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ETL401: Blog task #3

“Information literacy is more than a set of skills.”

Eisenberg (2008, p. 1) defines information literacy (IL) as “the set of skills and knowledge that allows us to find, evaluate and use the information we need… filter out the information we don’t need”. IL encompasses the lifelong learning skills taught in schools that are required for students to succeed in both the workplace and society (Herring, 2011, p. 33). I strongly believe IL is more than a set of skills, with a curriculum, learning needs and technology that is forever changing, IL skills encompass everything and anything that the students need to know in relation to organising information.

I agree with research findings from Herring and Bush (2011) indicating a need for developing a “culture of transfer” and “a common terminology for IL” across a school. In my school, the first thing I would do to assist the development of IL skills would be to play an active part in upskiling teaching staff about the meaning of IL and transferring IL skills. I would also instigate a professional staff discussion to agree on a common IL model to be used across the K-12 school, at present we have a number of IL models operating.

When working as a TL, in order to assist students develop their IL skills, I would collaboratively plan engaging, authentic learning tasks with classroom teachers for each unit of work. Research from Herring (2011) states “information fluency skills and strategies are an integral part of learning in any subject area. They can be most effectively taught by the librarian in collaboration with the classroom teacher, so that students are using these skills to learn essential content”.

When creating assessment tasks, the classroom teachers and I would focus on “The Australian and New Zealand information literacy framework” (Bundy, 2004). Then the team would discuss and plan which IL skills to teach and scaffold into each lesson. Followed by matching particular learning outcomes to the levels of performance in the form of an assessment rubric, displaying four levels of achievement and clear learning criteria for the assessment task (Mueller, 2005, p. 15).

We would also look closely at Toorak College Information Fluency Program, as a model for linking the ISTE Standards with the ACARA General Capabilities in the Australian Curriculum. This K-12 school has devised a framework outlining relevant skills, learning tasks and applications that reflect 21st century learning at each grade level (Luca, 2012). Other useful documents to assist with the development of an IL skills continuum and to create authentic tasks to benchmark the students learning are the YIS Technology and IL Standards and the NYC School Library continuum.

Bundy identifies IL skills as an essential element for lifelong learning, “communicating ideas and information is integral to information literacy” (2004, p. 5). Therefore I would suggest that TLs collaboratively plan with classroom teachers creative ways for the students to present their learned knowledge e.g. bio poems, time toast, edublogs, Photopeach, Edmodo, flickr. Allowing opportunities for the students to share their synthesized, newly acquired knowledge with their learning community.

IL is planning for and implementing the continuum of IL skills so that all students fully develop the essential skills 
at each grade level and build upon their skills each year. TLs play a key role in integrating IL skills throughout the curriculum by teaching research, inquiry, and technology skills to students and by providing professional development for teachers. IL is more than a set of skills and all teachers have a responsibility to guide students towards becoming information literate citizens 
in the 21st Century.


Bundy, A. (ed.) (2004). Australian and New Zealand Information Literacy Framework: principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL).

Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. Journal of Library & Information Technology, 28(2), 39-47.

Herring, J. E. (2011). Assumptions, information literacy and transfer in High Schools. Teacher Librarian. (38)3, pp. 32-36.

Herring, J. E. & Bush, S. J. (2011). Information literacy and transfer in schools: implications for teacher librarians. Australian Library Journal, 60(2), 123-132

Luca, J. (2012). Jenny Luca – ISTE San Diego. Retrieved from

Mueller, J. (2005). Authentic assessment in the classroom… and the library media center. Library Media Connection, 23(7), 14-18.

New York City School Library system information fluency continuum. (n.d.). Retrieved from

School Libraries and Information Literacy. (n.d.). NSW Department of Education and Training. Retrieved from

YIS Technology and Information Standards. (n.d.). Retrieved from

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