What Does Information Literacy Mean to Our Wider School Community?

In the recent webinar “What Exactly Do We Mean by Information Literacy?” we considered this important question in depth and looked at ways to try and resolve the issues it raised. If you missed the webinar there is still time to watch it again and tell us your ideas.

As school librarians, we often face dilemmas being both information specialists and educators. One of our greatest challenges lies not in the complexity of the subject matter we deal with daily, but in the very language we use to describe it. The diversity in terminology surrounding information literacy has become a significant hurdle in our efforts to collaborate effectively with teachers and integrate these crucial skills into the curriculum. Why has this happened? Some say it is because information literacy is not an “examined” topic and therefore has no associated controlled vocabulary, unlike the closely related subject of information technology (Leaning, 2017).

I was recently involved with the BRIDGEInfolit project (BRIDGE, 2024) funded by Erasmus and our research found that while librarians speak of “information literacy”, teachers might refer to the same concepts as “study skills” or “digital literacy”. This discrepancy in language isn’t just a matter of semantics; it can significantly impact our ability to co-design teaching strategies and assessment methods. When librarians and teachers aren’t speaking the same language, creating cohesive, integrated information literacy instruction becomes an uphill battle.

The webinar explored how it is necessary to prioritise building a shared vocabulary, beginning by initiating discussions about terminology. By engaging in open dialogue with teachers, we can co-create agreed-upon terms that resonate with both parties. These conversations shouldn’t happen in isolation; involving students in developing this canon ensures that it remains accessible and relevant to all. By aligning our terminology with widely recognised information literacy frameworks such as Alberta, Informed Learning, Guided Inquiry Design, FOSIL etc we can also create a more universal approach. Once established, we can collaborate with teachers to co-design lesson plans that incorporate these skills, reinforcing their cross curricular importance.

The webinar also demonstrates how we can draw insights from Albert Bandura’s Social Learning Theory (Bandura, Ross & Ross, 1961). He suggests that people learn from one another through observation, imitation, and modelling. For example, if teachers and librarians model effective information seeking and evaluation strategies, students are more likely to copy these behaviours. So maybe when we are teaching concepts of misinformation and disinformation, rather than promoting what is “bad” we should be modelling best practice and encouraging students to follow this pathway.

Bandura’s theory also emphasises the role of self-efficacy in learning. Hence if we integrate information literacy skills into various subjects and projects, we can provide students with multiple opportunities to practice and master these skills. Each successful application of an information literacy competency builds students’ confidence in their abilities, increasing their likelihood of using these skills in future situations.

Our Library Management System (LMS) can be a powerful ally in this endeavour. We might develop an area within the LMS as a resource hub for teachers, including lesson plans and terminology guides related to information literacy. We could create a centralised space for sharing knowledge and best practices. This not only supports teachers in incorporating information literacy into their lessons but also reinforces our shared vocabulary. For students we could devise dashboards for different projects incorporating guides, exemplar work, “how to” videos of research databases and use tracking data to show how students access and use this resource when completing their project work. Furthermore, we can ensure that the terminology we wish to use is prominent during library induction sessions and explanations are given within the LMS too to make searching easier and finding the required information more exact. For example, by using features such as “see also” or the citation tab, we can reinforce information literacy concepts in a practical, hands-on manner.

Engaging parents and the wider community is equally important. By hosting information sessions that explain the importance of information literacy, we create a support network that extends beyond school walls. This aligns with Bandura’s emphasis on the social context of learning, recognising that students’ understanding and valuation of information literacy skills are influenced by their entire environment, not just their experiences at school. We might initiate a newsletter that highlights success stories in information literacy instruction. By showcasing real-world applications and achievements, we reinforce the practical value of these skills to all stakeholders in the educational community.

Remember, establishing a shared understanding is not a one-time effort but an ongoing process. We must regularly review and adjust our strategies to ensure they remain relevant and effective. By doing so, we can help our students develop the critical thinking and information skills they’ll need for success in school and beyond. Why not watch or listen again to the webinar and see how you might underpin an understanding of information literacy in your wider school community.

Refrences

Bandura, A., Ross, D. & Ross, S.A. (1961) Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-82. https://doi.org/10.1037/h0045925

BRIDGE Partners (2024) Information and digital literacy at school. A bridge to support critical thinking and equality values for primary education using children’s literature and transmedia. Available at: https://bridgeinfoliteracy.eu/

Leaning, M. (2017) Media and information literacy: An integrated approach for
the 21st century. Cambridge: Chandos Publishing.