LBE 467 Theme # 1 - Reference Material supporting the 21st Century Learner.

    Through my journey to complete my Teacher Librarian (TL) diploma, some of the topics discussed in Theme 1 are not new. I am currently not in a TL position and to be honest feel like I have not used reference materials with my students as much as I should be. I feel like Theme 1 has done a great job informing my practice on what and how reference materials can be accessed in an elementary Library Learning Commons (LLC). I feel like my major takeaways from Theme 1 are; how we as TL’s can support the school community to become critical thinkers and to develop information fluency skills. With the use of appropriate reference materials and the skills to think about the information, 21st century learners will hopefully become lifelong learners. 

How can inquiry develop critical thinking skills?

    As a classroom teacher I have tried many different ways to integrate inquiry into my teaching practice. I have always felt overwhelmed on how to support my students through an inquiry. I also always try to involve my current TL in the students' inquiry. With the way the newly designed  B.C. curriculum is set up it allows more inquiry based projects in school. However, using inquiry requires students to use critical thinking and problem solving skills. In order for students to complete a successful inquiry they need access to the appropriate reference section in the LLC. The Achieving Information Literacy (AIL) document states examples on how LLC collections are Below Standard, Acceptable and Exemplary. When thinking about having enough resources for students a TL needs to consider the amount of resources per student in the school, the balance of digital and print resources and how students are accessing the collection physically and intellectually. For example, can students reach materials independently and are there a variety of reading levels? (AIL pg. 24-35). Once students have access to an appropriate reference section they need to develop the skills to think critically about the information they are receiving. Riedling states that;

“ there are four main goals for learners according to the Standards for the 21st- Century Learning in Action (2008). Which are:

1. Inquire, think critically, and gain knowledge

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create knowledge 

3. Share knowledge and participate ethically and productively as a member of our democratic society. 

4. Pursue personal and aesthetic growth. "(pg. 9)

    During this Theme I took a look at the the Big6 and Super3 Information Problem-Solving Model which help develop my thoughts about how students need to have accurate and authentic information to build their critical thinking skills to evaluate and apply information creatively and responsibly to solve problems (AIL, Pg. 4). 

Photo: https://www.shutterstock.com/search/critical-thinking

How to create Information literate learners?

    Now that I have a better understanding of a structure to help develop critical thinking, what skills do students need to acquire to be information literate? A statement from Riedling that sticks out to me is “Information literate students understand how to evaluate sources of authority and bias using specific criteria. This ability is called information fluency and involves following the skills: determining the accuracy, credibility, and relevance of a source; distinguishing among the facts, points of view and opinions presented in a source; and selecting the more useful resource for a particular information need.” (pg. 115) When I first read this I thought wow that is a lot to expect from students, but then the more I re-read the statement I thought of ways I could start introducing elementary students to evaluating hand selected grade level topics. Now my feeling is, If I start this process of evaluating resources early by the time they are in high school they should be familiar with strategies on how to be information literate. I am involved in a math focus group within my school district and we recently had a conversation about mathematizing literacy, and one of my colleagues suggested showing images to students as a way to evoke conversations about math. For example showing a graph and allowing students to investigate what the math shows and how valid it is. I think this would be a great way to get students thinking critically about resources they might come across when researching. 

    

    These are just the two main points that I came across in Theme 1. How do you see yourself teaching information literacy to students? Have you been successful? I feel like if we are not teaching students how to think critically how are they going to be able to navigate all the information they are receiving now and in the future.

Works Cited:

AASL. (2008). Standards for the 21st- Century Learner. Chicago: AASL.

Asselin, M., Branch, J. L., & Oberg, D. (2003). Achieving information literacy: Standards for school library programs in Canada. Canadian Association for School Libraries.

Riedling, A. (2013). Reference skills for the school library media specialist: Tools and tips, (Third Edition). Linworth.

Information Literacy. YouTube. (2019, March 27). Retrieved February 3, 2023, from https://www.youtube.com/watch?v=x1ggOZIw3mM