Building Information Literacy: An Action Research Approach

Abstract

The paper argues that action research at a micro level is a valuable tool that can be used by the teacher-librarian to improve student learning outcomes in information literacy. It investigates ways to assess both students’ current level of achievement in information skills and also the effectiveness of teaching strategies used by the teacher-librarian. It will outline the work of three experienced teacher-librarians from Sydney schools. The issue of the value of action research will be discussed. Observations will be offered in terms of the possibilities of action research as a catalyst for professional learning and enhancing student learning outcomes.