Startseite Bibliotheks- & Informationswissenschaft, Buchwissenschaft 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning
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7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning

  • Amy Wong

    Wong, Amy

    Head of Library and Research, St Peter’s School, York, UK. With a background in bookselling and College Libraries, Amy gained her Masters in Information Studies from Robert Gordon University in Aberdeen, Scotland, in 2015. Founder of the School Librarians as Educators group, she is currently on a mission to improve her teaching practice, an uncomfortable and highly rewarding process.

    Email: a.wong@stpetersyork.org.uk
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Libraries Empowering Society through Digital Literacy
Ein Kapitel aus dem Buch Libraries Empowering Society through Digital Literacy

Abstract

To position librarians as leaders in information literacy education throughout a learner’s journey, it is imperative that individuals embrace the uniqueness of the professional role and develop the confidence needed to guide and empower learners throughout their educational lives and beyond. Solo librarianship is commonplace in schools and brings with it not just high workloads, but obstacles to professional development and building of skills. School librarians must empower themselves to support learners effectively and can do so through collaboration with others. Collaboration with peers can take many forms; this chapter outlines the experiences of establishing the School Librarians as Educators (SLaE) group. It has been an evolving project that has provided a digital and physical platform for the discussion and development of teaching practice amongst school librarians. Through creating a wider perspective on learners’ experiences and building connections with peers, the school librarian participants in the group have equipped themselves with the tools necessary for delivering information literacy instruction effectively within the school environment. There is often a focus on the content of instruction rather than the resilience required to assume the role of teaching. By addressing the emotional barriers, librarians can be encouraged and find the confidence and resolve to enjoy teaching, particularly within the context of solo working where the ready support of colleagues is not necessarily available. Through collaboration, librarians can empower each other to take risks, and gain the attitudes, skills and knowledge to empower students at school and throughout their lives.

Abstract

To position librarians as leaders in information literacy education throughout a learner’s journey, it is imperative that individuals embrace the uniqueness of the professional role and develop the confidence needed to guide and empower learners throughout their educational lives and beyond. Solo librarianship is commonplace in schools and brings with it not just high workloads, but obstacles to professional development and building of skills. School librarians must empower themselves to support learners effectively and can do so through collaboration with others. Collaboration with peers can take many forms; this chapter outlines the experiences of establishing the School Librarians as Educators (SLaE) group. It has been an evolving project that has provided a digital and physical platform for the discussion and development of teaching practice amongst school librarians. Through creating a wider perspective on learners’ experiences and building connections with peers, the school librarian participants in the group have equipped themselves with the tools necessary for delivering information literacy instruction effectively within the school environment. There is often a focus on the content of instruction rather than the resilience required to assume the role of teaching. By addressing the emotional barriers, librarians can be encouraged and find the confidence and resolve to enjoy teaching, particularly within the context of solo working where the ready support of colleagues is not necessarily available. Through collaboration, librarians can empower each other to take risks, and gain the attitudes, skills and knowledge to empower students at school and throughout their lives.

Kapitel in diesem Buch

  1. Frontmatter I
  2. Contents V
  3. About IFLA IX
  4. Preface 1
  5. 1 Digital Literacy: An Overview and Introduction 7
  6. Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
  7. 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
  8. 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
  9. 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
  10. 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
  11. 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
  12. 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
  13. Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
  14. 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
  15. 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
  16. 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
  17. 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
  18. 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
  19. 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
  20. 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
  21. 15 Teaching Information Literacy to Would-Be Teachers 259
  22. 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
  23. Part III The Influence of Digital Information
  24. 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
  25. 18 Digital Health Literacy: An Evolving Picture 308
  26. 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
  27. 20 A News Literacy Curriculum Toolkit 349
  28. 21 Digital Learning and Digital Dilemmas 364
  29. 22 Digital Health Literacy: Improving Health Outcomes 383
  30. 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
  31. Contributors 417
https://doi.org/10.1515/9783110533583-008

Kapitel in diesem Buch

  1. Frontmatter I
  2. Contents V
  3. About IFLA IX
  4. Preface 1
  5. 1 Digital Literacy: An Overview and Introduction 7
  6. Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
  7. 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
  8. 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
  9. 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
  10. 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
  11. 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
  12. 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
  13. Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
  14. 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
  15. 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
  16. 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
  17. 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
  18. 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
  19. 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
  20. 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
  21. 15 Teaching Information Literacy to Would-Be Teachers 259
  22. 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
  23. Part III The Influence of Digital Information
  24. 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
  25. 18 Digital Health Literacy: An Evolving Picture 308
  26. 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
  27. 20 A News Literacy Curriculum Toolkit 349
  28. 21 Digital Learning and Digital Dilemmas 364
  29. 22 Digital Health Literacy: Improving Health Outcomes 383
  30. 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
  31. Contributors 417
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Heruntergeladen am 1.11.2025 von https://www.degruyterbrill.com/document/doi/10.1515/9783110533583-008/html
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