Drag and Drop (agregar comportamiento)

6.1.5.1 Contextualisation of information literacy

The meaning of information literacy is contingent, upon the context in which it is being articulated, or used. This finding is based on study of the definitions examined in the literature which were found to reflect the writer’s own understanding shaped by the cultural context in which they operated. When these definitions are used in the secondary school context they require adaptation. They are incomplete for the complexity of real-life practice in that setting. At the micro level, the data has shown that the meaning of information literacy is different within the teaching of each school subject.

The teachers’ descriptions of practice in this study show there are a multiplicity of views and approaches present. Teachers view the use of information differently from each other. This is shaped by their subject’s approach to learning where information literacy is involved. For a student, being information literate in a secondary school context means responding to tasks set by the teacher, making progress in retaining subject knowledge and being able to communicate

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it verbally and through writing. At the macro level it means knowing how to operate within the culture of different subjects and teaching styles to produce the required outcomes.

In accepting that what it means to be information literate is dependent upon the context and that this varies in each subject, then equally the meaning of information literacy is different again in the library. This learning environment has different requirements and expectations and this includes search which in this study has been found to be almost entirely absent from the classroom experience.

6.1.5.2 Re-conceptualising Search

The approach to search varied among the teachers in this study, depending upon how they viewed the use of information in their subject. Practice described by teachers in this research gives the impression that the many ways of searching for information resources are rarely included in subject teaching. Re-conceptualising search as an intellectual process and contextualising it within subject teaching may lead to an increase in its inclusion in the

classroom experience. In order to reach these higher levels the ability to adapt and deploy this skill appropriately is required.

6.1.5.3 Information Literacy Levels

To monitor progress between levels, an understanding of what these levels look like was also found in this research to be necessary. The notion of progress and how this might be developed was articulated by bringing together theories of pedagogy for learning transfer, metacognition and thinking skills (Flavell 1979; Nisbet and Shucksmith 1986; Perkins and Salomon 1989; Beyer 1997). They have also been derived from a knowledge of the secondary school’s cultural goal of encouraging students to become independent in their learning and from an

understanding, that the more proficient learner is able to transfer and adapt their skills and knowledge to different contexts. The table is intended to stimulate discussion of pedagogy for information literacy to support innovation.

6.1.5.4 A Continuum of Information Literacy Teaching Styles

Both the literature and the data linked teaching, which moved the locus of control to the student thereby opening up the cognitive authority of knowledge to inquiry, to higher levels of progress in information literacy. There was also a view that a more teacher-led approach would be less likely to include the librarian in the experience (Streatfield and Markless 1994). The data in this research found that teachers move between modes for different teaching styles depending upon

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a range of factors. Rather than view teaching as fixed in one mode it might be better understood when seen as a continuum:

Figure 6.1 A Continuum of Teaching Styles for Information Literacy

The data shows teachers from across the range of these teaching styles valued the role

of the librarian particularly with the resourcing of their subject. So in today’s era of

post-information explosion, the inclusion or exclusion of the librarian, is perhaps not so

heavily influenced by the teaching style in use.

6.1.5.5 A Continuum of Librarian Roles and Types of Collaboration

Theoretical models in the literature regarding role and levels of collaboration were brought together, initially in a hierarchy but then expressed in the form of a continuum:

Counselor Tutor Instructor Lecturer Organiser

Integration Co-ordination

Figure 6.2 A Continuum of Librarian Roles and Types of Collaboration

Just as teachers in this study move between modes of teaching, rarely does a librarian only occupy one role and mode of operation, but may respond in different ways according to expectations and perception of need. Different librarian roles are depicted on a continuum to indicate that movement takes place between them, they are not fixed and this reflects the different modes of collaboration achieved with teachers at different times. It is hoped that by proposing this view of librarian roles, it will give a sense of parity to them recognising that in the reality of today’s school setting it is flexibility from the librarian that is most valued.

6.1.5.6 Cognitive Authority

Theories are often re-visited and their concepts examined for applications in different fields and this cross-fertilisation can be revealing. It was Stenhouse (Hopkins 1984) who perceived the school library’s important function in relation to the cognitive authority of knowledge on behalf

Classroom-based, didactic + Staff-led cognitive authority

Iterative, student-led inquiry + Cognitive authority open to question

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of students. In this vision the library supports a student in moving beyond the textbook to encounter a range of information resources enabling them to question the authority of

knowledge. As practitioners I believe it behoves us to examine this concept as one fundamental to our philosophy and relevant to our practice at every level. The data in this research showed potential areas such as the teaching of search, where there is room for the expertise of the librarian to contribute to development.

In document Aplicaciones Ricas en Internet (RIA) : Un enfoque de refactorización (página 58-64)