Compare and contrast Herring’s views with that of Purcell, and Lamb and Johnson. How should TLs prioritise the roles they play in the school? Are there other roles played by TLs e.g. social roles?
Much like my last post, and as is to be expected, Herring outlines much the same roles as the previous authors. I found some of his ideas and assertions very interesting.
The following quotes have really helped me consolidate my view about how TLs can best support students in their learning of information literacy. We don’t necessarily have to already know every tool out there – let’s face it, our students are most likely WAY ahead of us in this regard – but we do need to have our head in the game and be willing to learn. Allow the students to teach us, to teach each other, certainly, but it is our responsibility to arm them with the tools to analyse, synthesise and evaluate that information when they find it.
“Smart information using students need smart teacher librarians to help them learn.”
“Developing future information literate students will mean that teacher librarians and teachers will have to teach students how to apply their information literacy skills irrespective of what technology they are using and where they are finding and using information.”
“Developing information literate students in schools is the key role of the teacher librarian in today’s schools. It is an educational as opposed to an administrative role”
Doyle (1994, p. 40) defines information literacy as “the ability to access, evaluate, and use information from a variety of sources, to recognize when information is needed, and to know how to learn”
Abilock (2004, p. 1) takes a wider view of information literacy and states that “Information literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes”.
Capra and Ryan’s Information Literacy Planning Overview (ILPO) (Ryan and Capra 2001) is the most commonly used model in both primary and high schools and the elements of the model: Defining, Locating, Selecting/Analysing, Organising/synthesising, Creating/Presenting, Evaluation.
The whole fiction/non-fiction debate:
“…a school library collection which has printed materials dominated by fiction is not reflecting the total curricular needs of the school community.”
Doesn’t this contradict what all the lit is saying – tech, tech, tech?? Current non-fiction is far readier available online than quality fiction. It makes sense that the fiction section be bigger than the non, provided the school has substantial access to online and other tech resources.