Do we ever reach the goal of being information literate?

Okay, so our goal is to help our students (and ourselves) become information literate. Does a person ever reach this goal or is it a journey, not a destination? We have new technology being constantly developed and information growing exponentially. And what if a student or a person doesn't want to be information literate? There are plenty of those in the world. As well most of the information skills models available today to help TLs guide students were developed 20years ago. Are they still applicable in today's society? On top of this student's are still graduating without the necessary IL skills. What are we missing here? Am I reading too deeping into it all? I don't think so. These are questions we must look towards answering in our role as TLs and in our goal to be information literate.

Assignment Two - Portfolio

I bet you all thought this post would be something profound about the assignment. Sorry about that. Just letting you know to expect lots of random posts until the assignment is due. I can only concentrate on one thing at a time. Good luck everyone with yours!

The Next Big Thing is Web 3.0. Catch It If You Can

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"The more you learn, the more acutely aware you become of your ignorance." (Senge, 2007)

This sentence struck me right to the core. When I think about what I have read and learned so far from this course, I realise I can never again be what I once was. I can never go back. Even if I never become a TL, the way I will teach and learn has changed forever. I have definitely become acutely aware of my ignorance and is it wrong to say, the ignorance of others. I am grateful for this awareness but also so incredibly frustrated by what I cannot change at our local highschool. I have seen another dangling carrot which is so big and juicy. What a carrot! The local highschool thinks it has a carrot but it is nothing compared to the carrot I have seen. Our family is now discussing the possibilities of relocating in the next year or so.

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Steampunk!: An Anthology of Fantastically Rich and Strange Stories

I have always loved steampunk and if you've never heard of it, do a search now! I was so excited to come across this book through a tweet.

LINK, Kelly & Gavin J. Grant, eds. Steampunk!: An Anthology of Fantastically Rich and Strange Stories. 432p. Candlewick. Oct. 2011. Tr $22.99. ISBN 978-0-7636-4843-5; ebook $22.99. ISBN 978-0-7636-5638-6. LC 2010040742.
Gr 8 Up—Most readers have become familiar with the essential steampunk elements: clockwork automatons, brass goggles, mad scientists, brave adventurers, and Victorian imagery. However, this collection of short stories by some of the best YA authors today, including Libba Bray, Garth Nix, and Cory Doctorow, offers something different and takes the steampunk ethos to a new level. Within these pages, there's a little something for everyone. For the romantic, there is Holly Black's "Everything Amiable and Obliging," in which a clockwork automaton exceeds the bounds of its programming and falls in love with the beautiful daughter of its employer. And for the disillusioned, there is Link's lovely and eerily sad "The Summer People," in which a girl in Appalachia is forced to care for the mysterious inhabitants of an unusual house. M. T. Anderson's "The Oracle Engine" is an alternate version of the story of Crassus of Rome that will delight history buffs. And Dylan Horrocks's "Steam Girl," the story of an unusual girl with steampunk sensibilities in modern times, will resonate with those who feel as though they don't quite belong. Two stories told in comic book format will appeal to graphic-novel fans. There is not a weak story in the bunch. This exceptional anthology does great service to the steampunk subgenre and will do much to further its audience.—Heather M. Campbell, formerly at Philip S. Miller Library, Castle Rock, CO

Some more on collaboration

So much literature tells us that collaboration is the way to go.  But what if you are not really a people person or into working with others?  There are  experienced teachers who are content with the way they are teaching and don't appreciate a young TL invading their space.  There are first year out teachers who know it all after finishing uni.  We all know people on staff like that.  So how should a TL approach one of these teachers? 

I think first of all you need to consider the culture of collaboration already in the school (if there is one).  See how teachers collaborate within faculties and between faculties (I'm talking secondary schools here),  Join in where you can and observe how the teachers interact with each other.  I think sometimes the TL has to be part psychologist as well.  To get to the hard to reach teachers you must tread softly softly. 

In the past when I was a temporary TL I would be constantly visiting the different faculties first thing in the morning to see what teachers were up to.  ( In the morning they are less likely to be tired or frustrated from teaching).  I would let them know a few ways that I could help them, make their job easier.  Presented like that I found very few teachers knocked back some "help".  When classes came to the library I would make myself useful.  I regularly went throught the teacher's resource section, and left related resources on teacher's desks.  My thoughts are if you present yourself as a friendly, helpful person, the hard-to-reach teacher gradually relaxes in your company and opens up more, making it eaier for you to work together. 

Once you've got a foot in the door and teachers start seeing results, collaboration can go a long way.

How to focus in the age of distraction

I have printed this out and put up next to the computer for ME! I am having so much difficulty focusing at the moment on my D.E. study subjects. I am sure I am Queen of the Procrastinators.

From:http://learningfundamentals.com.au/wp-content/uploads/Focus-mindmap-for-web.jpg
Found via Joyce Valenza on Twitter.

Top Shelf - Librarians In the News

http://www.smh.com.au/entertainment/books/top-shelf-20110901-1jmlu.html

So great to see a librarian in the newspaper! This article is about Dr Alex Byrne, new state librarian. An interesting read!

The Information Super Highway

Much has been written about the information super highway.

If I can extend the analogy, teacher librarians are both driving instructors and highway engineers.

From:
http://www.teachers.ash.org.au/rblonline/informationliteracy/infolit.htm

Aha! Moment

Yes I've had my own little aha! moment. The lightbulb is flickering due to our essential reading "Introduction to guided Inquiry - What is it, what's new, why now?" Everything we've looked at so far is connected in this article: the roles of the TL; collaboration; leadership, constructivist learning; information literacy; curriculum; the information process etc. Guided Inquiry connects all this together and in my view should be the main instructional framework for all schools.
What challenges do I foresee in the implementation of such an approach? The main one is probably getting everyone on board - teachers, parents, students, executive. I think it would work best as a whole school approach but if that was not happening you could still make a difference with just a few classes and some teacher support. You are also going to get students who lack motivation, no matter what you throw at them but I think it would be great with the majority of students.

Information Process Models with Potential

So what information process models do I feel have potential for use in my school? I cannot be sure until I actually have the chance to use some because it would really depend on the students and their needs. A few things I am certain of however -

• I do not particularly like the one currently promoted by the DET. I have used that on a short term basis and I think in its current form it's a bit impractical and boring. I think a model needs a catchy name (ie PLUS model or BIG6) and there needs to be some great resources to support it thoughout the whole school.
• Whichever model used needs to include the students' perspectives, acknowledge their feelings and reflection.
• Ideally the model needs to be used throughout the school, in all subjects on a regular basis.
• Research by the TL/teachers is essential to gain knowledge in to how the students are learning and using the model.

Studies on Information Process Models

Part of our essential reading for topic 4 includes two articles about studies on information process models (The Big 6 and PLUS models). When I first started reading I thought why on earth do we need to read about these studies - what valuable information can I get from these readings? It took a bit of thinking but this is what I came up with -

• The studies show there is definite value in using information process models. There is a potential link between information problem-solving models and metacognitive skills (one of the essential skills students must possess in order to be successful in problem-based learning activities).
• Strengthened metacognitive skills can be applied to a variety of learning situations.
• With appropriate support, students can succeed at complex, learner centred, research oriented tasks.
• Using a model can boost students confidence when approaching problem solving tasks.
• Through a collaborative approach this type of metacognitive support can be effectively integrated into the school curriculum.
• Students themselves view scaffolding models as beneficial.
• Learners need to use models many times until it becomes almost second nature and then it should be gradually withdrawn to reduce reliance.
• Models are best used how learners want to use them.
• Models do not need to be used in a linear process.

And most importantly I think the studies show that TLs have much to gain from studying and evaluating how their students use a information process model so that they can understand better how learners learn and how to effectively integrate the information process into the curriculum.

Brief overview of New Curriculum for IL

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