TEACHER LIBRARIANSHIP AND INFORMATION LITERACY
-Information literacy is the ability to be able to define, locate, select, organise, present, assess and use information effectively in a wide range of contexts, in both print and digital form across a changing variety of devices for a changing range of purposes. (O’Connell, 2012)
A teacher librarian as a leader needs to promote the use of the information process as a framework for the development of information skills and to provide specialized assistance to students in using technology and information resources in and beyond the school.(Australian Schools Library Association, 2013).
To empower students to become producers of information rather than just consumers is a challenge. The Alexandria Proclamation on Information Literacy and Life Long Learning, 2005 proposes that Information Literacy lies at the core of life-long learning. It empowers all people to seek, evaluate use and create information effectively to achieve their personal, social, occupational and educational goals. It promotes social inclusion and is a basic human right.
I continue to encourage and promote a holistic approach to information literacy at the school in which I work to support the learning of ICT general capability skills necessary in our global world. (Australia Curriculum Assessment and Reporting Authority, 2011). The increased global demands on education, necessitates information literacy skills.
I have initiated the introduction of the NSW Information Process Model, (NSW Department of Education and Training, 2007,) to my school by displaying posters in the library and communicating these ideas to
students and teachers. I am available to present to staff and students the need for this model, and an inquiry based approach to teaching.
I see effective ongoing collaboration as an essential element in teaching, modelling, encouraging and bringing about a focus on information literacy and the information process model. (Brasley, 2008; Brown, 2004)
Easy access to copyright information, creative commons, referencing guides, copyright free images/music, creative
presentation tools and access to online data bases through the local public library are made easily available through the Primary and Secondary School Websites.
REFERENCES
Australian Curriculum Assessment and Reporting Authority (ACARA). (2011). ACARA. Retrieved August 8, 2013 from http://www.acara.edu.au/default.asp
Australian School Libraries Association,(2012). What is a teacher librarian? Retrieved on 30th September from
http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx
Brasley, S. (2008) Effective librarian and discipline faculty collaboration models for integrating information
literacy into the fabric of an academic institution. New Directions for Teaching & Learning, Issue
114, p71-88, 18p; DOI: 10.1002/tl.318
Brown, C. (2004). America's most wanted: teachers who collaborate. Teacher Librarian, 32(1),
13-18. http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/detail?sid=4b5bea87-17d7-47ee-a5f3-2942b1c2b06a%40sessionmgr112&vid=1&hid=119&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=14658043
Church, A. (2013) Educational origami.(Website) Retrieved from http://edorigami.wikispaces.com/
Johnson, L. Lamb, A. (2013). Teacher Tap. (Website). Retrieved from http://eduscapes.com/tap/
Nazari, M. (2011). A contextual model of information literacy. Journal of Information Science, 37(4), 345-359. doi:10.1177/0165551511403544
NSW Department of Education and Training, (2007a) Information skills in schools. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/docs/infoskills.pdf
NSW Department of Education and Training (2007b) School Libraries and information
literacy unit/Linking the information process with quality teaching. Retrieved
from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/powerpt/infoqt1.ppt
O’Connell, J.(2012) CSU ETL401Topic 4 Information Literacy
Rothstein, D & Santana, L. (2011) Teaching students to ask their own questions; one small change can yield big
results. Harvard Education Letter 27(5), September/October, Harvard Education Publishing Group. Harvard
UK. Retrieved from http://www.hepg.org/hel/article/507
-Information literacy is the ability to be able to define, locate, select, organise, present, assess and use information effectively in a wide range of contexts, in both print and digital form across a changing variety of devices for a changing range of purposes. (O’Connell, 2012)
A teacher librarian as a leader needs to promote the use of the information process as a framework for the development of information skills and to provide specialized assistance to students in using technology and information resources in and beyond the school.(Australian Schools Library Association, 2013).
To empower students to become producers of information rather than just consumers is a challenge. The Alexandria Proclamation on Information Literacy and Life Long Learning, 2005 proposes that Information Literacy lies at the core of life-long learning. It empowers all people to seek, evaluate use and create information effectively to achieve their personal, social, occupational and educational goals. It promotes social inclusion and is a basic human right.
I continue to encourage and promote a holistic approach to information literacy at the school in which I work to support the learning of ICT general capability skills necessary in our global world. (Australia Curriculum Assessment and Reporting Authority, 2011). The increased global demands on education, necessitates information literacy skills.
I have initiated the introduction of the NSW Information Process Model, (NSW Department of Education and Training, 2007,) to my school by displaying posters in the library and communicating these ideas to
students and teachers. I am available to present to staff and students the need for this model, and an inquiry based approach to teaching.
I see effective ongoing collaboration as an essential element in teaching, modelling, encouraging and bringing about a focus on information literacy and the information process model. (Brasley, 2008; Brown, 2004)
Easy access to copyright information, creative commons, referencing guides, copyright free images/music, creative
presentation tools and access to online data bases through the local public library are made easily available through the Primary and Secondary School Websites.
REFERENCES
Australian Curriculum Assessment and Reporting Authority (ACARA). (2011). ACARA. Retrieved August 8, 2013 from http://www.acara.edu.au/default.asp
Australian School Libraries Association,(2012). What is a teacher librarian? Retrieved on 30th September from
http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx
Brasley, S. (2008) Effective librarian and discipline faculty collaboration models for integrating information
literacy into the fabric of an academic institution. New Directions for Teaching & Learning, Issue
114, p71-88, 18p; DOI: 10.1002/tl.318
Brown, C. (2004). America's most wanted: teachers who collaborate. Teacher Librarian, 32(1),
13-18. http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/detail?sid=4b5bea87-17d7-47ee-a5f3-2942b1c2b06a%40sessionmgr112&vid=1&hid=119&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=14658043
Church, A. (2013) Educational origami.(Website) Retrieved from http://edorigami.wikispaces.com/
Johnson, L. Lamb, A. (2013). Teacher Tap. (Website). Retrieved from http://eduscapes.com/tap/
Nazari, M. (2011). A contextual model of information literacy. Journal of Information Science, 37(4), 345-359. doi:10.1177/0165551511403544
NSW Department of Education and Training, (2007a) Information skills in schools. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/docs/infoskills.pdf
NSW Department of Education and Training (2007b) School Libraries and information
literacy unit/Linking the information process with quality teaching. Retrieved
from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/powerpt/infoqt1.ppt
O’Connell, J.(2012) CSU ETL401Topic 4 Information Literacy
Rothstein, D & Santana, L. (2011) Teaching students to ask their own questions; one small change can yield big
results. Harvard Education Letter 27(5), September/October, Harvard Education Publishing Group. Harvard
UK. Retrieved from http://www.hepg.org/hel/article/507