to professionally-selected resources

• assist individual learners to develop independence in their learning

• teach the appropriate and relevant use of ICTs and information resources

Module 2.1 – The Porridge Pot

This section has changed my perspective on the concept of information. Prior to this unit, I had seen this word to be simply informative. A transmission of knowledge from one to another. The continuum was very helpful in understanding the difference between raw data, information and knowledge. I particularly liked how the types of knowledge was described. It made me think of oral traditions of many cultures, that transmit vast knowledge and traditions across generations via story telling. In the eras of near universal illiteracy, information was communicated via stories and tales by tribal elders. Even now, Indigenous peoples across the world maintain their societal traditions and cultures by a rich history of oral traditions.

It was interesting to describe information as a commodity. Arguably, one could use schooling as an example of information as a commodity, as it is transmitted from experts to apprentices at a cost. The very nature of information and its ability to be transferred from one person to another without loss to the original person makes it an excellent business practice. In fact, one could go further and suggest that education systems use information and its inherent properties as an unending source of income. I find this rather amusing as it reminds me of the story of the magic porridge pot by the Brothers Grimm.

In the children’s story, the porridge pot overflowed and overwhelmed the town. This is very similar to what is happening with the information quantities present in society today. The attributes of information that make it such a viable commodity also means that it is being constantly created and this ‘self multiplication’ is leading to an glut of material. Combined with technology that is rapidly changing and expanding, this overabundance of knowledge is increasing dramatically as our ability to produce information is also increasing.

‘NATIONAL SORRY DAY’ – Annotated bibliography

ANNOTATED BIBLIOGRAPHY of

CLASSROOM AND TEACHER RESOURCES

FOR

‘NATIONAL SORRY DAY’

UNIT OF WORK.

Appropriate for students in

Mainly STAGE 4 & some STAGE 5

Appropriate for History, English, Drama, Visual Art, RE and Mathematics subject areas.

Appropriate for students who identify as Indigenous people across Stages 4 & 5.

Citation 1	Various Authors (2011) Yarning strong guided reading series. Oxford University Press, Australia.
Format Licencing Owned/Subscribed	Mixed formats print/audio/images. Copyrighted for person and educational use but not for distribution. Owned.
Description	This is a set of novels, graphic novels, anthologies and a teacher kit that covers issues such as identity, family, law and country. The anthologies include poems, images as well as a teaching kit.
SC	1A 1B 1C 2A 2B 3A 3C 4A 4D
SA	Booktopia
T&L Evaluation	Recreational reading TR Std 2.4 OI – 2, 4, 5, 6, 7, 8 The box set is aimed at Indigenous students as they would identify with the storylines and characters and thus be more likely to engage with it. The language is colloquial and could be considered a Hi-Lo series for older readers. Since many Indigenous teens have lower literacy than their non Indigenous peers, it is important to have books that cater to their ability and interest (AIHW, 2017) The resources allows for development of a subtle and covert knowledge and understanding of indigenous peoples. Authenticity and perspective has been maintained as all stories have been compiled by Indigenous authors and anthologies led by tribal elders.

Citation 2	Pascoe, B., (2018) Little Red Yellow Black Book. 4th Edition. Aboriginal Studies Press. Australia
Format /Licensing	Book = owned and with copyright attached.
Description	This book has been written from an Indigenous perspective and thus assists with encouraging appreciation and reconciliation between both non Indigenous and Indigenous Australians. It makes strong connections to the concept of Country and culture. The stories within, cover a range of socio-political issues and this edition also will challenge stereotypes and educate the reader as to the contributions made by ATSI peoples in past and present times.
SC	1a, 1b, 1c, 2a, 2c, 3a, 3b, 4a,
SA	Better Reading blog
Evaluation and use	TR and/or RECREATIONAL reading TS: 1.4 & 2.4 OI: 1, 4, 5, 6, 7, 8,9 This book is excellent at initiating educators to Indigenous culture and histories especially those who have had limited exposure to Australian and Indigenous culture such as overseas born staff and students. There is an accompanying website listed in the book with additional materials. It is aimed at adults as a teaching resource, but can be read recreationally by both staff and senior students.

Citation 3	Manning, N., (1994) Close to the bone. Currency press. Australia
Format/licencing	Class set currently in collection. No production permissions purchased.
Description	This play is about the forced removal of a young Aboriginal child from her family and the reawakening of her Indigenous identity twenty years later. An excellent story about the importance of identity and kinship ties.
SC	1b, 2a, 2b, 2c, 3a, 3b, 4a,
SA	Part of current collection
Evaluation and use	Stage 4 – Drama – (ACADRR046); English – (ACELT1806) (ACELT1806) (ACELT1806) Stage 5 – Drama – (ACADRR053); English – (ACELT1772) (ACELT1636) GC – Lit, CCT, ICU, PSU OI: 2, 5, 8 This play, whilst dated, can be used as a culmination for National Sorry Day or similar units of work. The themes may be distressing for younger students, so class discussion is essential. The play uses common language that resonates with the reader. It can be analysed from an Australian perspective and it can be performed to a groups as informative drama or as a dramatic reading. Good for kinesthetic learners.

Citation 4	ABC Education (2018) National Sorry Day. Retrieved from http://education.abc.net.au/home#!/digibook/618742/national-sorry-day
Format/ licencing	Digibook – chapters and videos Downloading/editing/embedding with citation permitted
Description	This eBook is embedded with videos showcasing interviews with various stakeholders detailing the political and social events that eventuated at the Rudd Apology in 2008 and the ongoing process of Reconciliation.
SC	1a, 1b, 1c, 2a, 2b, 3a, 3b, 4b,
SA	Scootle – TLF-IDM019082
Evaluation and use	Stage 5 History – ACHMH072 and (ACDSEH106) And. (ACDSEH023) (ACDSEH104) (ACDSEH134) (ACDSEH149) OI: 2, 4, 5, 6,7,8,9 This resource is heavy in learning outcomes, capabilities and ATSI CPP. The multimodality will support teaching and learning in discrete lessons and as part of NAIDOC week and National Sorry Day. The resources are appropriate for a school setting and are of mixed literacy ability and an inclusive school. The main downside of this digi-book is that it does not belong to the school and there is no guarantee of its continuance.

Citation 5	AHRC (1997) Bringing them home report. Retrieved from https://www.humanrights.gov.au/sites/default/files/content/pdf/social_justice/bringing_them_home_report.pdf
Format/Licencing	Digital PDF – CC 4.0 International.
Description	This report offers insight to the scant schooling, systemic abuse and trauma that affected several generations of Aboriginals, and offers understanding to the current gap in education and health outcomes between Indigenous and non-Indigenous people. There are very confronting stories of physical and sexual abuse within. It also elucidates the loss of culture, tradition and language.
SC	1a, 1c, 2a, 2b, 2c, 3a, 3b, 4a, 4b
SA	Reconciliation Australia
Evaluation and use	Stage 5 – History – (ACHMH072) (ACHASSK013) GC – PSC, ICU, CCT OI: 1, 2, 3, 4, 5, 6, 7, 8, 9 This report has a narrow use in a school setting. It is NOT to be disseminated to the students but rather excerpts used in specific teaching and learning practices. Teacher discretion required. For example, to provide ‘voices’ for a yarning circle as a classroom exercise which would highlight the importance of oral traditions for Indigenous peoples and thus in turn, the significance of mother tongue. Or as stimulus for class discussion and debating targeting CCP and CCT.

Citation 6	Behind the news (2018) 10th Anniversary of Stolen Generation Apology – 13/02/2018. ABC ME. Retrieved from https://online.clickview.com.au/exchange/videos/6054563/10th-anniversary-of-stolen-generation-apology-13-02-2018
Format/ Licencing	Interactive Video. Licence permits sharing and embedding.
Description	This short video is an excellent introduction to the CCP and is accompanied by a worksheet that can be done individually or in collaborative groups.
SC	1a, 1c, 2a, 2b, 3a, 3b, 4a.
SA	Clickview
Evaluation and use	Stage 5 – History – (ACDSEH020) As this video is short it can easily be used to introduce this topic to elicit discussion. The video is aimed at upper primary, and its interactive aspect has low level Bloom’s questioning so can be used as an activity for students with learning needs. The theme of reconciliation would be useful in an RE context too.

Citation 7	Screen Australia (N.D) Australian History Timeline. Retrieved from http://www.aushistorytimeline.com/
Format/licencing	Interactive website. Can be used but not amended.
Description	This interactive graph gives snapshots of information of Australian history major events such as the Mabo decision and the Apology. It is easy to use, multi user ability and has good graphics.
SC	1a, 1c, 2a, 2b, 3a, 3b, 4a, 4b.
SA	Scootle TLF ID M012862
Evaluation and use	Stage 4 & 5 History (ACHASSK086) (ACHASSK108) (ACHASSK135) GC: ICT, ICU OI: 1,6,9 This website is strong on digital literacy due to the depth and layers present. The embedding of videos, images and hyperlinks work seamlessly to inform the view of events significant to Indigenous and non-Indigenous history. This tool would be great to use across the History KLA but also for the ATSI CCP in identifying key dates. Additionally, data can be searched for by date, event and decade. Whilst the language used is stage appropriate, digitally illiterate students will need guidance due to the multi-layering of information.

Citation 8	Noyce, P., Olsen, C., Winter, J., Sampi, E., Sansbury, T., Monaghan, L., Buena Vista Home Entertainment (Firm). (2003). Rabbit-proof fence. Sydney, New South Wales: Australian Film Finance Corp. Retrieved from https://online.clickview.com.au/libraries/videos/2754037/rabbit-proof-fence
Format	Interactive video
Description	This movie is about three girls, removed from their family in WA based on legislative assimilative policy and sent to a mission to train as domestic workers, from which they escaped and followed the infamous fence home.
SC	1a, 1c, 2a, 2b, 2c, 3a, 3b, 4a, 4b,
SA	Clickview
Evaluation and use	Stage 5 – History (ACHMH072) (ACDSEH106) (ACDSEH104) (ACDSEH143) Stage 4 – English (ACELA1541) (ACELT1619) (ACELT1806) GC – ICU, CCT, OI: 2, 5, 6, 8, 9 This interactive movie is rated for 13+ and whilst appropriate for Stage 4 students, it can be used in both History as a social viewpoint or in English (without interactive) from a technical language perspective. The video, with embedded questions would be a great choice for homework and the resulting critical and analytical collaborative discussion held in class. The book is also in the collection already.

Citation 9	ABS (2018) Estimates of Aboriginals and Torres Strait Islander Australians. Retrieved from https://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3238.0.55.001Main%20Features1June%202016?opendocument&tabname=Summary&prodno=3238.0.55.001&issue=June%202016&num=&view=
Format	Interactive website/ Creative Commons Attribution 4.0 International
Description	This summary commentary summarises the ATSI statistics for Australia on population, population growth, age structure, state and region prevalence as well as additional documents about birth and death rates. As this resource is free, the narrowness of its applicability is accepted.
SC	1a, 1b, 1c, 2a, 2b 2c, 3a, 3b, 4b.
SA	Mathematics HOD suggestion
Evaluation and use	Stage 4 – Mathematics – (ACMSP169) (ACMSP171) (ACMSP172) (ACMSP284) Stage 4- Geography – (ACHGS048) (ACHGS051) (ACHGS052) Stage 5 – Mathematics – (ACMSP227) (ACMSP283) (ACMSP253) GC: Numeracy, CCT, ICT. OI: 1, 6, This document and accompanying materials are ideal for statistical analysis activities. The students could analyse the raw data and account for variances as well as question the disparity. The resource would also supplement HASS/Geography as it would provide evidence for discussion/analysis. Stage 4 will need scaffolding which licencing permits, whereas Stage 5 could criticise and evaluate the raw data. It would also provide good material for test papers or as an extension supplement for advanced students in all KLAs. Bloom’s Taxonomy of Questioning can be used in its varying formats with this resource. An example would be the age structure breakdown analysis – Indigenous lifespan graph has no bell curve graphically – Identify reasons why and justify with evidence.

Citation 10	Songlines – Tracking the Seven Sisters Exhibit. (2018). Canberra: National Museum of Australia.
Format	Touring exhibition by the NMA
Description	This is an excursion/incursion which will lead attendees on a journey through the Dreaming stories via art, multimedia and integrated displays.
SC	1a, 1b, 1c, 2a, 2c, 3a, 4a, 4b.
SA	Teacher referral
Evaluation and use	Stage 5 – Science (ACSSU188) Stage 4 Arts – Visual art ACAVAM125 ACAVAR131 Stage 4 – RE – World religions Stage 4 – English ACELA1552 GC – Literacy, CCT, PSC, ICU. OI 1,2,3,4, 5, 7, 8, ,9 The exhibit will be exemplify the importance of Country, kinship and oral traditions to attendees and thus the ramification of the stolen generation had on communities then and now. It will challenge both students and teachers in their perceptions of the ancient culture. The oral traditions during the exhibit use powerful imagery and evocative language to complement the paintings and thus force the viewer to engage deeply with the subject matter. Educators can use this multidisciplinary exhibit as stimulus, a unit of work itself or culmination for a unit of work. The supporting text resource will provide background to the exhibit and guide the educator in understanding the imagery present within the artefacts. Whilst this excursion is expensive, the multidisciplinary nature and CCP coverage makes it valuable.

Information literacy, education and elections

It is evident that literacy is an important skill for navigating life’s journey. From a rudimentary age, reading and writing are methods in which people, including children learn to communicate their thoughts and ideas. Naturally, oral communication is the first skill a child learns. Why? Well from personal experience and basic understanding of anthropology (I like the TV show Bones) …. I have learned that children are all masters of oral literacy. Well, all my children were adept at saying “NO!” before they were toilet trained. But aside from that unnecessary anecdotal story, literacy is more than just being able to read and write.

ACARA has clearly defined literacy as “Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts”. Literacy is no longer just the domains of text. It is a domain of skills.

In previous years, information literacy was sometimes known as information skills and or digital literacy. But that shortened the scope of the term to just the mechanics of it rather than including associated behaviours and attitudes.

Some could argue that information literacy is restricted to the domain of academia and that the average person has no need of it. Well after the debacle of yesterday’s election I can clearly say that the information literacy is sadly missing in Australian adults.

Information literate individuals would realise that 70% of popular Australian media is owned by the same organisation that funds one of the political parties.
Information literate individuals would also realise when there is bias
Information literate individuals would realise that there is misinformation and how to identify it.

But we don’t live in an information literate world. Information literacy is a life skill that everyone needs. Otherwise, we doom ourselves, our nation and our future outcomes.

#note – I have very strong political leanings and I am not apologising for them.

Its more than just a place for books. Its a place of safety.

Lunchtime in`my school library is always an interesting event. We have 1500 students from years 7-12 on a single co-educational campus. On some days, we would easily see 500-600 bodies wander through our doors. Most lunchtimes we average about 120-150 students per day but on busy days, the numbers peak at around 220 during the lunch rush. We obviously host various members of the whole school community but the main people that find joy in the library include, our senior students; lunchtime minecrafters, gamers and social misfits.

Our library is a haven for many of our students. They seem to find refuge within our walls. Our biggest clientele are our seniors; who have the freedom to wander to the local shops, cafes and parklands but somehow prefer to be sprawled across the beanbags retellíng fart jokes (or worse) or playing Uno or Chess in their study area. I’d like to say they were coming as they love my company, but I’d be lying. What they do love is our temperature controlled climate, our beanbag zone and free wifi. Whilst some of our seniors do study in their frees/study lines; most of them tend to play on their phones and or watch videos on their devices. We used to rouse on them… reminding them that study lines were for study. But then we realised that the reasons our seniors visited us was that they felt safe and happy here; and not because they wanted to use the resources. For these students – the library was a source of wellbeing.

AdultsOnlyMinecraft / Pixabay

Another demographic that truly enjoys the library are our little minecrafters. These little year 7 & 8 boys (mostly, with the odd girl) race to the library before school, recess and lunchtime EVERYDAY to play minecraft. They get so excited when they line up outside our cyber room. I tend to walk VERRRYYY slowly up to them drawling my Hellos and social chatter. Their impatience is palpable. You can see their little shoulders rising and hands itching to log on. So I stop, ask them about their day, query the state of the weather or some small talk; only to have one of them finally ask;

“Miss! Can you please just open the door and then talk?”.

“OF COURSE boys!! Silly me… just jabbering on like a turkey on thanksgiving. Have… “

“Miss!! The door!!”

Then I open the door and in whoooooooooooooooosh go all the boys (and odd girl). They speedily log on and start to build stuff and kill each other (online only) in Minecraft world. The happiness in that room is patently visible and a better beacon of hope than any Patronus that Harry could ever make.

I have a very astute department head that saw a need for a wellbeing space within our school and set up a section of the library to fill the emotional buckets of our students. We currently own about 10 different types of board games, 10 packs of uno cards and another 10 packs of playing cards. Well we start every semester with those numbers…. They do get lost, misplaced… go on walkabout, etc … BUT, our games are so popular that they fly off the shelves as the kids bolt in at the start of lunch. The seniors tend to take most or all the UNO cards, till I discovered some year 8 girls were hiding sets under a shelving unit between lunch breaks to get ahead.

SHHEESSH that was sneaky… admirable.. Yet sneaky… well done girls!

Our board games range from the classics such as battleship, scrabble and chess to other games like dungeons and dragons, connect 4 and backgammon. We have now added a puzzle corner (a 5000 piece work in process, that i think may amuse the staff more than the students) and a box of lego for our sensory kids.

As I sat at my desk last Friday afternoon after school, I watched my usual suspects lounge around the beanbags. A great sense of protectiveness rose from me about their welfare. I know Tom# is having a rough time at school as he has argued with his mates. I know James# is exhausted from footy training 3x week and is barely keeping up at school (he naps in the cushions most afternoons and I have to wake him up when I close the library up). I know Alice# is unhappy about having to move interstate next semester; Ethan# is angry that he didn’t get picked for the football team; Sophie# broke up with the boyfriend; Andrew’s# anti depressants are wearing off; and Gina# is not getting along with her mum. I also know that Steve# drinks too many energy drinks and Miki# has fallen in love with another idiot boyfriend.

For some of our students, the library staff are the ones that see them the most frequently. I know with my usual crew, I see them before school, recess, lunch and after school. Then you can add the number of free periods they spend in the library plus the classes they play truant for whilst they spend time within our walls. This means, that it is highly likely that we are the most frequently seen adults in their life after their parents. And for many of our students who have busy households; I may just be the adult that they see the most often.

Libraries are a place where you can find and use information. They are also a place of recreation and wellbeing. A school library is a place where students should be able to read, study, learn, recreate and relax. My department head said that there are four fundamental aspects to being a school teacher librarian. The first is Research – which is understandable as TL are information specialists. The second is Resources – obviously as libraries have collections. Collaboration is the third pillar. TL need to collaborate with their colleagues to ensure that teaching and learning continues to thrive. And lastly, Wellbeing. Libraries are a place of wellbeing for students. Besides providing resources for learning, we also need to provide resources to improve student wellbeing. Think of Maslow’s hierarchy of needs…. Unless we address the needs of students to feel like they belong to a community, then we cannot expect them to reach self actualisation.

So when the little darlings are bumming around in the library telling another ‘fart joke’ that obviously isn’t funny to my middle aged brain, I take a deep breath. I certainly do not want them to feel like they cannot come back to their safe place. I don’t want to rouse on these kids if they like to chill in the library, sprawled across the beanbags like giant squid. So instead of getting cranky when I hear bad jokes or when they play battleship, I only tell them to quieten down so they don’t disturb others. The thing is that I only cranky if I can HEAR them play the game. Afterall, what I cannot see nor hear, I can’t get upset with 😉

#student names have been changed.

Who am I? What do I do? – When an identity crisis occurs.

What do I do all day?

To my mother, I read books all day and tell people to shush!

To my husband, well he is only concerned that I am happy (and I can still manage my children’s school drop offs and pick ups). Oh and there is no need for vacation care. Winning!!

To my children, mummy goes to work in a library and reads books and then comes home with more books all the time…. Oh and mummy is home in the holidays.

To my colleagues, I am that Energiser bunny that nabs you in the corridor asking to come into the library to work on your next task; the idjit that goes to departmental meetings and ‘volunteers’ to help with planning. I am also that nutter that gets over enthusiastic during Book week, Roald Dahl day, Harry Potter day, Jane Austen day

To me. Well, I am a teacher of information. I teach students (and their teachers) how to find, seek, use and create information. I find resources that support the curriculum and wellbeing of my students. I teach students how evaluate their sources, protect themselves online, be aware of the legislation around copyright and academic integrity. I help students and teachers in their teaching and learning by co-creating units of work that promote critical thinking and reflection. I create lesson plans and collate resources to commemorate special events such as Reconciliation week, Anzac Day, Eid, Diwali and Samhain.

Each teacher librarian will have different priorities depending on the school they are attached to and the personality they were born with. Some TL are brilliant at curriculum planning and get heavily involved with the co-creation of units. Other TLs are great collaborators and involve themselves with the teaching and learning aspect. Some TLs are fantastic at resource collection management and development. Their collections are constantly evolving with the community’s needs. Each TL’s practice will differ from the TL next to them, the one down the street, the next suburb, or interstate. That’s the beauty within the practice of teaching. Each practice is unique as it is the individual’s interpretation and implementation of the teaching standards that leads to such distinctiveness.

Each teacher, in their own sphere has an impact on their students, peers and community. Individually we cannot change the world, but we can change the experiences of the people around us. We can change how our students learn about internet safety, about how to use online information ethically. We can teach the skills to differentiate fake news from real news (and in an election week… OMG!). We can show them how to seek, identify, use and create information that is meaningful to them and others.

How we do it will vary… but the point is that teacher librarians are trained and equipped to teach others the skills to survive and thrive in an information society.

We can show the next generation how to become active citizens in this digital world.

Guided Inquiry Design – An analysis

The world is changing before our eyes. I have previously expounded upon Information society and the literacy that is required in order to engage with this new society, so will not go on about that now. As teachers we can see the declining literacy ability of our students. We can see their lack of engagement and motivation. We know that this disengagement and apathy leads to poor behaviour within the classroom and consequently, poor life choices externally. Many students fall through this gap, citing boredom and disconnection to the school paradigm. This is even more true for low achieving students and or students in low socio-economic zones, where education is paramount to break generational cycles of dysfunction. Some schools focus their teaching and learning to address standardised testing (Kuhlthau et al., 2015). Whilst those schools may test high, their students struggle to translate their learning to an out of school context. As teachers we are frustrated and hamstrung by the politics of school.

Guided inquiry is a method of teaching and learning that has changed how students learn. Rather than a behaviourist method with stand alone teacher, GI promotes a constructivist team approach to teaching practices (Garrison & FitzGerald, 2016). This style of pedagogy promotes students to gain a deep understanding of the curriculum content and learn valuable skills in the process (Kuhlthau et al., 2015). The benefit is its fluid nature and this allows a flexible approach to learning which can be applied for all abilities and styles, as it seeks to explicitly teach skills rather than content. This is simply because skills are transferable and therefore of a higher value to both students and teachers. After all, in this information age, everyone can find out anything, provided they have the skills to do so.

A guided inquiry teaching and learning activity is designed to engage students in the content using their own intrinsic motivation (Maniotes, 2019). By utilising the 3rd space of learning, teachers can challenge students to connect to the curriculum content. This connection, based upon a constructivist ideology, allows students to question, explore and formulate new ideas based upon their own knowledge and perceptions (Kuhlthau et al., 2015, p.4). The learning itself is involves students finding and using a variety of information, to address an aspect of the content through an inquiry approach. During this process, students pose questions, make decisions, develop areas of expertise and learn life long skills (Kuhlthau et al., 2015, p4). As an educator there are two steps to GI. The first step is to apply the GI design framework when creating units of inquiry. These units incorporate curriculum content, literacy goals and information literacy concepts (Kuhlthau et.al,, 2015) and have specific learning goals as well as skills that will be addressed during the activity. The second step is to guide students through this learning with interventions, assessments and strategies (Kuhthau et al, 2015). It is quite common for teachers to explicitly teach ‘just in time’ skills during this process as teaching them any earlier usually has less relevance to them (Maniotes, 2019).

There are seven stages in GID unit. The stages go from an introduction phase through immersive, gathering, creative and sharing. As students progress through these stages they develop a whole range of skills and undergo a variety of emotional stress. It is this emotional stress and achievement over stress that assists with overall competence and self esteem. This figure shows the changing affective stages of an inquiry task.

Inquiry learning has many forms including project based learning; blended learning, International Baccalaureate programs and expeditionary learning. In Australia there are several IL models including Herring’s 2004 PLUS, NSW information search process, Newman’s 2014 iLEARN and Big6. But the superior form of inquiry learning is Guided inquiry design as it has a research based framework to substantiate its method of practice and the design understands the importance of affect in student behaviour. This affect is important to understand as it indicates to educators where motivation is and where guiding becomes important.

Whilst students are guided through the project, they get to pose their own question and explore ideas. This posing of question, is formulated from their own experiences, reflection and understanding. It acknowledges their learning is valid and promotes self esteem and self efficacy. Guidance can be tailored to individual students needs thus allowing for differentiation. As this process is a collaborative, students work with their peers in creating and investigating together. This sense of ownership and accomplishment leads to independence, expertise and competence (Kuhthau et al., 2015). Unfortunately, like all skills based learning, regular practice is required to maintain competency. Kong (2014) points out that classroom integration of IL leads to an increase in competency. Therefore, GI needs to be part of the learning and teaching across all grades and curriculum. It cannot be taught as a single subject in an ad hoc method as information literacy is cumulative (Lupton, 2014).

One of the many positives of Inquiry learning is that it promotes critical thinking skills (CCT). CCT, as part of the Australian curriculum’s general capabilities, needs to be embedded in teaching and learning practices. These skills are essential for participation in modern society. Within inquiry learning – CCT assists students in five major components. Curriculum content, information literacy, learning how to learn, literacy competence and social skills (Kuhlthau and Maniotes, 2010, p.19; Kong, 2014, p.2). All these skills are interwoven throughout the whole activity and an educator can choose which skill to assess at any given time.

The other interesting aspect of GI design unit is that the task comes halfway into the unit. Unlike current pedagogical practices where students get given a summative task at the beginning of the unit and then ‘do what is necessary’ and submit it a few weeks later. Inquiry tasks take students on an exploration of the unit. They are immersed in the unit of work either with field trips or excursions. They browse broadly among the literature, gaining various perspectives BEFORE the question is even posed. This means that when the question is posed by the student is truly authentic (Maniotes & Kuhlthau, 2014). It comes from what they DON’T know about a topic, rather than a regurgitation of facts. This process forces student to engage with the unit of work or they simply become mired in an information overload. This information overload occurs commonly outside school, where adults of all backgrounds, refuse to participate with something because they do not know or understand it. GI teaches students how to persevere and understand what the information is saying.

Collaboration is key to guided inquiry for both teachers and students. As the creation and implementation of GI units is multifaceted and complex, a team of teachers is required (Kuhlthau & Maniotes 2010). Ideally, this unit has three teachers co-creating the unit with additional experts involved as required. This team approach has the benefit of collaborative learning, in that many minds are better than one. It also models to students how collaboration occurs in the workspace. Students use the teaching team as role models for their interactions with their peers. These interpersonal skills are essential.

Figure -1 – KUHLTHAU, MANIOTES, CASPARI, 2012

The genius behind GI is that it is based up the information search process model which compares feelings, thoughts and actions of students as they progress through the unit. This understanding of student’s behaviour is of great insight to the educator. Teachers can predict when students are suffering from confusion and doubt and assist them in finding their way. I am musing if Marcia’s work on Erik Erikson’s theory of identity development is related to this process. After all, Erikson’s theory about adolescents facing moments of crisis and their response to the crisis shapes their identity. So theoretically, students who have their moment of crisis during an inquiry task move through to identity achievement, in that they have made a commitment to a value or role (David, 2014). Then once they have formulated a question or concept, students feel a sense of confidence, a sense of purpose. This sense of purpose and confidence translates to other aspects of learning and thus builds self efficacy.

The problem with the Australian curriculum is that IL is not embedded within and across the curriculum in all KLAs. Information literacy is cumulative. To have an IL education, sustainable development is required across all years and areas of study. It is should be part of the content, structure and sequence of learning; and definitely not the outcome of a single subject (Lupton, 2014). There has been some attempt by Bonanno & Fitgerald (2014) to map the Australian curriculum to the Guided inquiry design by Kuhlthau, Maniotes & Caspari (2012). The scope and sequence suggests the introduction of inquiry skills, which could be adapted throughout the curriculum. Lupton (2014) correctly surmised that inquiry strands are only currently within science, history and geography KLAs. Whereas Bonanno & Fitzgerald (2014) try to extend those skills in different areas of the curriculum. This is definitely possible as these ‘skills’ are transferable and there is no reason why one can pose a question in History that leads to an insightful understanding of the unit, but cannot do the same in math.

In summary, GI units of work are designed with the student in mind. They are student centred and place the onus of learning upon the student rather than the teacher. This is a seismic shift in pedagogy from a behaviourist to constructivist perspective. Students will engage with content if it is in their third space. They will commit to a task if they have a vested interest in the outcomes. They will learn more in collaborative groups. Mostly, they will work at their level of cognition and thus achieve a sense of accomplishment when the task is completed. We talk a great deal about student centred learning, about making the student the centre of the pedagogy. Well… lets just do it then.

Bonanno, K. with Fitzgerald, L. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Eduwebinar Pty Ltd.

David, L., (2014) “Identity Status Theory (Marcia),” in Learning Theories. Retrieved from https://www.learning-theories.com/identity-status-theory-marcia.html.

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.

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.

Kuhthau, C., Maniotes, L., and Caspari, A., (2015) Guided inquiry: learning in the 21st century. 2nd Edition. Libraries unlimited, USA.

Maniotes, L., and Kuhlthau, C., (2014) Making the shift. Volume 43:2.

Lupton, M.(2014) Inquiry skills in the Australian Curriculum v6, Access, November

Maniotes, L., (2019) Guided Inquiry Design: Creating curious inquirers. SYBA Academy workshop. Sydney

Walton, G., Cleland, J., (2016) Information literacy. Empowerment or reproduction in practice? A discourse analysis approach. Journal of Documentation, Vol. 73 Issue: 4, pp.582-594, https://doi.org/10.1108/JD-04-2015-0048

Digital literacy and its impact on pedagogy and the role of a TL.

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.

REFERENCES

ACARA (2016a) National literacy learning continuum. Australian Curriculum. Retrieved from https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/what-is-literacy/

ACARA (2016b) NAPLAN online. National Assessment Program. Retrieved from https://www.nap.edu.au/online-assessment

ACCC (N.D) Nigerian Scams. Scamwatch. Retrieved from https://www.scamwatch.gov.au/types-of-scams/unexpected-money/nigerian-scams

ACT Government (n.d.) School Libraries: The heart of 21st century learning. Education Directorate. Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file/0020/916301/School-Libraries-21st-Century.pdf

ALIA (2015) Australian Library and Information Association Minimum Standard Guidelines for Library Services to Prisoners

Retrieved from https://www.alia.org.au/about-alia/policies-and-guidelines/alia-policies/prison-guidelines

ALIA and ASLA (2016) Statement on Teacher Librarians in Australia. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_tls_in_australia.pdf

Berg, C., Malvey, D., and Donohue, M., (2018) Without foundations, we can’t build: Information literacy and the need for strong library programs. In the Library with the Lead pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2018/strong-school-library-programs/

Bevan, C., (1984) Minimum standard guidelines for Australian prisons 1978 (Editor), Australian Institute of Criminology. Retrieved from https://aic.gov.au/publications/archive/min-standard-guidelines-prisons

Curriculum Corporation, Australian School Library Association and Australian Library and Information Association (2001). Learning for the future : developing information services in schools (2nd ed). Curriculum Corporation, Carlton South, Vic. pp60-62

Department of Industry, Innovation and Science (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.pdf

El-Khayat, Y (2016) Librarians help high school students improve research skills. Journal of Medical Library Association. 104:3. DOI 10.3163/1536-5050.104.3.009

Head, A., Wihbey, J., Metaxas, P., MacMillan, M., and Cohen, D., (2018) How students engage with news. Five takeaways for educators, journalists and librarians. Project Information Literacy Research Institute. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/newsreport.pdf

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. I46:232-276. DOI 10.1080/00933104.2018.1425170

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends : Linking Research & Practice To Improve Learning, 55(4), 27-36.

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

Lofton, J., (2016) Students are makers! Building information literacy skills through makerspace programs. CSLA Journal. 40 (2). Retrieved from https://www.questia.com/magazine/1P3-4305515741/students-are-makers-building-information-literacy

Kachel, D., (2015) The calamity of the disappearing school libraries. {Blog Post} Theconversation.com. Retrieved from https://theconversation.com/the-calamity-of-the-disappearing-school-libraries-44498

Kobayashi, M., (2017) Student’s media preferences in online learning. Turkish Online Journal of Distance Education. 18:3. ISSN 1302-6488. Retrieved from https://eric.ed.gov/?id=EJ1147585

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

Miller, S., (2018) Diving dee; Reflective questions for identifying tacit disciplinary information literacy knowledge practices, dispositions and values through the ACRL framework for information literacy. The Journal of Academic Librarianship. 44: 412-418. DOI: 10.1016/j.acalib.2018.02.014

Mills, L., and Angnakoon, P., (2015) How do high school students prefer to learn? CELDA 2015. Retrieved from https://files.eric.ed.gov/fulltext/ED562093.pdf

Mussell, J., and Croft, R., (2013) Discovery layers and the distance student: online search habits of students. Journal of Library and Information Services in Distance Learning. 7:1-2, 18-39, DOI 10.1080/1533290X.2012.705561

Nickpour, F., (2017) Information Behaviour in design; a conceptual framework. Design, User Experience, and Usability: Theory, Methodology, and Management. pp 152-162. DOI: 10.1007/978-3-319-88634-2_12

OÇonnell, J., (2017) School Libraries. In I.Abdullahi (Ed) Global library and information science: A textbook for students and educators. Berlin, Boston; De Gruyter Saur. Retrieved from https://heyjude.files.wordpress.com/2017/11/ifla-174_16_o-connell.pdf

Office of Australian Information Commissioner (N.D) Freedom of Information Act 1982. Retrieved from https://www.oaic.gov.au/freedom-of-information/foi-act

Qayyum, M., and Smith, David., (2018) Changing research behaviours of university students with progression through a course. Journal of the Australian Library and Information Association. Vol 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

Russell, D,. and Callegaro, M., (2019, March 26) How to be a better web searcher: secrets from Google scientists. Scientific American Retrieved from https://blogs.scientificamerican.com/observations/how-to-be-a-better-web-searcher-secrets-from-google-scientists/

Saunders, L., Severyn, J., and Caron, J., (2017) Don’t they teach that in high school? Examining the high school to college information literacy gap. Library & Information Science Research. 39: 276-283. DOI 10.1016/j.lisr.2017.11.006

Shenton, A., (2018) Reading in information behaviour and information literacy frameworks. Collection and Curation. 37:2. Pp6-64. DOI 10.1108/CC-04-2017-0013

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

United Nations (1948) Human Rights Charter. Retrieved from https://www.un.org/en/universal-declaration-human-rights/

Wood, P., (2017) School libraries disappearing as as the digital age is over. ABC News. Retrieved from https://www.abc.net.au/news/2017-09-25/school-libraries-disappearing-as-the-digital-age-takes-over/8980464

Information Literacy – 21st Century skills

The fact we live in an information society will come to no surprise to anyone. Our lives are constantly bombarded with information, some real, some fake, most of it tainted. Active and informed citizens need to be literate in this information society in order to be able to differentiate between the facts and fallacies. They need to be able to seek, identify, use, evaluate and create information in all formats; for economic, social, vocational and recreational purposes. Governments and in turn education sectors, seek to ensure that the current and future generations of youth are equipped to deal with this information overload in the present and in the future (Kaplowitz, 2014; Kong, 2015). Information literacy is the phrase used to describe this skill set.

Information literacy within education as described by Lloyd (2010) is often viewed as literacy in a digital format, with close association to searching, analysing and evaluation skill with information. Kong (2015) describes it as a “mastery of necessary knowledge to identify a need for; seek, use, interpret and synthesise information” (p.2). But before we can progress too far, we need to clarify what information is? Information is a separate entity and that it needs to be discoverable by an individual (Lloyd, 2010). Its format can vary from text, audio, oral and visual images; but the result is it is absorbed by the brain and converted to information. These groupings of data, now identified as information, are available to be discovered and made sense of by an individual’s cognition power. The process in which information is identified, collated, synthesised and comprehended can be assessed using benchmarks as a guide. These benchmarks are most commonly known as rubrics, which place results on a continuum of learning.

A information literate person would have competency due to their cognitive approach. This approach ensures that competency is achieved in knowledge, skills, abilities and attitudes; which correlate to literacy standards (Lloyd, 2010). As competency is achieved through multiple applications, the assumption is that once students are unconsciously competent in information literacy, they are able to transfer those skills outside the classroom. This need for literacy to be transferable to life outside school means that information literacy needs to be embedded across the curriculum and year levels. It cannot be the outcome of a single subject or taught in an ad hoc manner as this is a cumulative process.

The other important aspect of information literacy is that it is collaborative (Lloyd, 2010). Many educators would agree that learning is a social construct, as the collaborative gain of ideas far outweigh a single person’s cognitive strength. This need to collaborate means that students are learning interpersonal and communicative skills at the same time as they are investigating. This holistic style of learning seeks to fulfil the emotional affect and cognitive strength of an individual.

Kaplowitz, J., (2014) Designing information literacy instruction: the teaching tripod approach. Lanham: Rowman & Littlefield. ISBN : 9780810885851. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1687304&ppg=6

Llyod, A., (2010) Chapter: 6 Landscapes of information literacy. Information literacy landscapes. Elseview. DOI: https://doi.org/10.1016/B978-1-84334-507-7.50006-9

Module 5.1 – Evaluating the collection – Keeping it real!

Library collection evaluation is essential to ensure that it continues to meet the needs of its community. Johnson (2014) suggests that evaluation measures the utility and effectiveness of the resources within the library. This means that the data collated assists ensuring the value of the collection is maintained as well as assisting in collection developmental decision making in order to future proof the collection. The evaluation assesses that the collection remains balanced and inclusive; meets the needs of the students; reflects changes in technology and that it continues to be of value to learners (Nat. Lib of NZ, n.d.). TLs use the results of the evaluation to determine which shortfalls need to be remedied. These remedies could be as simple as increasing the number of resources, to a systematic change in the selection policies in order to adapt to the changing needs of the school (Nat. Lib. of NZ, n.d.). Irrespective of the remedies suggested, the result is a collection that suits the needs of the community, which is the primary purpose of a library.

One of the reasons that collections require evaluation is that libraries are no longer ‘just in case’ providers of information. In the past, when public monies were freely given to libraries, many collections held resources ‘just in case’ they were required (Grigg, 2012). But this trend has changed. The most pressing problem facing libraries is finances with many generally struggling to maintain their funds and resourcing. Therefore the halcyon days of endless monies are over, and with it, free range purchasing, which means that there needs to be an accountability of what is in the library and how it suits the community it services.

There are many ways collection evaluation can be accomplished using outputs and outcomes. Johnson (2014) separates them into user/use based vs collection based and qualitative vs quantitative based. These methods include usage statistics of resources, formats, age and condition of materials, breadth and depth of resources as well as language style (Johnson, 2014). Arizona State Library (2015) is similar in its terminology such as collection centred and client centred as well as qualitative and quantitative measures. Ideally, evaluation should be spread between the subsections in order to get a holistic view of the collection. On the other hand, Grigg (2012) suggests that usage data, overlap analysis, survey instruments, benchmarking, focus groups and a balanced scorecard method are methods of evaluating collections. Both examples cite usage statistics as method of evaluation which indicates that it is an excellent source of evaluative data.

Usage data identify which resources are used most frequently and which are not and are easily collected using the library information management system. Often described as output measures, this data is essential for digital resources, such as databases and subscription services, which often are very expensive. Resources that are insufficiently used within a school context need to reassessed as to their value to that community. There is no point holding onto resources that are simply not used sufficiently (Hart, 2003).

There are hurdles to successfully completing a collection evaluation. The primary one is time. This is a process that requires a significant amount of time. Unfortunately, the second most common thing teacher librarians complain about is lack of time. Timing becomes more of an issue when specialist collections need to be evaluated, as subject specific teachers are often required to collaborate on the usefulness of the collection. Ways to speed up the evaluation process include; ensuring that the collection is mapped to the curriculum; surveying the staff and students to determine needs and wants; and lastly; relevant reports are generated from the management system to gauge usage (Nat Lib. NZ, n.d.). All of these parameters provide a TL with what resources are required by the community of learners and thus anything additional is superfluous. These processes, whilst time consuming and require a strong commitment by staff, have significant benefits. These benefits include ensuring that the collection continues to meet the needs of the community and future proofing the collection. Additionally, one could argue that failing to allocate time and resourcing to regularly evaluate the collection could result in its value diminishing. All staff and students, as stakeholders, are affected if the collection loses its value, reliability, currency and appeal.

A method employed by many TLs in evaluating their collection, is to complete sections in short bursts. National Library of NZ (n.d.) suggests that collection analysis is priortised when a new unit of work is created and or commenced. Completing an assessment of the collection at this time ensures that the resources are judiciously buttressing the learning outcomes of the unit. This evaluation can assist in the creation of Lib guides for teachers to help with their teaching and learning activities and to promote the value of the collection to the community. In short, collection evaluation is a necessary part of library resource management and needs to be an ongoing process with a framework and fixed goals. Without regular assessment, there will be little evidence to ensure that the resources match the curriculum and needs of the community.

References

Arizona State Library, Archives and Public Records. (2015). Collection Assessment & Mapping. Retrieved from https://www.azlibrary.gov/libdev/continuing-education/cdt/collection-assessment-mapping

Grigg, K. (2012). Assessment and evaluation of e-book collections. In R. Kaplan (Ed.), Building and managing e-book collections (pp. 127-137). Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=1158439

Hart, A. (2003). Collection analysis: powerful ways to collect, analyze, and present your data. In C. Andronik (Ed.), School Library Management (5th ed., pp. 88-91) Worthington, Ohio: Linworth (on e-reserve)

Johnson, P. (2014). Fundamentals of collection development and management [American Library Association version]. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/reader.action?docID=1711419&ppg=312

Lamb, A. & Johnson, L. (2014). Library media program: collection mapping. The school library media specialist. Retrieved from http://eduscapes.com/sms/program/mapping.html

National Library of NZ (n.d.) Assessing your school library collection. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/assessing-your-school-library-collection?search%5Bpath%5D=items&search%5Btext%5D=assessing+your+school+library+collection