Implications of the Literature Review

Implications for Teacher-Librarian Scholarship in Manitoba

When collecting literature for the literature review I found:
  • There were few scholarly articles on teacher-librarianship or the impacts of teacher-librarians in schools written by Manitoba authors or about Manitoba situations.
The implication of this is that:
  • Teacher-librarians in Manitoba would benefit from Manitoba based scholarly study on the impacts of teacher-librarians in schools.

Implications for Curriculum Development in Manitoba

The literature review revealed:
  • Information literacy in the 21st century is a fusion of literacies that encompass all other literacies.
  • Technology skill doesn’t necessarily translate into being information literate and many 21st century learners need explicit instruction in information literacy.
  • Essential 21st century skills can be placed in categories that closely mirror the multiple literacies identified as being a part of information literacy in the 21st century.
  • Inquiry based learning is an excellent way to teach information literacy.
  • Teacher-librarians in the 21st century are qualified teachers with additional training and classroom experience many of whom have expertise with inquiry-based learning and teaching information literacy to 21st century learners.
The implications of this are:
  • Teachers and students would benefit from a revision the Literacy with ICT Continuum (MECY, 2006b) to specifically and explicitly identify information literacy outcomes and the role of the teacher-librarian.
  • Teachers and students would benefit from the creation of a foundation document for information literacy that provides suggestions for infusion, instruction and assessment of information literacy through inquiry.
  • Teachers and students would benefit from suggestions for collaboration between teacher-librarians and teachers on inquiry and information literacy instruction in future curriculum development.
  • Manitoba Education and Literacy would benefit from the expertise of qualified teacher-librarians when revising or creating new curriculum documents in Manitoba.
  • All stakeholders would benefit from the creation of a position at Manitoba Education and Literacy that specifically relates to information literacy and 21st century literacies with a qualified teacher-librarian in the role.
  • All stakeholders would benefit from linking the Literacy with ICT Continuum (MECY, 2006b) to the role of teacher-librarian.

Implications for Teacher-Education Programs in Manitoba

The literature review noted:
  • Net Geners are currently between the ages of 11 and 31 indicating that many current teachers and new graduates from Education faculties in Manitoba are 21st century learners.
  • Although Net Geners seem technologically savvy, they may not possess information literacy skills.
  • Inquiry based learning is as an excellent way to teach information literacy skills to 21st century learners.
The implications of this are that:
  • Teacher candidates would benefit from the inclusion of an information literacy course in their program of studies.
  • Teacher candidates would benefit from the inclusion of an inquiry-based learning course in their program of studies.
  • Teacher candidates would benefit from learning how to work with a teacher-librarian on a collaboratively planned and taught inquiry-based learning experience.

Implications for Manitoba School Divisions

The literature review indicated:
  • In many cases qualified teacher-librarians demonstrate expertise in areas such as instructional leadership, knowledge of inquiry-based learning and information literacy and providing professional development to teachers.
The implications of this are:
  • All stakeholders would benefit from having a qualified teacher-librarian in every school.
  • All stakeholders would benefit from having a qualified teacher-librarian at the divisional level to address the information literacy needs of the school division as a whole.

Implications for Teacher-Librarians in Manitoba

The literature review established:
  • Teacher-librarians are qualified teachers with previous successful classroom experience.
  • Teacher-librarians need additional qualifications to be effective in their job.
  • Qualified teacher-librarians are often instructional leaders who model best practices.
  • Qualified teacher-librarians are often professional leaders who provide professional development opportunities for school staff.
The implications of this are:
  • Teacher-librarians would benefit from developing a personal professional development plan that allows them to gain expertise with inquiry-based learning, information literacy skills in the 21st century, and the needs of 21st century learners.
  • Teacher-librarians would benefit from staying abreast of current literature. See Appendix F: Selected Professional Resources for Teacher-Librarians.
  • Teacher-librarians who may not already have a certificate, diploma or Master’s degree in teacher-librarianship would benefit from seeking out higher learning opportunities related to their teacher-librarian role.

Implications for the Manitoba School Library Association

The literature review showed:
  • A qualified teacher-librarian has additional training in school-librarianship and information literacy as well as successful classroom experience.
The implications of this are that:
  • Teacher-librarians in Manitoba would benefit from a definition of “qualified” within the contexts of the situation in Manitoba which was then shared with Manitoba Education and Literacy and senior school division staff.
  • Teacher-librarians in Manitoba would benefit from a Teacher-Librarian Certificate program that would allow them to obtain the qualifications for their job through targeted professional development combined with university course work.