Assumptions are often made about the learning and transfer of information literacy. Herring’s 2011 research challenged these assumptions. Pertinent to teacher intervention were the following recommendations:
- T-librarians and teachers revise the way they teach, encourage and reinforce information literacy practices across the school.
- Teacher-librarians and teachers initiate a discussion of the transfer of knowledge, skills, and practices across the school, particularly in relation to information literacy.
- School senior management explore the ways in which a culture of transfer might be created in the school, taking both a top-down and bottom-up approach.
- Teacher-librarians and teachers seek the views of students across all school levels on developing and transferring information literacy practices.
Information literacy is more than just a set of skills. It also involves the practice of information related activities aimed at using higher order thinking and reflection to construct new learning. (Herring 2011). To support students in becoming information literate, lifelong learners who are proactive in the transfer of their learning across curriculum areas, contexts and time the TL would ideally:
- use an information literacy model to explicitly teach skills and processes involved in using information to solve problems
- collaborate with classroom teachers to ensure that the development of information literacy is included across curriculum as part of class and whole school programs
- use a guided inquiry approach to develop higher order thinking and lifelong learning skills
- use a transliteracy approach to assist in develop student understanding that that it is information skills and processes that enable them to use information to solve problems in any context using any technology. Ipri (2010)
Herring, J. (2011). Assumptions, Information Literacy and Transfer in High Schools. Teacher Librarian, 38(3), 32-36.
Ipri, T. (Nov 2010). Introducing transliteracy. College & Research Libraries News, 71(10), 532-567