Guide me...

As I read the literature around information literacy and more specifically Guided Inquiry it becomes more obvious that the role of the teacher librarian is quite broad. Guided Inquiry involves the TL working collaboratively with teachers to develop an integrated unit. The process is viewed as important.

As students move through the stages of the information search process (ISP) they develop an understanding of the thoughts, actions and feelings involved in research. By guiding students through the process teachers are able to develop students' competence.

Finding the time to develop and implement units with students at this point seems difficult. At the moment library is a 40 minute RFF lesson with all classes. In this time they are expected to return borrow books. I may need to think of ways that I can begin implementing such a program. This may be  firstly with a sympathetic teacher, whereby I can start small-scale. It may also involve convincing others that library can be more than RFF.

The Perfect Model... and I don't mean Naomi or Claudia

There are a number of models in regards to Information Literacy. Knowing where to lay ones allegiances is an issue. As is noted in much of the literature, such as Herring or Eisenberg for instance, there are more similarities than differences.

Kuhlthau has a strong research base to her model and a pervasive history, harking back to important constructivist theorists of the past. Her theory is well rounded taking in feeling, thoughts and actions.

The Big6 model however does seem quite practical. It is quite clear in its steps, yet is open to much flexibility.

Further reading... further judgement.

Supermodel, a photo by judith74 on Flickr.

Big 6... further impressions

Here I am reading Eisenberg (Information Literacy: Essential Skills for the Information Age, 2008, Vol28(2) from The Journal of Library and Information Technology) and finding that a model I was initially quite skeptical about is starting to ring true. Its emphasis on context is a driving force, and reinforces the importance of information literacy.

Thought the point that he made about moving away from just teaching computer skills to integrating it into the "information problem-solving process" was quite valid. This was an issue that was also brought up at our SDD on Monday, where at the moment there is a checklist of computer skills that needs to be covered. Integrating these more into the curriculum and, more "real" tasks make these more powerful tools.

And the model isn't linear which I felt showed a more realistic approach to how learners study. Have to admit know that doing my assignments I was jumping from one stage to another and back again. This takes into account different learners and different tasks. Some tasks may require someone to engage more in locating and accessing information, than another where there is little need to.

On with the reading...

What Model?

It seems there is much in common with many of Information Literacy models. ( I'll get onto information literacy in another post). A lot of it seems to be semantics at times and how they market their view (oops , does that seem a bit cynical). It does seem to have turned into a bit of a business, as can be seen by checking out the Big6 website.

This is not to say that I do not see them as useful. They provide a fantastic framework in which to teach students important skills that they can use throughout life. Thought that it was important to note that generally the models emphasized how important it was that these skills were transferable.

I think it's important to take away the bits from the models that work. If you become too prescriptive then there is a problem that you are overlooking kids that work differently. Saying that it is necessary for students to be instructed in information literacy that's embedded in meaningful inquiry, problems or projects.

Thought Kuhlthau added something new where she recognizes feelings. Have to admit some of those feelings came to the fore when I was completing that last assignment (doubt, confusion, frustration.... also anxiety).

With the vast amount of information out there.... it seems so important that our students learn how to find and use it effectively. That final step, that was in many of the models-  reflection, seemed to be perhaps the most important step when viewing learning as a lifelong process. To reflect on the negatives and the positives hopefully will add to learning.

InfoLit iSchool Getting Started, a photo by Robin M. Ashford on Flickr

The Agony and the.... well not the ecstasy

After completing my first uni assignment a couple of weeks ago for my Resourcing the Curriculum course, had thought that the next one would be easier. It seems that many years away from having to write an academic paper has made the task oh so painful.

Thought I did have a plan, but putting the words down proved extremely difficult. I could spend hours and get very little completed. Maybe those years back there of drinking and such, played a part. Anyway my latest assignment was shot off into cyberspace earlier tonight.

Am feeling that the assignments are really bogging me down. There is lot of interesting and stimulating reading- definitely more stimulating than staring at a computer screen for hours trying to put down my thoughts.

Need to start planning how I am going to tackle those next assignments. But now, time for a good nights sleep for a change.

Oops.... technology issues... thought I'd lost that post.... it's all a learning process... well.... good morning.

Information Specialist

As I have been trying to complete my assignment on the roles of the teacher librarian, I realize that there are a broad range. One I have been focussing on has been that of the information specialist. I am finding that there is a plethora of info tools and resources out there.

How does one stay abreast of it all? Have to admit I don't feel like the specialist yet. Trying to remember it all and put it all together is proving to be a chore. Housework I suppose is a chore too, but there is satisfaction in seeing a clean and tidy house.

I am using tools like Evernote to take note of "stuff" I find along the way, some of which I have not yet fully taken in yet, but wish to revisit or use in the future.

Well, reality calls.... or should I say my assignment, which is feeling like a battle at the moment- trying to piece it all together. Ok, must get back to the fight.


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Overwhelming but stimulating

Oops, it appears that I have fallen behind in my blog postings. It seems that learning is not always easier  as one gets older. Writing assignments can be arduous tasks. I am finding that the words do not always come easily. One of the issues has been circumnavigating the multitude of new technologies. This to was alluded to in much of the reading dealing with teacher librarians and the curriculum.

If as a teacher librarian we are to assist in making your students information literate or as 21stcenturyfluency.com note fluent it means that we need to become more au fait with the technology and be prepared to not always be the expert. In a way we are modelling learning to students.

There is a barrage of new information.  I find that as I read more, there are more questions to ask myself. It's exhausting... so with that it's time for bed.