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CHARTERED INSTITUTE OF LIBRARY AND INFORMATION PROFESSIONALS (CILIP), 2018. CILIP Definition of Information Literacy 2018. [online]. London: CILIP Information Literacy Group. Available from: https://infolit.org.uk/ILdefinitionCILIP2018.pdf [Accessed 18 October 2022].

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CILIP defines information literacy (IL) as a lifelong skill that is constantly evolving in terms of people’s needs and technological advancement. This is an accessible document which includes images, information boxes, and is written in accessible language. CILIP references UNESCO where IL is declared as a basic human right in a digital world (UNESCO (2005) Alexandria Proclamation).

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This document provides the cornerstone of this bibliography: a general overview of IL with a section for Information Professionals and Literacy and Education. It could be used as the basis for a mission statement for a library; or to create the objectives of an information literacy curriculum in a secondary school.

For a more detailed definition of IL in secondary schools, you may access ALA Standards Crosswalks (AASL 2018).  It is a paid-for resource and may be accessed for further reading.

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The credentials of the CILIP working party are linked onto the document and include a range of information professionals so the authority is assured.

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APPLETON, M., 2022. Tools for Thought as Cultural Practices, not Computational Objects. [online]. London. Available from: https://maggieappleton.com/tools-for-thought [Accessed 22 Oct. 2022].

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SMALL, R. V. 2014 The Motivational and Information Needs of Young Innovators: Stimulating Student Creativity and Inventive Thinking. School Library research (SLR) American Association of School Librarians (AASL), Volume 17, pp36 [online]. Available from: https://files.eric.ed.gov/fulltext/EJ1039614.pdf [Accessed 24 October 2022].

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This research report demonstrates how a school library should be used as a place for innovation where the role of the information professional (IP) is to empower children’s use of critical thinking in problem solving. It gives practical advice for IPs to support children’s searches for knowledge acquisition.

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The report focuses on higher educational learning but also applies to secondary school, helping us to realise the library as a multi-functional learning space. It was chosen as it includes primary research with survey analysis and case studies of real life experiences of students.

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Ruth Small has a doctorate in instructional design, development, and evaluation from Syracuse University. This article is published by School Library Research, an official journal of the AASL where the authority of the author was verified. This article has 36 citations (Google Scholar) and has been peer reviewed (ERIC database).

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On this webpage, Appleton takes a cultural approach to information seeking: exploring how tools of thought have developed over the years, their benefits and limitations, and the developments of this critical thinking skill.

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GARRISON K., FITZGERALD L., and SHEERMAN A., 2018.  Just Let Me Go at It: Exploring Students’ Use and Perceptions of Guided Inquiry. School Library research (SLR) American Association of School Librarians (AASL), Volume 21, pp37 [online]. Available from: https://files.eric.ed.gov/fulltext/EJ1182159.pdf [Accessed on 24 October 2022].

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This research was completed by a school librarian and two academic researchers in an Australian secondary school setting. The Guided Inquiry (GI) model they develop is based on the renowned Information Search Process (ISP), a research-based information-literacy model (Kuhlthau 1991). It uses the principles of Kuhlthau’s model whilst building in more student independence and pedagogical scaffolding.

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Garrison’s research paper provides practical steps for teacher-librarians to follow using local evidence, teachers’ voice, student voice and is fully differentiated. The children were very involved in the direction of the GI project and it promotes their agency. This model of information searching could work as a middle school project prior to commencing an EPQ or EE.

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Co-authors Alida Sheerman and Lee Fitzgerald are researchers; and Kasey L. Garrison is a Senior Lecturer of Teacher Librarianship and Information Studies at Charles Sturt University, working collaboratively and separately on information research projects. This article is peer reviewed and has 10 Citations (ERIC database).

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The webpage contains information for IPs to understand the importance of evaluating search tools for information. Children can access Elicit, an AI research assistant from the website https://elicit.org/ and view how information searching may progress in the future. It is an early stage project so they may participate and gain an understanding of how online search tools are developed.

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TODD, R. J., 2003. Theme Section: Adolescents of the Information Age: Patterns of Information Seeking and Use, and Implications for Information Professionals. School Libraries Worldwide, Volume 9 (Issue 2), pp. 27– 46 [online]. Available from: https://web-s-ebscohost-com.ezproxy.rgu.ac.uk/ehost/detail/detail?vid=2&sid=99e47854-43b0-4715-9c58-d64b54486f79%40redis&bdata=JkF1dGhUeXB  [Accessed on 28 November 2022].

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Todd focuses on information seeking in teenage children who may experience information poverty and this is part of the information gap for IPs to work on.  Todd advocates that IPs should listen to questions to ascertain the complex information needs of users and meet them. Visual models have been provided to summarise information. The article focuses on proactive customer service and building relationships with users which is essential for a welcoming library environment.

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This scholarly article focuses on the psychology of information searching; and the professional responsibilities of librarians in promoting and protecting information seeking behaviour amongst adolescents.  Since the information explosion of the 1980s, Todd claims the profession needs to be user-orientated rather than information or system orientated; and that the user needs are complex. It is the information professional’s skill to bridge the knowledge gap so the user can be supported in their searching.

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Ross Todd is a well documented researcher in school librarianship. His work is prolific and has been cited in other articles in this bibliography.  This work includes 55 references. It has been peer reviewed and cited 28 times since it was first published (cross referenced on Proquest database).

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AGOSTO, D. E., 2019. Thoughts about the Past, Present and Future of Research in Youth Information Behaviors and Practices. Information and Learning Science, Volume 120 (Issue 1/2), pp. 108–118 [online]. Available from:  https://www.proquest.com/docview/2218315754/E85F3629E4934280PQ/39?accountid=162592# [Accessed 10 November 2022].

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This article explores information behaviour amongst teenagers and is aimed at library professionals and educators. Agosto advocates for self-direction of children in their learning as teenagers know their information needs and should be listened to. Agosto considers the digital divide including marginalised groups and their poorer experience of information literacy. This paper is a springboard to more of Agosto’s research in this area. It is student focused, comprehensive, and spans over 20 years.

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I have selected it because it addresses gaps in information literacy due to socio-economic conditions that we should be aware of as educators.

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Agosto is executive director of Drexel’s Center for the Study of Libraries, Information & Society and director of their MLIS programme. Agosto has published many works in this field of research.  Proquest indicates this article has been cited twice and contains 48 references. It was reviewed upon submission to Emerald Insight.

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SWELLER, J., 2020. Cognitive load theory and educational technology. Education Tech Research Dev Volume 68, pp 1–16 [online]. Available from: https://doi.org/10.1007/s11423-019-09701-3 [Accessed 11 November 2022].

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Sweller uses Cognitive Load Theory (CLT) as a model of human cognition to develop instructional procedures for education. The theory uses cognitive architecture to design teaching around the way children recall and access complex information.The article shows how CLT can be assisted by educational technology.

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I selected this article as it enriches the range of resources to include the psychology of education: how our children use technology as tools for knowledge seeking and understanding.

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Sweller is a leading educational psychologist who has written many scholarly works in this field. This article was written in 2020 and Proquest indicates that it has been cited 129 times by other authors since. It has been peer reviewed.

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Maggie Appleton is a designer, anthropologist, and developer. She is currently leading design at https://ought.org/.  You may follow Appleton on Twitter @mappletons to check out her latest projects.

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SHENTON, A. K., and FITZGIBBONS, M., 2010. Making information literacy relevant. Library Review, Volume 59 Issue 3, pp. 165-174 [online]. Available from: https://www.emerald.com/insight/content/doi/10.1108/00242531011031151/full/html [Accessed 09 November 2022].

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Shenton and Fitzgibbons show that lifelong learning skills are the goal of information professionals and we should use spark curiosity for students, as well as facilitating their knowledge acquisition.  IPs should personalise children's learning and deepen thinking skills. The teacher should adapt to learner needs for a beneficial educator-researcher relationship.

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This puts the needs of the users first and presents different practical approaches for IPs to use in school settings.  It is motivating and offers an alternative viewpoint to Sweller's around 21st century skills: that critical thinking skills can be taught.

It links with the ideas of Brown and Todd about how listening skills are very important in the communication between educator and researcher.

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Megan Fitzgibbons is an IP at Concordia University Library. Dr Andrew K. Shenton is an IL specialist and former lecturer at Northumbria University.This article has been peer reviewed (Emerald Insight) and has 59 citations (Google Scholar)

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ANDERSON, M., and JIANG. J., 2022. How Teens Do Research in the Digital World. Available from: https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/#vast-majority-of-teens-have-access-to-a-home-computer-or-smartphone

[Accessed on 20 November 2022].

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The team of experts at the Pew Research Center have gathered information from the public on this topical issue of  Teens, Social Media and Tech.

The full report covers the trends and preferences teens have for tech devices and searching online.

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The data generated is useful for IPs who may use this data to match the learning needs of the children and their technological preferences.  It also gives insight into the diverse ethnic and socio-economic backgrounds of respondents so the information is contextualised.

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On their website, The Pew Research Center states they are non-profit making and a philanthropic organisation.  The report gives an open and thorough account of the methodology used. It has linked information about the authors of the research report.

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Image source: DesignThinking concept (Brown K., 2008. Change by Design. NY: Harper Collins), illustration by Katie Day.

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10 BEEMAN, K., and Day, K., 2022. Research Skills: Welcome. [online]. Singapore: Tanglin Trust School Libguides. Available from: https://libguides.tts.edu.sg/c.php?g=48508&p=310693 [Accessed on 10 November 2022]

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The students access click boxes and learn how to use different sources to search online: ranging from What is research? to examples of students' own published research projects.

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Kim Beeman is Head of Senior Library at Tanglin Trust School, Singapore. She is webmaster for the International School Librarians Network Singapore.

Katie Day is Teacher-Librarian of the Senior Library at Tanglin Trust School, Singapore. She is president of the International School Librarians Network Singapore.

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This libguide as a practical example of how information literacy could be taught in secondary schools. It has useful visual aids and good quality content. It also links with outside agencies such as the National Library Board of Singapore.

With the producer's permission, Springshare allows other IPs to copy and adapt existing guides so this is an effective way to share information.

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This bibliography a is collection of resources aimed at information professionals working in secondary schools. Information seeking is a human need and almost all teenagers search for information. Young people  live in a unique information age that can seem both exciting and overwhelming with all the information sources available. We need to reflect upon the IL skills and behaviours children have had in the past, understand what they need now and anticipate what they will require in the future.

The resources here have been selected with this in mind. We want more knowledge of teenagers’ information seeking behaviour and practices; and learn how to make information literacy relevant for children today.  There are many tools that students may use to search for  information.  But how often do they reflect upon them? They are known collectively as ‘tools for thought’  and this is the overarching theme subject annotated bibliography... developing tools for thought: the role of information professionals in secondary schools.