Category: ETL401

To start off our module on Information Literacy, we were presented with a series of readings and resources that defined literacy and a variety of newly coined compound-literacy terms (such as information literacy, digital literacy, multi-literacy and the like). We were then asked to reflect upon these and come up with our own definition. This is my initial attempt:

I think that literacy is a continuum of effective inter-personal communication skills, primarily through verbal and textual modes but also including other sense modalities. I think that a key area of misunderstanding is the misuse if the terms “literate” and “illiterate” to refer to particular discrete points on the continuum when what is meant is something more like functionally literate or academically literate. I also think that context is important and that people can have different levels of skill in different components, modes and contexts of communication. But to be honest, I am feeling more confused than clarified about the topic at the moment.

I really enjoyed reading the definition given by a fellow student, Gretha Wocke in her blog post titled Information Literacy – a Commentary:

“The word literacy describes man’s competence with the social constructs of his environment. To be literate means man has the capability and knowledge to access and internalise text, oral and other representations of ideas. It includes the ability to engage with, interpret and understand ideas in a particular context, use it, and re-purpose it. It refers to the capability and skills needed to communicate these ideas, in multiple formats and delivery modes, with the competence. Literacy enables a person the interaction needed for integration in the social environment” (2018, April 26, para 1).

References

Wocke, G. 2018. Information literacy – a commentary [Blog post]. Retrieved April 30, 2018 from http://thinkspace.csu.edu.au/grethaw/2018/04/26/information-literacy-a-commentary/

This is my response to a stimulus from Module 4.2 of ETL401. The readings on collaboration were a real challenge for me because I love the ideal, but my recent experience has left me short of hope on experiencing the practical reality in action.

Think and reflect
What possibilities arise for collaboration between teachers and the teacher librarian?
In what ways could you begin to develop collaboration with teachers in your school?

I liked Patricia Montiel-Overall’s (2005) breakdown of levels of collaboration between teachers and TLs: coordination, cooperation, integrated instruction and integrated curriculum. I think that the ability to progress along those levels is partly under the control of the teachers and TLs – being approachable, making connections, offering suggestions, making themselves available for planning times, etc. In order to reach the highest level of integrated curriculum and perhaps even integrated instruction, however, requires a school-wide culture of collaboration as described by Linda Gibson-Langford (2008). A key item that both Gibson-Langford and Montiel-Overall mention as key to collaboration is the concept of a safe space to disagree and critically debate ideas. I think that while teachers and TLs have a role in negotiating their participation in debates on new ideas and practices, the administration and executive of a school play a great role in supporting this in schools. I have participated in discussions in school environments that gave lip-service to collaboration and shared creation, but where the culture of debate was sabotaged by executives or administration either resolving conflict in an authoritarian manner (Montiel-Overall, 2005, p. 28) or manipulating agreement through groupthink (Gibson-Langford, 2008, p. 35).

References

Gibson-Langford, L. (2008). Collaboration: Force or forced, Part 2. Scan, 27(1), 31-37.

Montiel-Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration, School Libraries Worldwide, 11(2), 24-48.