The Key Is to Understand

Langford (1998) presents many definitions of the term information literacy and looks at past semantics. I agree with the point that information literacy should be a whole school concern and that currently in many schools the entire burden is being carried by the TL. With a growing curriculum any approaches made to staff to implement any learning model to address this would fall on deaf ears. As many Australian school libraries are not funded according to test results even principals may not be on board due to anticipated problems with reluctant staff and time tabling issues. Langford (1998) also makes a valid point that a lot of roadblock issues which may have been current in the past are disappearing because of the increased use of electronic resources and IWBs. The school is now a much smaller place and with less physical resources the library can be brought into the classroom.

Abilock (2004) details each of the steps of the information Literacy process in terms of students skills, outcomes, curriculum and teaching design. I see this as being an independent process but it is actually the curriculum. Can this material be integrated into each KLA? I agree that meta cognition is the fundamental key to the success of any model designed to teach information literacy. Students must possess the skills to understand how they learn and why they're learning something, to make connections with prior learning and previous experiences with learning.

In Herring's (2007) discussion of the PLUS model it is obvious that it also relies heavily on students possessing the skills of meta cognition as the first question really is 'Why am I reading this?' This model clearly showed the ability to return to a previous step if meaning was lost in the process.

The Big Six

The Big Six Information skills holds great appeal for me because of its organisation and sub- skills under each one. They then can be marked up together easily with the toes of technology skills which the students needed to develop. It also ties in perfectly with a program of teaching comprehension which we have been using at school. The DRTA - direct thinking reading activity uses meta cognition and modelling from teachers to teach students how to learn which complements the big six perfectly. A clear scaffold which can be used across allKLAs is ideal for students and teachers who can use the same language and terms to help students learn how to learn.

TL Leads Information Literacy

I don't suppose I'd ever thought much about the signs relating to the process of information literacy I have seen hanging in the library all these years - defining etc. The TL also never spoke about this process to the staff so I assumed she had it all under control and that it was a "library thing". I can now see that it needs to be a part of literacy instruction which is, of course, the responsibility of all teachers in the school. How can this happen without collaboration and training and technology? These need to play a central role in the planning and teaching of any curriculum. It cannot be achieved during a thirty minute "research" lesson but by a syllabus embedded model working in collaboration with all teachers. I am excited by  the prospect of being able to make a change not only in what students learn but in teaching them how to learn by further investigation of the models for teaching information literacy.

How complex is the librarian's job?

Having worked as a teacher for many years, I know the huge learning curve that we have all been on in relation to advancements and changes in technology. I didn't at the time think much about how much the librarian's skill set would be challenged as well. How important it is to keep up to date with the technology kids like to use these days, to integrate it inot our practice and to maintain a positive relationship with the IT people in the school.
It's also interesting to read about school libraries, usually in USA, whose funding is dependent on proof that the library program is making a difference to the  school's outcomes. Shouldn't we all have to be accountable in some way? Perhaps not for funding but just to justify our existence! I don't kow that this has happened in the past - at least not in the schools I've worked in.

Computer Crash!

My new computer - still under warranty crashed this week. This is the first time this has ever happened to me and just as I begin to study. Well, just as well I took the advice to back everything up! I should get it back tomorrow so I'm blogging from my iPad. I am enjoying the process of studying online. I don't know quite what I expected but I'm sure it's more interesting than when distance education had to all done by 'snail mail'. The Internet has brought research from all around the world to my study and it's great to read what other students are up to as well. I am working in a primary school so it's great to reflect on our readings in the context of my school. This is rather like journalling, isn't it? I hope it's just as cathartic!

I begin

I have started working through Module 1 and have had to come here to get my URL and username. I suppose it will all get easier as I haven't done this before. I am enjoying the task f doing something I've heard a lot about but had not previously spent time to investigate personally. If I needed a blog to be set up at school I asked the IT guy to do it and he did!

Starting

This is my inaugural blog prompted by the course I have begun to study.