Learning Log 3 Teacher Librarians as Educational Leaders

https://padlet.com/emom247/8svloelocmlixmif  

Learning LOG #3

Teacher Librarians as Educational Leaders 

I choose to display how a TL can support collaboration through use of Padlet. I enjoyed this free platform because I found it intuitive and easy to mange with editing right in the box,use of visuals, drag and drop and uploading abilities. Please click above.

In my investigation I found the collaboration models helpful as an infographic  framework  in recognition of the progressive states of collaboration and with the various  possible collaborative stakeholders in and out of school including  public librarians.

"Separately, both school and public librarians have something valuable to offer. Therefore by combining knowledge, experiences, and resources, librarians provide students with a broader learning foundation and more effective services" (Jones, 2004). Click here for more ;The collaborative relationship between teacher librarians and public librarians and how this connection benefits students learning in the community library. Students also benefit by having a place to go outside out school hours to receive learning help and use of  public free technology they may not have at home.

Utilizing collaboration  frameworks and models from CSL-Leading Learning document, BCTLA,ALA and BC ED  six collaboration profile levels  allows me to focus in on where I'm I in these models and make goals going forward as well as being empathetic towards whom I'm collaborating with and their level, needs and relationship closeness . I really appreciated the BCED profiles as I could see where I fit generally and how I can strive to advance my comfort level.

Being understanding of possible barriers  is key to forming respectful relationships based on trust and reciprocity.  Being aware of barriers such as cultural/language differences, personality styles ; introverted and extroverts, communication style such as analytical,intuitive, functional and personal are essential understandings for the TL to consider. Knowing myself and communication style will help to relate to others and smooth the communication towards collaboration.For more read Forbes :which-of-these-4-communication-styles-are-you? For example, My principal said she would love for me to get  the casa teachers together to talk about the Movement Matters lessons. I soon found out that I needed to take into account their many other duties after school after having informal conversations before I decided on a date that worked to get everybody together. I plan to then follow through with an email and then verbal reminder.

TL's will be more successful through relationship which means being aware of possible barriers with different personalities interaction styles, preferred modes of communications text,email,in person,phone relationships, observation of body language and knowing when and how to approach to make a connection/offer of partnership because sometimes teachers may see us as adding to their workload instead of helping.

   Lack of top down support from administration is a great barrier. Administration has the influence to create a culture of networking which the TL is a valued part of the schools success. Does the principal  support and attend SLLC committee meetings? Does the principal encourage teachers to reach out to the TL to lessen their load, to co teach and create a partnership etc.?

BEGIN at your comfort level and keep advancing: 

 By TL's putting in effort to collaborate, starting small, where you are at your comfort level and advancing as confidence grows is key as educational leaders. By gaining growing confidence I envision a greater outreach beyond the walls of the SLLC so the TL is seen as in integral part of school culture who makes  positive connections within the school and community.

 "The TL wear many hats so I see collaboration as a root within all these roles with both students and teacher individual needs and overall school goals being the objective. "Teacher librarians may adopt multiple roles, such as problem solvers, complementary promoters of reading engagement, supporters of students with high literacy needs, curriculum and literacy leaders, and contemporary literature advisors. In many cases, teacher librarians are keen to be responsive to both school and teacher needs."(Megan 2019)

TL's are the ignition for the domino effect as partnerships grow in and out of school and groups are formed as in profile 6 in BC ED collaboration model. OUR ROLE AS TEACHER LIBRARIANS IS TO HELP STUDENTS ACCESS UTILIZE AND LEARN USING BEST RESOURCES,STRATEGIES AND PRACTICES FOR THEIR INQUIRY/PURPOSE. We are not an island to ourselves within the SLLC and research has shown students learning improves in all areas when we can effectively  reach out to create collaboration partnerships and networks that are grown over time to facilitate ongoing  sustained collaborative support to meet students learning needs. 

To be educational leaders also means we are professionally connecting  by becoming members of library associations such CSL,BCTLA and my local GTVLA (Greater Victoria  library Association) includes links to above associations here:Librarians resources,  As well as initiating and leading your SLLC committee starting with a common vision and mission statement, keeping up to date reading journals, sign up for  regular e- blogs and articles such as School Library Journal,   TL's can also create their own PLN ;joining TL"s on twitter, LM_NET etc and continually evaluating new media and weeding out outdated resources.(CRAP)

Below is an example of a PLN that meets different needs such as staff room,portfolio,filling cabinet and newspaper.(Flickr). I personally use Blogger and have twitter but rarely use it and I joined the LM_NET and occasionally read the threads when interested and receive regular e news/ blog posts from the SLLC field.

USE of CONCERNED BASED ADAPTION MODEL: Helps facilitate a respectful professional relationship

The CBAM model of expression of concern indicates the feelings and questions that a teacher would have based on their level of concern and the behavioral chart is the physical expression of where they are at. By understanding this a TL  can be more effective in meeting their needs and  pro vacating teachers towards a more engaged partnership going beyond co operation, co ordination and informative but to co teaching,sharing and reflecting/evaluating together. 

CLICK HERE; for EXPRESSION and BEHAVIORAL INDICATORS of the Concerns based Adaption Model

Typical Expressions of Concern about an Innovation/ Table 3.

Stage of Concern	Expression of Concern
6. Refocusing	I have some ideas about something that would work even better.
5. Collaboration	How can I relate what I am doing to what others are doing?
4. Consequence	How is my use affecting learners? How can I refine it to have more impact?
3. Management	I seem to be spending all my time getting materials ready.
2. Personal	How will using it affect me?
1. Informational	I would like to know more about it.
0. Awareness	I am not concerned about it.

 

Knowing a teachers stage of concern in the CBAM model below when interacting is effective for meeting their need and hopefully advancing their engagement from ME to IT to US!. 

What does partnership look like?

 Ideally; the TL collaborates throughout the  BCTLA  cycle of preparation, action and reflection but anywhere along the learning process is a good start.

Click here for examples from  Surrey Teacher Librarian's Association (BCTLA). (December 17, 2019). "What can collaboration with a teacher-librarian look like?".Meeting your colleagues where they are at any stage is a positive start. Ask teachers; "How can I help you?" 

As teacher Trevor Mackenzie states TL's have the opportunity to champion best teaching/learning processes such as inquiry based and help teachers by doing the groundwork to facilitate it. Click here:classroom-inquirys-secret-weapon-the-teacher-librarian.The goal is for colleagues to see TL's as useful team players who can lessen their load for 21st century learning and create higher level learning/questioning towards critical and information literacy.  By TL's being aware of curriculum mapping they can approach teachers at the appropriate time in suggesting possible resources and strategies and possible partnerships in action and/or reflection.

I posted this  ALA scaffolded breakdown of what instructional partnerships can look like as a guideline of the many forms and levels of involvement that a TL can have.Starting with a simple conversation in forming cooperation to coordinating a mutually agreed upon co planning goal requiring more communication over a longer time. Then to several levels of collaboration  where both are seen as equals to follow through the whole cycle to reflection/evaluation being honest about the whole process in order to improve upon it together. I feel that its important a s a TL we actively listen to what they need and address that first then depending on  the relationship can suggest  a greater partnership but not push it.  

standards.aasl.org

CHARATERISTICS OF GOOD COLLABORATORS: 

The 11 characteristics of effective collaborators gleaned from the Merga study are listed below, link here: Collaborate with Teacher librarian. These 11 are a template for TL's to evaluate how they measure up and what they might neglect.

 Good collaborations include but are not limited to these 11 characteristics:

1. Respectful communication
2. Goal setting
3. Timely and regular planning
4. Open and flexible mind‐sets
5. Student‐centered approaches with student benefit as the shared goal
6. Valuing of the expertise and perspectives of others
7. Advocacy for what each member can offer the collaboration
8. Generosity
9. Commitment to meeting both the group and individual needs of students
10. Willingness to evaluate the collaborative and provide supportive critical feedback
11. Safety to articulate concerns and issues without irrevocably damaging the collaborative relationship

I felt that 6 and 7 characteristics are very important as collaboration partnership is a constructionist endeavor in which all persons should be valued through their ideas/ say and  unique contribution towards 5 characteristic which is the common vision of enhancing students learning together. This  is a useful list for all collaborative members to share and reflect on personally.

Remembering that to enhance students learning through collaborative efforts, "social factors superseded environmental recommendations" such as "mutual goals,open minded,flexible,student centered approach, evaluating at end."(Merga) Having the best furniture, resources and tools is not enough. Its key to remember that a shiny new resource/tool is only useful when utilized broadly in a collaborative meaningful and purposeful way that benefits students learning and advances the vision of the SLLC with a teacher librarian at the helm.

Resources:

Librarians - Elementary Library Website. Elibrary.sd61.bc.ca. (2020). Retrieved 13 October 2020, from https://elibrary.sd61.bc.ca/staff-resources/library-learning-commons/.

Usaid.gov. (2020). Retrieved 11 October 2020, from https://www.usaid.gov/sites/default/files/documents/1865/Roberts.pdf.

Keltner. (2020). Scholarworks.uni.edu. Retrieved 11 October 2020, from https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1033&context=grp.

Murphy, M. (2020). Which Of These 4 Communication Styles Are You?. Forbes. Retrieved 11 October 2020, from https://www.forbes.com/sites/markmurphy/2015/08/06/which-of-these-4-communication-styles-are-you/#79b84b323adb.

Merga, M.K.(2019).Collaborating With Teacher Librarians to Support Adolescents’ Literacy and Literature Learning Links to an external site.Journal of Adolescent & Adult Literacy,63(1),65–72.

Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada.Links to an external site.  Ottawa: ON (p.17) see Fostering Literacies to Empower Life-Long Learners

MacKenzie, Trevor. (March 18, 2019). "Classroom inquiry's secret weapon: the teacher-librarian." Canadian School Libraries Journal.  Retrieved from: https://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/

Learning Log #2 Module 5 Supporting students in the SLLC with critical literacy

 Learning Log # 2 

Module 5 Teacher Librarians and their role in Critical Literacy

This learning log has been a journey of discovery in how important our role as advocates for critical literacy resources and  creating opportunities to practice critical thinking to empower students towards spotting deception, biases etc that lead to injustices and oppression of others. We then can give them a critical literacy voice that makes a positive difference through multi modal tools .TL's play a pivotal role in creating more empathetic citizens who see the diversity and complexities of society and are aware that information can be used to promote or marginalize others. 

 Looking at Critical literacy and Critical thinking:

To  further my knowledge construction after the module readings I checked out Wikipedia (as suggested as a good synopsis of reliable information in last module,link below) to connect Critical literacy and critical thinking and our role as Teacher Librarians. 

"Critical literacy is the ability to find embedded discrimination in media.^[1][2] This is done by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed his or her ideas about society's norms to determine whether these ideas contain racial or gender inequality.^[1] ( Wikipedia Critical_literacy)

AND from LibGuides Critical thinking and Information Literacy(Bronx Community College)

"Critical Thinking is the art of thinking about thinking in order to make thinking better. It involves three interwoven connections: It analyzes thinking,it evaluates thinking, it improves thinking."

Critical thinkers are able to: (libGuides)

Determine what information is or is not pertinent

• Distinguish between rational claims and emotional ones.
• Separate fact from opinion. 
• Recognize the ways in which evidence might be limited or comprehended.
• Spot deception and holes in the argument of others.
• Present his/her own analysis of data or information.
• Recognize logical flaws in arguments.
• Draw connections between discrete sources of data and information. 
• Attend to contradictory, inadequate or ambiguous information. 
• Construct cogent arguments rooted in data rather than opinion.
• Select the strongest supporting data.
• Recognize that a problem may not have a clear or single solution.
• Correctly present and use evidence to defend arguments.
• Present evidence in an order that contributes to a persuasive argument

Wikipedia states that:  "Socrates established the fact that one cannot depend upon those in "authority" to have sound knowledge and insight. He demonstrated that persons may have power and high position and yet be deeply confused and irrational. Socrates maintained that for an individual to have a good life or to have one that is worth living, he must be a critical questioner and possess an interrogative soul.^[6] He established the importance of asking deep questions that probe profoundly into thinking before we accept ideas as worthy of belief."

Critical literacy reaches beyond the more logical application/frameworks of critical thinking in challenging the author to make deeper societal and historical connections that seek to root out oppression and injustices. This was the philosophical basis of Paulo Freires critical literacy movement.TL's have the opportunity to challenge and spark  an embodied sense making of their worlds by connecting to affective not just  the cognitive. Click here for  more on embodied collectivity  written by Lenters  Multi Modal Becoming and a helpful list of open ended embodied multi modal learning experiences.

• Intertwining Of Blooms Taxonomy and Inquiry Process In Critical Literacy:

I began with the idea to curate multi modal tools in teaching and learning critical literacy skills for colleagues and students and then connected that with our role as TL's. During my investigating stage it became clear to me that intertwining the blooms taxonomy within the inquiry based process facilitated the development of critical thinking skills embedded in critical literacy .TL's teaching of Critical thinking skills encompasses all multi modes/formats so students develop information literacy and become fluent in how they  critically choose and use information. Click here for more: BCTLA Information literacy and Points of Inquiry  Barbara Stripling defines Information literacy as:"..the ability to use information meaningfully in all aspects of our daily life." TL's can model aloud and pictorially for students the meta cognition of Blooms taxonomy and inquiry process all  through the lens of critical thinking. This scaffolding will mentor students in being deeper independent critical thinkers. For example a student can not jump to  construct (BT)  and the create stage ( BCTLA 5 points of Inquiry) before critically remembering his prior knowledge and experiences and understanding where they came from in order to separate personal opinion from data/facts which needs to be supported too!Then moving on to the investigate stage where they create understandings,apply and analyse their growing knowledge critically. TL's can explicitly teach and model the meta cognition language so students can advance to higher order learning and questioning.TL's model and provide strategies throughout the  inquiry process such as during the investigate stage suspending judgement, testing ideas and revising based on new evidence which requires knowing your biases/assumptions. Students begin to internalize  embedding critical thinking within all modes of critical literacy  as their learning advances  and deepens throughout the inquiry process. This way they take the drivers seat as learners who better understand themselves and can make a difference in the world. Differentiated learning objectives  and formats are kept in mind to individualize the process. A key understanding for me was in this complex world students need to know there is not always one clear cut solution but it is multi faceted and requires more then one solution.

 

Meta cognition tools/models to embed critical literacy are:

Turtle Lake School division; Wendy Marek

Within the framework of Inquiry based learning process such as:

BCTLA The 5 Points of Inquiry

AND

GUIDED INQUIRY DESIGN FRAMEWORK: Kahlthau; This framework provides more scaffolding

What Students are doing in ISP	STAGES of ISP	PHASES of GUIDED INQUIRY
Initiating the research project	INITIATION	OPEN
Selecting a Topic	SELECTION	IMMERSE
Exploring information	EXPLORATION	EXPLORE
Formulating a focus	FORMULATION	IDENTIFY
Collecting information on  focus & seeking meaning	COLLECTION	GATHER
Preparing to present	PRESENTATION	CREATE and SHARE
Assessing the process	ASSESSMENT	EVALUATE

Kuhlthau, Maniotes, and Caspari 2012

Frameworks/Models for critical literacy;

The leading learning document continuum is a helpful guide to work towards with all stakeholders.This CSL framework provides a continuum action plan  called Fostering Literacies for life long learning. addressing a variety of literacies including critical literacy but not physical literacy.For example for critical literacy it states the goals of learning to be: Emerging: Text to text,text-self and world connections to the end goal being, Leading to the future-Students construct and share new personal meanings.

Critical learning for all ages. the learning-network provides a conceptual  progressive framework for critical literacy from the Ontario Ministry of Education(2015).  This sequential view though puts texts as the primary mode which is not encompassing all multi modes of learning and knowledge creation so I added the reconceptualized framework from Serafini. Reconceptualized Framework below.

 I agree with his theoretical framework except for his view as reader -viewer because this is a limited view; which does not encompass all avenues of learning such as asthetic,afffective,kinesthetic,sensory,auditory which are utilized as well as reading and viewing visuals etc and Lenters describes the  5 modes as Linguistic,auditory,spatial,gestural and visual cues.(Multi modal becoming link below)

This framework meets the emerging needs of critical literacy with text:

Learners interaction with TEXT progressive framework:

1.code breakers(learning to read proficiently; beginning with phonetics/sound-letter)

2.text participants (check in with prior knowledge and experiences)

3.text user (audiences,purpose)

3.text critic(using critical thinking.evaluation)

Serafini took this framework wider to encompass Multi modal tools  beyond simply text as the digital information age is upon us: Students needs are growing to include decoding audio,visuals(symbols etc),advertisements use of text/images as well as  real time interpreting of social media platforms.

RECONCEPTUALIZATION(SERAFINI) LEARNER TAKES PATH;FACILITATED BY TL

1. NAVIGATOR-DECODING OF ALL FORMS OF MULTI MODAL TOOLS

2.INTERPRETOR-UNDERSTAND THE COMPOSITION STRUCTURES

3.DESIGNER-CONSTRUCT MEANING

4.INTERROGATOR-EVALUATION/REFLECTION

For a thorough list  of critical evaluation lessons/resources and surveys helpful for TL's to be aware of and share with colleagues and students,check out: schrockguide.net/critical-evaluation. . 

CRITICAL THINKING TOOLS AS A LENS ON CRITICAL LITERACY;

TL'S USE OF THESE VISUALS ARE HELPFUL TO TEACH AND DISPLAY

The acronym CRAP criteria is an easy to remember and apply for students while critically evaluating their  MULTI MODE resources: I would display it in a poster in the SLLC and share it with colleagues.

TL's must model/mentor critical thinking strategies by not voicing opinions, asking higher order questions,being aware of their biases and allowing students thoughtful deliberation realizing that there is not a clear single solution to complex issues/problems.For more strategies to share click here: wabisabilearning.com/blogs/critical-thinking/teaching-critical-thinking-skills.

I appreciated the  8 science based strategies from our module and would display this as a poster in the SLLC:

• 
  

The IDEALS acronym is a useful systematic framework for problem solving. Mark John Synders's  6 steps  break down the critical thinking process when inquiring into problems here:.Critical_Thinking_-_Teaching_Methods_and_Strategies handout. As a TL this handout is relevant and useful for sharing with colleagues and students.I'm not in total agreement with the enumerate the choices as often complex problems have more then one obvious number one choice but is interconnected. This is useful for more straight forward problem solving.

“IDEALS” … Six Steps to Effective Thinking and Problem Solving

• I – Identify the Problem
• D – Define the Context
• E – Enumerate the Choices
• A – Analyze the Options
• L – List Reasons Explicitly
• S – Self-Correct

Curation of Multi Modal resources that support Critical Thinking : 

 Tools for Thought ;Critical thinking Consortium; Tc2  based out of Vancouver BC has select resources that are free due to Government of Canada funding ,the remainder require a partner/member fee to download, for example a school with less then 50 teachers is $400 a year.which would be a lot for our independent school but the free resources are useful.

 Search  tabs by THINK(probing for information) COMMUNICATE(interpreting text) and ACT (relating to others)

Helpful tips: they provide a free sample lessons that can be downloaded. For example:Powerful questions useful for the primary group and a primary list of resources for critical thinking here Primary list . I noted the series of thoughtful book series; 6 picture books in print and one in video format :youtube story all useful for literacy development with deep themes and ethical deliberations through fiction. 

The Imagining series (fee)  under the THINK tab used the visionary approach and sparked possibilities for creative critical thinking with imagining through a superheros power, design components and exaggeration. This reminded me of our reading of scenario planning in visualizing future settings in SLLC's by Finch; click here to read How public libraries can help prepare us for the future. (July 18, 2019)

Thoughtbooks to sustain Inquiry-Critical thinking consortium,2016 3 book series,38$. Student inquiry templates for ongoing  interactive exploration,imagining,testing,revisiting,examining through personal inquiry process through use of drawings,words,recordings."How has what I have just learned informed,altered, or challenges my thinking about the issue,problem or project that I am inquiring about?"

Explain the Image- free lesson plan from Tc2.  Use as teacher guided inquiry for K-3.I choose this to hone in on critical thinking  strategies with visuals and the importance of being able to critically interpret visual images and make the connections to the visual power/iconic symbols of advertising and social media and our responsibility as critcal thinkers in our  own visual  digital and non digital creations and the message it sends.(especially for older students) use with the free  tc2 Picture sets and investigating strategies. Photographs,objects,visual/text demonstrations(cartoons,infographic,charts,posters etc) create multi mode opportunities for expression-linguistic and visual meaning that is more easily  universally understood with a emotional connection consumed by a larger audience.  This mode enables students who traditionally are not keen readers or ELL learners to express themselves to an audience; here is an example:Students photography multi mode creation.

Literacy challenges in a fake news world from the Saskatchewan School librarians association

25-resources-for-teaching-critical-thinking/ teachthought blog

WHY Multi Modal tools for critical literacy learning?

 The use of multi modal resources such as: literary fiction,infographics, graphic novels ,cartoons,objects/photos/music expressions,short films and authentic experiential place learning can be the spark for  deeper critical literacy especially within an inquiry based process. As a TL we are continually on the look out for meaningful multi mode tools that promote and cultivate information literacy.Professionally keeping informed and continually evaluating and weeding resources as needs change.

Through a visual and linguistic mode of cartoons students can make their own connections between the panels(fill in the details) and relate stories that would be difficult to put down in prose but cartoons allow for the  ambiguity in the universal human experience. By creating their own graphic novels/cartoons students benefit in many ways  including emotionally.  For more read, Miller's Blog with rationale click here: student-graphic-novels.TL's can promote their cartoons by providing panel templates and with permission displaying and /or posting their creations to a SLLC web page.

TL's can promote info graphics as a text/visual tool that helps students understand complex concepts in an easier way.For more tips on info graphics check out Walter Murray High School on Saskatoon Creating Infographics. By combining modes students are engaged in more complex meaning making where they  decide on their path rather then being strictly sequential as in text only(left to right).  A few examples being watching how to create/cook something then doing it, using imovie app to create a short film,igarage to write and create music,Powtoon , digital cartoon platform with speech bubbles and movements; Buncee , interactive slides;visuals and text,Padlet as an interactive display of learning.Then pedologies such as place based,experiential learning and Montessori all use multi modes of learning embedded in their philosophies that attempt to embrace students holistically. 

Physical literacy is often overlooked outside of PHE class and TL's can play a pivotal role in strategies and rationale to embed it more within the whole school daily. Multi modal tools used properly, embrace the whole being and embodiment of the student therefore having  a more emotional and lasting imprint in their response.

ROLE of Teacher Librarian:

our role in facilitating critical literacy is a multi prong approach that is essential for 21st century learning and needs to be embedded within students learning and embraced by all stakeholders.

 As TL's we provide the models/frameworks/acronyms  and big ideas that give students scaffolding in their  critical thinking behind meaning making and model/share and provide opportunities (co teaching too)to practice and collaborate and create their own constructions. The leading learning document continuum is a helpful guide to work towards with all stakeholders.This CSL framework provides a continuum action plan  called Fostering Literacies for life long learning. addressing a variety of literacies including critical literacy but not physical literacy.For example for critical literacy it states the goals of learning to be: Emerging: Text to text,text-self and world connections to the end goal being, Leading to the future-Students construct and share new personal meanings

 Serafini in Reading multi modal texts" states "Literacy educators will need an expanded theoretical framework from which to discuss the interpretive strategies readers will draw upon to make sense of these more complex texts in the new millennium." Above I provided examples that as a TL can be used and shared.TL's explicitly teaching,co teaching/displaying and modelling these meta cognition frameworks provides students the bridge towards critical literacy skills necessary for 21st century learning  in this digital, trans literacy age where there is an abundance of information at their fingertips

TL's have the opportunity to model and share with colleagues and students multi modal tools throughout the learning process for example using an IBP such as the CSL 5 Point Inquiry model  moving from the connect and wonder stage to reflect/evaluate. Students as Lenters notes are reader-viewers engaging with modes as navigators,interpreter,designer and interrogator ; TL's can use this as they scaffold the resource and the  inquiry based process for discovery. Click here for more Becoming Multimodal: Literacy In and Beyond the Classroom  I see students as more then just readers-viewers but holistically engaged with learning including kinesthically(Physical literacy) and affective domain connection for internal motivation.

 To facilitate critical literacy TL's can model an open ended non biased dialogue within a collective group discussion on a social justice theme that provides varied perspectives to challenge their thinking. Provide a hook/spark with a photograph,cartoon or several divergent texts/visuals. Have students display empathy through expressions such as roleplaying info graphics etc,  Let students develop their own self correcting antenna in understanding whose voice is this? Provide critical thinking frameworks and models(below) Suggest embodiment practices that collectively put differing views together with multi modal tools enabling more students with different learning needs/strengths to have the opportunity to make a wider  and deeper  learning connection.TL's can teach the concept of "container collapse" of how an original piece of information in the digital age can be quickly altered, modified and changed from original source with the potential to reach millions in a click. Download handout by Wilkinson on container collapse here :information-needs-types-and-qualities.

 Information fluency is the ultimate goal of the Teacher librarian in critical literacy: to analyze, evaluate and improve our thinking so students translate this to  their real life situations/tasks and authentic real world problem solving. 

Wabisabi Learning defines it as:Information Fluency is the ability to unconsciously and intuitively interpret information in all forms and formats in order to extract the essential knowledge, authenticate it, and perceive its meaning and significance. The data can then be used to complete real-world tasks and solve real-world problems effectively.(wabisabilearning.com/blogs/critical-thinking/teaching-critical-thinking-skills) 

TL's  key role is curating and  sharing of critical literacy resources that spark social justice themes with critical thinking models/frameworks, big ideas and strategies that empower students to examine,analyze and deconstruct multi modes/texts to see the larger social historical contexts. Through this process students are expanding their own views , challenging the norms,critically reflecting and responding to injustices with actions and words that make a positive difference. TL's need to mentor/model the meaningful learning connections of interacting with multi modes critically with students and colleagues. TL's have a responsibility to be as unbiased as possible in providing multi modes/texts of differing views together so students can be aware of cultural/racial differences and how differences can be enriching and positive yet ultimately our commonalities as humans are greater.

TO SUMMARIZE...

Critical Literacy facilitated by TL's is key in 21st century learning because we are in a digital, trans literacy age where there is an abundance of information sources at students fingertips. It is our response to this digital age that will help create trans literate citizens who are information fluent critical thinkers who are critically literate in recognizing the wider interconnections in our society both positive and negative.

Critical thinking  and reflection is an essential component of critical literacy. While critical thinking focus on a particular text/mode of information to dissect THE AUTHORS point of view/assumptions/biases; CRITICAL literate students can make wider connections to recognize power dynamics and social historical themes in our world. Critical literacy expands critical thinking to look beyond to our  increasing smaller world where information can be transmitted in a click. As TL's we have the opportunity to model this and help create students who are critically literate in today's information age.

References:

Lenters, K. ( 2018). Becoming Multimodal: Literacy In and Beyond the ClassroomLinks to an external site..Links to an external site. The Reading Teacher, 71( 6), 643– 649.

Miller, Shveta.  (July 21, 2019). "The surprising benefits of student-created graphic novels." Cult of Pedagogy. Retrieved from: https://www.cultofpedagogy.com/student-graphic-novels/

Serafini, F. (2012) Reading multimodal texts in the 21st century.Links to an external site. Research in Schools. 19(1), 26-32. 

LibGuides: Walter Murray Collegiate: Infographics. Secondarylibguides.spsd.sk.ca. (2020). Retrieved 1 October 2020, from https://secondarylibguides.spsd.sk.ca/c.php?g=691976&p=4899967.

Fostering Literacies to Empower Life-Long Learners – Leading Learning. Llsop.canadianschoollibraries.ca. (2020). Retrieved 1 October 2020, from https://llsop.canadianschoollibraries.ca/fostering-literacies/.

12 Solid Strategies for Teaching Critical Thinking Skills. Wabisabi Learning. (2020). Retrieved 1 October 2020, from https://wabisabilearning.com/blogs/critical-thinking/teaching-critical-thinking-skills.

Information Needs, Types, and Qualities. Community of Online Research Assignments. (2020). Retrieved 3 October 2020, from https://www.projectcora.org/assignment/information-needs-types-and-qualities.

Tools for Thought - The Critical Thinking Consortium. Tc2.ca. (2020). Retrieved 3 October 2020, from https://tc2.ca/en/creative-collaborative-critical-thinking/resources/t4t-tools-for-thought/.

Snap, Spark, Provoke.. Spark.adobe.com. (2020). Retrieved 3 October 2020, from https://spark.adobe.com/page/jIKRGZjK7oSRp/.

Ssla.ca. (2020). Retrieved 3 October 2020, from https://www.ssla.ca/uploads/9/5/3/6/95368874/emerging_literacy_challenges_in_a_fake_news_world.pdf.

25 Of The Best Resources For Teaching Critical Thinking. TeachThought. (2020). Retrieved 3 October 2020, from https://www.teachthought.com/critical-thinking/25-resources-for-teaching-critical-thinking/.