Information literacy gave me writer’s block

Sometimes you can plan and sometimes you just have to go with the flow.  Don’t worry about making it spot on, just do it and see what happens.

Feck Perfuction: Dangerous ideas on the business of life is a book I’m working through.  It’s easy to dip in and out of and I’m finding it challenging.  It’s because I’m so caught up in something needing to be perfect before I do it.  But that’s the way to stifle what could be and what could come of a spark of an idea.  This blog post (plucked from the wonderful No Tosh FB page) touches on this specifically in the context of schools.

This is pretty much what happened to me with this week’s post. I’m so keen to make my writing relevant to your theory each week, and was so worried that I couldn’t, that it led to writer’s block.  So I’ve taken a deep breath and am free forming. Wish me luck.

This week, you’ve been introduced to the concept of information literacy, information literacy models, and touched on information fluency, digital literacy and the idea of convergence. It’s a lot to take in but quite important to teacher librarianship and what we do in our teaching capacity.

You’ve been asked to read through the IL models presented to you and asked to think about what would work best in your school.  To be honest, we sort of operate without a model explicitly and we have no information literacy policy or framework in place.

I hear you all *GASP*!!!

Hear me out.  OK, not quite true. I think we perhaps operate somewhere between the NSW ISP, Kuhlthau’s ISP (for social and emotional tracking), and Crockett’s Information Fluency (some great ideas for implementation of this in Literacy is not enough).

LTC Library has just started working with our feeder high schools to see what skills and IL/DL knowledge our students are bringing with them (and to figure out their libraries are used…if they have one that is regularly open).  Our Keys to Success program was created about five years ago to address some of these issues. It morphs and changes from term to term and year to year according to student need and their feedback on content we deliver.  There are whole sessions we no longer deliver because the content is no longer relevant.

(Want to know more?  Come along to the National Education Summit’s Capacity Building School Libraries Conference in Brisbane, May 31-June 1, where I will be running a workshop about our K to S program and how you can consider setting something similar up in your school.  Register here.)

As a whole, our school is identifying the General Capabilities that are being addressed within each Faculty and subject area and starting to map this on a big wall in what used to be a deputy principal’s office!  The Curriculum Futures team that I belong to is using this to work closely with our Assessment team to find where everything meets and how we can improve our course offerings across the board for students and our wider community.

We are also working with our Academic Life team (they oversee Year 11 & 12 package checks, scores and grades, and counsel our students on course and subject choices).  Our hope is for the Transition Team to identify students who require transition support in the form of academic and research skills, and LTC Library work with them specifically at the beginning of their first year with us to ensure future success at Year 11 and 12.  Still in discussion but fingers crossed.

So, if you look closely, we’re kind of coming to a convergence of information literacy and General Capabilities across the College.  This probably indicates that we’re moving closer to information and digital fluencies for our students.

I had to do some further reading to really get my head around fluency vs literacy.  I came across this post from CORE Education (I am mindful that this is from an education consultancy but the references used to create the post seem solid).  It focuses on digital fluency but uses visuals to demonstrate how fluency is “broader” than literacy.  I thought you may find this of interest.

Over and out from me.  I’ve really enjoyed reflecting on what is happening in my workplace in the context of your learning – thanks for the opportunity.




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