The information landscape is ever changing due to technological advancements creating new ways for information to be communicated and stored. With algorithms predicting our biases, dictating the information we receive, students require skills to navigate their way through this complex environment (Wall, 2022) from deciphering that sponsored content is advertising, identifying clickbait, resisting the impatience for quick results relying on the first hit on a Google search, not verifying information and trusting the person sending information instead of questioning the source, and sharing information without evaluating or thinking about it critically (Spisak, 2020). Students require skills to conduct in-depth search skills taking the time to cross-check their sources, and persevering when they hit a roadblock (Spisak, 2020).
I connected with the Guided Inquiry information literacy model, relating to the feelings within the Information Search Process (ISP) (Kuhlthau et al., 2012). Experiencing the full rollercoaster of emotions when researching for my assessments, I could understand how students felt when they hit roadblocks or became confused. I could also see the benefit of completing an inquiry log and reflection afterwards. It is amazing to look back, just like I am doing now, thinking of how we construct knowledge using information all the way and arrive at the final product (Galimi, 2020b).
In our increasingly digital lives, it is vital for teacher librarians to deliver information literacy instruction as a life skill to create a more informed society (Spisak, 2020). With many students obtaining news and information via social media such as Snapchat, Instagram and Tiktok, students do not understand where this information comes from and how to determine if they can rely on this information (Agosto, 2018).
The introduction of the Information Fluency Framework (IFF) (NSW Department of Education, 2023) encompass the skills students need to use information fluently (Aaron Cook, 2021), having the capacity to engage, create and utilise information in a critical and informed way (Wall, 2022). The elements of the IFF are aligned to the general capabilities including:
Social – Students learn with, and from, diverse groups of people. This element combines aspects of social capability with intercultural understanding.
Literate – Students create and communicate an understanding of information through texts.
Innovative – Students generate and implement new and useful ideas. This element combines creative thinking with the implementation of ideas using information.
Critical – Students evaluate and use information to reflect and solve problems. This element includes aspects of personal capability and critical thinking.
Ethical – Students apply reasoning to consider the influence and impact of information on others. (Aaron Cook, 2021).
This innovative and exciting development has been the missing piece of the puzzle for me, providing a consistent benchmark for teacher librarians to program and link with teaching programs using the expertise of the teacher librarian encouraging collaboration benefiting students (Aaron Cook, 2021).
While digital resources and services allow libraries to significantly expand the scope of information available to users (Pekoll, 2020), it is important to consider principles of equity and freedom of access to information. Further, do students across Australia have equal access to online databases or eBooks? Is there a standard each school library must adhere to? (Galimi, 2020a). Sadly, there isn’t and I’m not sure why. It doesn’t seem fair that when our world is driven by technology and information, the substantial digital divide in Australia creates a separation between those who can and cannot fully and safely participate in the digital world. Unfortunately, people with low levels of income, education, and employment, those living in some regional areas, people aged over 65, and people with a disability are at particular risk of digital exclusion. Additionally, despite Australian being connected to and using the internet on an appropriate device, many people don’t feel confident or safe online, or feel they can’t keep up with the rapid pace of technological change (Good Things Foundation Australia, 2021).
I am always perplexed by the advancements in technology and yet generally libraries haven’t embraced this dramatic evolution to how we live, receive our information, socialise, and learn. The library management systems currently available appear archaic and should be tied in with internet searches creating a seamless flow. While there are ways to integrate both using Learnpath (Softlink, n.d.) via Oliver, more needs to be done to link in with the real life experience of students and how they access their news, information and entertainment to solidify the importance of school libraries for student outcomes and well-being (Galimi, 2022). To be true innovators and embracers of technology, teacher librarians must find new ways to meet students in their world, instead of from a distance. I look to the future, and I see interactive eBooks incorporating introductions from the author and weblinks to engage students. I hope that the library catalogue will integrate with online web searches and students will be able to access information from teacher librarians via their learning management systems linked to the library resources.
References
Aaron Cook. (2021). Shaping a framework for information fluency. Scan (North Sydney, N.S.W.), 40(1), 4–10.
Agosto, D. E. (2018). Information literacy and libraries in the age of fake news. Libraries Unlimited, an imprint of ABC-CLIO-LLC.
Galimi, J. (2020a, April 29). Discussion Post – Thinking about information. Teacher + Librarian. https://thinkspace.csu.edu.au/thelearningteacherlibrarian/2020/04/29/discussion-post-thanking-about-information/
Galimi, J. (2020b, May 9). Feeling a little overwhelmed! Teacher + Librarian. https://thinkspace.csu.edu.au/thelearningteacherlibrarian/2020/05/09/feeling-a-little-overwhelmed-9th-may-2020/
Galimi, J. (2022, July 11). Curation tips! Teacher + Librarian. https://thinkspace.csu.edu.au/thelearningteacherlibrarian/2022/07/11/curation-tips/
Good Things Foundation Australia. (2021, August 1). Digital Nation Australia 2021. Good Things Foundation Australia. https://www.goodthingsfoundation.org.au/digital-nation-australia-2021/
Janet Mg [@teacherlibrarianjanet]. (2023, July 23). “Ken knows where the information is at – the library! For in depth, reliable information with the guidance of an information [Photograph]. Instagram. https://www.instagram.com/p/CvBviohLTuu/?utm_source=ig_web_copy_link&igshid=MzRlODBiNWFlZA==
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Libraries Unlimited.
NSW Department of Education. (2023). Information fluency framework. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf
Pekoll, K. (2020). Managing censorship challenges beyond books. Knowledge Quest, 49(1), 28–33.
Softlink. (n.d.). LearnPath information curating tool. Softlink. Retrieved September 16, 2023, from https://www.softlinkint.com/product/learnpath/
Spisak, J. R. (2020). School librarian perceptions of the importance of information literacy. School Libraries Worldwide, 26(1), 151–164.
Wall, J. (2022). Information fluency: A framework for teacher librarians as expert practitioners. Access (Online), 36(1), 15–23.
Teacher Librarian Janet 
Leave a comment