Information Literacy
No longer does the library simply provide resources for students; today the library is concerned with creating ‘a community of lifelong learners’ with the skills to locate, use and evaluate information. Information literacy, the guidelines suggest, is fundamental to the school library program. (Lonsdale, 2003, pp.6–7)
3.3 Leadership (demonstrate leadership within school and professional communities)
3.3.1 • Actively engage in school leadership and participate in key committees.
3.3.2 • Promote and nurture a ‘whole school focus’ on information literacy policy and implementation.
3.3.3 • Build and foster collaborative teams within school and professional communities.
3.3.4 • Provide effective and transformational leadership to school library and information services staff.
Learning for the Future proposes that "resource-based learning is a methodology that allows students to learn from their own confrontation with information resources." (ASLA, ALIA, 2001, p. 3) Resource-based learning is compatible with constructivist learning theory, and 'should be utilised in the effective implementation of ICTs in the learning process.' (ASLA,ALIA, 2001, p. 3)
Lankshear (2000, p.26) points out that the advent of ICTs has changed the ways people engage with information and the kinds of literacies they need to operate in the modern world. He advocates that teachers must accommodate ‘new and emerging literacies’ and the resultant ‘modes of human practice and ways of experiencing the world’ within their pedagogical practice and curriculum programs.
Learning for the Future proposes that "resource-based learning is a methodology that allows students to learn from their own confrontation with information resources." (ASLA, ALIA, 2001, p. 3) Resource-based learning is compatible with constructivist learning theory, and 'should be utilised in the effective implementation of ICTs in the learning process.' (ASLA,ALIA, 2001, p. 3)
The teacher librarian (TL) does not conduct information literacy (2.2.1), or ICT literacy lessons (2.2.5), nor create an information-rich library environment (2.1.1) . Despite the TLs involvement with ICTs the library has a surprisingly low profile on the school’s website and intranet.
Factors impacting on delivery of ICT literacy and information literacy lessons include:
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2008
 The library computers are primarily used for Accelerated Reader quizzes. Occasionally students use the catalogue to locate library resources. In the TL’s view, class teachers are better equipped for implementing information literacy programs within the classroom. Most classes have six computers with Internet access. The school has a limited range of software including Star Reader; Accelerated Reader; Internet Explorer; Webmail; Encata Kids Encyclopedia; Eduss Maths; Daisy Maths; Microsoft Office (Word, Excel, PowerPoint, Photo Editor); Microsoft Photo Story, KidPix and Paint. There have been limited funds for software acquisition, and as a result the school relies heavily on freeware and learning objects available on the Internet. Todd (2003, p. 30) identifies the need for a ‘range of competencies associated with effectively using information technology’, including being able to use different search engines, evaluate the relevance currency and accuracy of information, identify the authority of websites, and organise, analyse and present information using a range of electronic media. ICTs have an further role to play. They enhance our abilities to construct knowledge — ‘to question, access, interpret, amend, analyse, construct and communicate meaning from information’. (Loveless, Devoogd & Bohlin, 2001, p.66) Posts on OZTL_ This is a new area of exploration for our school. I am encouraging teachers to join Education Queensland’s The Learning Place to set up project rooms and virtual classrooms. The necessary changes in pedagogial paradigms are documented in Appendix B of Performing Hybridity. (Mallan, Lundin, Burns, Massey & Russell, 2002, p.59) The school’s SharePoint intranet provides teachers with the capacity to create virtual classrooms, with Web 1.0 capabilities (weblinks) and simple Web 2.0 (document sharing and discussion boards). However few staff have access to construct sites. I have negotiated with the Business Systems Manager and IT Technician to gain ‘developers’ rights to two suites of pages on the intranet. The school’s outdated library policies will need to be updated to reflect the changing nature of curriculum, pedagogy and the school’s resources. | 2009-2011 In my role as Smart Classrooms Coordinator I run sessions to support teachers to get their ICT Certificates. This certification requires teachers to embed the use of ICTs in units of work. Over the past 3 years I have seen the teachers gain confidence in embedding a range of activities related to information seeking, creating and communicating with ICTs and in raising their students' awareness of issues related to the use of ICTs. Teachers are making better use of the intranet virtual classrooms to support learning. However, few teachers are using The Learning Place to host virtual classrooms. Next year, I will run sessions at the beginning of the year to get teachers started on their virtual classrooms earlier. I will encourage them to make more efficient use of discussion boards and polls, Several classrooms and the library have interactive whiteboards. In addition to having a bank of 6 computers in their classrooms, Years 1 to 7 classes can also book computer lab time. Prep classes have 2 computers in their classroom and come to the computer lab to work with their upper school buddies. More work needs to be done with teachers to help maximise their use of interactive whiteboards. Upper school teachers mainly use their interactive whiteboards to conduct mind mapping sessions, share online audio-visual and interactive resources. Lower school teachers are reluctant to allow students to use the interactive whiteboards as a workstation in rotational activities. Next year I plan to work with teachers to help them mazimise the use of their IWBs and develop activities specific to their units of work. .jpg) Students are keen to share their computer knowledge and skills. When I started working in the library at the beginning of the year, I was surprised at how few staff members and students knew how to use Alice Inquiry. The library now has 12 new, fast enquiry terminals. So this year I have begun to conduct information literacy lessons and I encourage students to do their own Alice Inquiry searches to find and reserve books during library lessons and at lunch breaks. Once they know what to do, students are often keen to help each others to do searches and reserve books. When possible I also show teachers how to conduct their own subject and topic searches to locate suitable resources for their units of work. The library's lab of 30 computers is well utilised during class time. However, the TL has been reluctuant to let students use the lab during lunch breaks. In Term 4, this year, I have encourage the Year 7 students to use the lab during lunch breaks to work on their animation projects. .jpg) The computer lab is visible from the circulation desk, because of the layout of the library and the glass walls. So we should be able to make better use of the lab during lunch breaks. |
References
Lankshear, Colin et. al. (2000). Understanding the Changing World of Literacy, Technology and Learning in Lankshear, Colin et. al, Teachers and technoliteracy: Managing literacy, technology and learning in schools, St Leonards, N.S.W: Allen and Unwin, 23–47.
Lonsdale, M. (2003). Impact of school libraries on student achievement: A review of the reasearch. Australian Council for Educational Research. Retrieved July 21, 2008 from http:www.asla.org.au/research/
Loveless, A., DeVoogd, G.L., and Bohlin, R.M. (2001). Something Old, Something New... Is Pedagogy Affected by ICT? in Loveless, Avril and Ellis, Viv eds., ICT, pedagogy and the curriculum : Subject to change,
The Senate Environment, Communications, Information Technology and the Arts References Committee, (2003) Libraries in the online environment. Canberra:Senate Printing Unit, Commonwealth of Australia. Retrieved October 20, 2008 from http://www.aph.gov.au/senate/committee/ecita_ctte/completed_inquiries/2002-04/online_libraries/report/index.htm
