Digital and Information Literacy: The Bigger Picture Schools Cannot Ignore

Recent research has shone a spotlight on media literacy in Australia, but the findings reveal a much larger issue at play. The Adult Media Literacy in 2024: Australian Attitudes, Experiences and Needs report highlights significant gaps in Australians’ ability to critically engage with digital media. Only 42% of adults feel confident checking the credibility of online information, and a mere 39% believe they can assess the trustworthiness of a website. Yet, a resounding 84% agree that children should receive media literacy education in schools, highlighting a growing recognition of the importance of equipping the next generation with the ability to access, use, create, and analyse media effectively.

While addressing media literacy is critical, it is just one piece of the puzzle. To prepare students for the challenges of a rapidly changing world, schools must adopt a holistic approach, embedding digital and information literacy across the curriculum. These broader literacies encompass not only media literacy but also the critical skills required for navigating and understanding the impacts of generative AI (GAI). At the centre of this effort, teacher librarians (TLs) play a pivotal role—one that is at risk of being overlooked at the precise moment their expertise is most needed.

The Essential Role of Teacher Librarians in Digital and Information Literacy

Teacher librarians are uniquely positioned to lead schools in equipping students with the skills necessary for critical engagement with digital technologies. Their dual qualifications in education and information management allow them to support educators and students alike in developing capabilities across several key areas:

1. Media Literacy: Building the Foundations

• TLs can guide students in understanding how to access, evaluate, and analyse media critically. While fantastic public resources like ABC Education’s Media Literacy Hub, the National Library of Australia’s Media and Information Literacy resources, and the Alannah and Madeline Foundation’s Media Literacy Lab exist, a TL is able to develop a strong hybrid collection, which includes access to the widest range of free and commercial resources, curated to align with local needs and curriculum demands. They are also able to create in house pathfinders and research guides that direct students and teachers directly to the right resource at the right time.

2. AI Literacy: Preparing for the Future

• As GAI blurs the lines between authentic and synthetic content, TLs can collaboratively plan and teach contextual lessons that build algorithmic and AI literacy. This includes understanding how AI generates content, identifying algorithmic bias, and navigating ethical concerns like data privacy and copyright.

3. Critical Thinking Strategies: Combating Misinformation

• Techniques like lateral reading—cross-checking sources and verifying information—are essential in a landscape inundated with AI-generated misinformation. TLs are well-equipped to teach these strategies, fostering resilience and informed decision-making.

4. Digital Literacy: Navigating Complexity

• Beyond media and AI, TLs can support students and teachers in developing broader digital literacy skills, from evaluating websites to ethical online behaviour and creating original content.

Why This Matters More Than Ever

The rapid evolution of generative AI (GAI) has amplified the urgency of addressing digital and information literacy in schools, creating a perfect storm when combined with the challenges of an overcrowded curriculum (Doecke & Huo, 2024) and escalating teacher burnout (Black Dog Institute, 2023). Teachers are already stretched thin, juggling administrative tasks, well-being initiatives, and their core responsibilities of teaching and learning. Expecting them to single-handedly tackle the complexities of digital and information literacy—especially in the face of GAI’s profound academic, social, and economic implications—is neither realistic nor sustainable.

Generative AI is not merely a technical challenge; it is a transformative force shaping how students interact with information, make decisions, and engage in civic and professional life. Preparing students for this landscape requires equipping them with critical and ethical approaches to digital technologies. This is where teacher librarians (TLs) play a pivotal role. Far from being an optional resource, TLs are uniquely positioned as leaders and collaborators, offering expertise in information management and pedagogy to guide both students and educators through the complexities of the 21st-century information ecosystem.

However, the alarming trend of phasing out TL roles in many schools undermines this essential support. The school library, once a hub for cultivating digital literacy, is losing the very expertise that empowers students and teachers to navigate an increasingly intricate digital world. To address the challenges posed by GAI and to foster critical and ethical engagement with technology, schools must reinvest in their libraries and recognise the indispensable role of teacher librarians.

Actionable Strategies for Schools

To fully leverage the expertise of TLs and address the urgent need for digital and information literacy, schools must take the following steps:

1. Reinstate and Empower TL Roles

• Advocate for the retention or re-establishment of TL positions in primary and secondary schools.
• Ensure TLs receive professional development in AI and digital literacy to stay ahead of emerging trends.

2. Integrate Digital and AI Literacy Across the Curriculum

• Collaborate with TLs to design lessons that address algorithmic bias, ethical AI use, and responsible digital citizenship.
• Use real-world examples to teach students about the societal impacts of AI, such as privacy concerns or misinformation.

3. Resource and Support School Libraries

• Equip school libraries with tools and resources to teach digital literacy effectively.
• Allocate resources which allow the TL to develop a strong hybrid collection, which includes access to the widest range of free and commercial resources, curated to align with local needs and curriculum demands.

4. Foster Teacher-TL Collaboration

• Build structured time for TLs and teachers to co-design lessons, assessments, and projects that incorporate critical digital and information literacy skills.
• Encourage cross-disciplinary approaches that integrate these skills into subjects like humanities, science, and technology.

A Call to Action for School Leaders

The need for digitally literate, critically engaged citizens has never been greater. As school leaders and educators, we must ensure that every student has access to the guidance and resources necessary to thrive in this complex landscape. TLs may be the overlooked missing link, uniquely equipped to meet these challenges. It is time to recognize their value, invest in their expertise, and work together to create a future where students are not just consumers of information but informed, ethical participants in the digital world.

Investing in TLs is not just an investment in schools—it’s an investment in the future. Let’s recognize their value, empower their roles, and ensure that every student has access to the guidance and resources they need to become informed, ethical participants in the digital age.

References

ABC Education. (n.d.). Media literacy hub. Retrieved December 5, 2024, from https://www.abc.net.au/education/media-literacy

Alannah and Madeline Foundation. (n.d.). Media literacy lab. Retrieved December 5, 2024, from https://www.alannahandmadeline.org.au/what-we-do/prevention-programs/esmart/media-literacy-lab

Black Dog Institute. (2023). Teacher mental health and burnout could halve workforce: New data by Black Dog Institute. Retrieved December 5, 2024, from https://www.blackdoginstitute.org.au/media-releases/teacher-mental-health-and-burnout-could-halve-workforce-new-data-by-black-dog-institute/

Doecke, B., & Huo, Y. (2024). Curriculum complexity and teacher workload: A critical perspective. The Australian Educational Researcher, 51(3), 243–262. https://link.springer.com/article/10.1007/s41297-024-00229-y#citeas

Media Literacy Project. (2024). Adult media literacy in 2024: Australian attitudes, experiences and needs. Retrieved December 5, 2024, from https://medialiteracy.org.au/wp-content/uploads/2024/08/AML2024_report_final-compressed.pdf

National Library of Australia. (n.d.). Media and information literacy teaching resources. Retrieved December 5, 2024, from https://www.nla.gov.au/digital-classroom/teaching-resources/media-and-information-literacy