Information literacy, is a concept or process that continues to evolve in our technologically savvy world. The various definitions I have encountered in my readings indicate the need for a multi-step process that ensures students are able to locate, evaluate and apply the knowledge they have gained from a variety of sources. It is this procedure that I as a teacher have utilised. What did come, as a surprise is the focus that academics place on the role of the teacher librarian in this inquiry process. In the high school where I teach, the process of research is guided very carefully by the KLA Coordinators with assistance from the Teaching/Learning Coordinator. There is collaboration with the teacher librarian but this is limited to guiding students to appropriate resources. Thus, what I have learnt certainly has been an eye opener.
I also see more clearly now that it is essential that the whole school is involved in developing information literacy. There needs to be consistency across the KLA’s and this is yet another role that the teacher librarian must actively lead.
James Henri (2004) puts forward an interesting idea. He suggests that some schools are more focused on how successfully students are able to store information. In doing so, students are gaining knowledge but lack real understanding. To be quite honest I can see myself in this category. I try to fill their minds with as much information as they will need to pass their exams. If I was to focus on developing their understanding I would not complete the course. So there is a dilemma. While our HSC exam (NSW) is knowledge based then the focus is going to be on gaining just that…..knowledge. What this course has taught me is that understanding is crucial and I will be more aware what I am doing in the classroom to ensure that my students are becoming critical, discerning learners, a small step I know but it is a beginning. Lesson learnt!
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