|Wednesday, 17 February 2021
7.00 pm to 8.00 pm AEST, Brisbane Non-member registration $30.00 for this live webinar. Register here.
Student development of independent strategies for information use and wide reading
[As we are in Daylight Saving Time in Australia, please check the time of the webinar for your time zone, e.g. NSW, ACT, VIC, TAS = 8.00 pm, QLD = 7.00 pm, SA = 7.30 pm, NT = 6.30 pm, WA = 5.00 pm]
We often talk in school libraries about information literacy and wide reading as being separate and different teaching and learning programs.
This session presents the idea that a focus on the learning experiences associated with each reveals common elements. If students are to function as effective independent information users and as independent wide readers, they need to develop their own individual repertoires of information strategies and wide reading strategies. The findings of my PhD suggest that development of these independent sets of strategies involves learning activities in which teachers and teacher librarians model expert information use or wide reading habits and engage with students as reflective users of information or as reflective wide readers. This expert and reflective information use and wide reading teaching needs to be seen as the responsibility of all teachers across the curriculum, working with teacher librarians who ensure that resource collections and spaces support best practice programs.
This presentation will look at the role of school libraries in developing the programs, spaces and collections to enable student development of individual strategies for information use and wide reading success.
Outcomes for attendee:
Anne Whisken has studied and worked in the library field for many decades, chiefly in school libraries. Her research journey has mostly involved action research to inform library practice and design, including a PhD completed at Charles Sturt University in 2020. She used the qualitative methodologies of multiple case study and Participatory Action Research (PAR) to investigate ways that teachers might use Informed Learning ideas to close the gap between information literacy education theory and practice.
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