ETL401 – Topic 4.2


Should an information literacy policy be essential for a 21st century school?

An information literacy policy is essential for schools in the 21st century. With the overwhelming amount of information available to students in the 21st century, it is vital that students understand that not all this information is of high quality. Especially information that is located on the internet. Bundy (2004) states that students need to be able to identify a need for information, have the skills to locate information, evaluate the usefulness and credibility of the information, then use the information in an effective manner (p. 3). As stated in the American Association of School Librarians (AASL) Standards for the 21st-century learner (2007) “all children deserve equitable access to books and reading, to information, and to information technology in an environment that is safe and conducive to learning” (p. 2). An information literacy policy would foster this principle and create awareness for the whole school learning community on the importance of information literacy for 21st century learners. An information literacy policy will support the learning needs of the students.

How can a transliteracy approach expand the teaching role of the TL beyond the traditional information literacy paradigm?

Transliteracy is a fairly new term, it includes and goes beyond many of the existing concepts of information literacy (Ipri, 2010, para. 1). The TL can incorporate the fundamentals of transliteracy into how they teach students. The TL can introduce students and teachers to the concept of “mapping meaning across different media” (Ipri, 2010, para. 3). As Ipri suggests transliteracy includes social literacy amongst other forms of literacy, this aspect can be used by the TL to create systems that allow students to share knowledge and also have a part in the creation of information (para. 18). Transliteracy fosters a participatory involvement from students as they learn new ways of communicating.


 American Association of School Librarians. (2007). AASL Standards for the 21st-century learner. Retrieved from

Bundy, A. (ed.) (2004). Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL).

Ipri, T. (2010). Introducing transliteracy. College & Research Libraries News, 71(10), 532-567. Retrieved from





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