I
created a pathfinder for Year 5, based on the Science understanding – ‘The
Earth is part of a system of planets orbiting around a star’ (Australian Curriculum
Assessment and Reporting Authority (ACARA), 2013). It is worthwhile considering
the curricular context of the pathfinder, the information literacy skills it
aims to develop, an analysis of my learning through the development process and
how it relates to my potential role as a teacher librarian.
The
focus of the pathfinder was specifically on information about the solar system.
The information on the home page was included to provide a context for student
learning, which alongside with the sharing of outcomes is essential to
meaningful learning (Pardoe, 2009, p. 35). The provision of resources in this pathfinder
is aimed at enabling students, regardless of reading or cognitive level, to locate,
identify and classify facts about planets. These resources can then be used by
students to apply, analyse and evaluate the information they have selected. This
incorporation of higher order thinking skills into the use of the pathfinder
provides for curriculum differentiation and scaffolding (Conklin, 2010, p. 80).
The focus is not on there being a ‘correct’ planet to choose but on what
information they locate, select and evaluate to support their judgment.
This
is the first time that I have created a pathfinder utilising readability tools
and website evaluation criteria. The use of these tools was eye opening. One of
the best aesthetically designed and age appropriate websites, Planets for Kids (2014), was eliminated after my reliability
criteria ascertained it was published by a 9 year old and his father, with no reference
as to where they source their information. The search process was time
consuming, with most websites unsuitable due to visual organisation and/or
reading level. Through my frustration, I realised how significantly knowledge
of scientific vocabulary contributes to student understanding (ACARA, 2013b). That
by making a glossary an integral part of the search process, many of the previously
inaccessible pages became accessible to students at a Year 5 reading level.
My
learning of effective search strategies (Ferdinand, 2014, July 28 & August
17) enabled me to target more appropriate resources using boolean strategies
and search filters, especially for locating images with non-commercial usage
rights. Admittedly, I am still most comfortable with Google (2012) as my
preferred search option, rather than employing the effective search habit of utilising
more than one search engine (Boswell, n.d.) and must consciously address this
if I am to further develop my web search expertise.
Access
to the Schools Catalogue Information Service (SCIS) (Education Services
Australia, 2013) from ETL 503 was vital for me to source potential resources in
Australian school libraries. While I find both the search and filtering options
of SCIS limited in their capacity, inclusion of reviews from Horn Book (2014)
and School Library Journal (SLJ, 2014) were helpful in determining the appropriateness
of materials for upper primary students. Google book preview links from SCIS
also enabled me to see sample text for the assessment of reading levels.
A
role of the teacher librarian is to support teachers explicitly teach information
literacy skills within the context of a teaching and learning program (Australian
School Library Association (ASLA), 2009). Through providing websites and print
resources that have already been scrutinized for suitability, this should
theoretically, allow both teachers and students to focus on development of
skills to navigate, read and view subject specific texts and how to use the
features of both print and online non-fiction texts. However, the one
difficulty I encountered was not having a particular group of students or
teachers to develop this pathfinder for, therefore having to ‘create’ a purpose
(Combes, B. 2014). Without knowledge of current skills, understandings and
prior knowledge to build on, it is difficult to evaluate whether this pathfinder
is adequately tailored to meet the authentic learning needs and abilities of
the students (ASLA, 2014).
This
semester has contributed to strengthening my understanding of why Kaplan (2007)
describes the teacher librarian as information specialist, media specialist, teacher
and instructional partner. Learning how to build integrated library media
programs like this pathfinder, ulitising effective search strategies and
applying website criteria has taught me skills for effectively resourcing
curriculum programs. Not only is it a useful tool for the development of
information literacy skills, but I also see how it can be an effective pathway
towards fostering collaborative partnerships for the benefit of student
learning outcomes (Department of Education W.A., 2014).
I
am aware that I currently lack sufficient knowledge for creating a pathfinder
that competently meets the needs for disability access (Conway, 2013). This critical
learning about equitable access to technology is one that I must follow up and
learn more about if I am to resource programs effectively (ASLA, 2014b).
Finding
ways to support teachers in developing information literacy skills is one of
our core roles as teacher librarians. Creating this pathfinder was a very
practical and informative process about how to integrate information resources,
technology and student learning across the curriculum.
Reference
list
Australian
Curriculum Assessment and Reporting Authority (ACARA). (2013). The Australian
curriculum v7.2: Science Foundation to Year 10. In The Australian
Curriculum v7.2. Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level5
Australian
Curriculum Assessment and Reporting Authority (ACARA). (2013b). The Australian
curriculum v7.2: Science: General capabilities. In The Australian
Curriculum v7.2. Retrieved from http://www.australiancurriculum.edu.au/science/general-capabilities
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(ASLA). (2009). Statement on information literacy skills. Retrieved from http://www.asla.org.au/policy/information-literacy.aspx
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Ferdinand, J. (2014, August
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