Group members: Kay Oddone and Kasey Garrison
The purpose of this qualitative research project is to investigate the changing nature of information literacy by exploring the information literacy needs of students and teachers, as perceived by Teacher Librarians (TLs) across Australian primary schools. This study replicates the methodology, research questions, data collection, instruments, and recruitment approaches of a study this research team conducted two years ago with TLs in Australian secondary schools (Oddone & Garrison, 2024).
Rationale
Primary school Teacher Librarians (TLs) play a crucial role in fostering information literacy—equipping students to locate, evaluate, and use information responsibly and ethically as learners and citizens (Australian Library and Information Association, 2016; International Federation of Library Associations and Institutions, 2021). However, the rapidly evolving information landscape has created new challenges for delivering effective information literacy instruction. Supporting Primary school TLs in adapting to these changes is essential to ensure high-quality teaching that reflects the complexities of the modern information ecosystem.
While research has explored information literacy teaching strategies and the needs of higher education students, there has been little investigation into how Australian Primary school TLs perceive the information literacy needs of teachers and students. This research aims to fill that gap, updating and expanding understanding of information literacy teaching in Australian primary schools. By doing so, the study seeks to inform the education of future Primary school TLs and enhance current practices, ensuring that vital 21st-century skills aligned with the Australian Curriculum General Capabilities (Department of Education and Training, 2018) are effectively developed.
Research Questions
This study adopts a phenomenological design to explore the information literacy needs of students and teachers, as perceived by practicing Primary school TLs in Australian primary schools. The research is guided by the following questions:
- What changes in the information landscape do Australian Primary school TLs identify, and how have these influenced their beliefs about the purpose of information literacy?
- What are the information literacy understandings Australian Primary school TLs think teachers need today to navigate the information landscape?
- What are the information literacy understandings Australian Primary school TLs think primary school students need today to navigate the information landscape?
- What strategies do Australian Primary school TLs use to introduce and develop information literacy, and to what extent do they see these being built upon in the classroom?
Expected Outcomes
This research is expected to provide valuable insights into how practicing Primary school TLs conceptualize information literacy within a changing information landscape. It will shed light on current teaching strategies employed to develop students’ information literacy and identify areas for enhancing these approaches.
The findings will offer guidance on how Primary school TLs can collaborate with teachers to effectively integrate information literacy across the curriculum, reinforcing the importance of their role. Additionally, this study will highlight strategies for preparing students to navigate increasingly complex information environments, ensuring they grow into informed and connected individuals equipped with essential 21st-century skills.
By addressing these critical areas, the research will contribute to the ongoing professional development of Primary school TLs and support their efforts to adapt and thrive in a dynamic educational landscape.
For more information information, please contact: kgarrison@csu.edu.au or koddone@csu.edu.au
