@Elizabeth I found this very interesting and there are so many important points to consider. I do think where Barbara Fister says "It’s everywhere, and nowhere. It’s everyone’s job, but nobody’s responsibility. In many cases, the people who care about it the most have had their jobs felled by the austerity axe." is much of the problem. Librarians can teach IL as much as they want, but it needs to be taught in context in conjunction with subject teachers and constantly reinforcing by everyone. Throughout a school career. Otherwise students won't take it in. The comment about "which messages to promote and how those choices intersect with political messaging and the social engineering of interest groups." is very true. When I look at my Twitter feed I can see my own views reflected back at me. Whereas Facebook which I tend to stay away from, but do have a couple of people actually very well known to me, so not just FB 'friends' use a lot and their opposing views feature more prominently. It's almost like having two personalities. So Jacob Bronowski's quotation “There is no way of exchanging information that does not involve an act of judgement.” rang true. I will reread and take in more of these useful points thank you Elizabeth.

I have read all of this with interest. As I am not directly teaching these skills to students, just making those new to school libraries aware of the different models to help, I really don't have the experience in practice to say what has worked for me and what doesn't. I did notice the emphasis on feelings mentioned in the Alberta model which I didn't remember from FOSIL, but Darryl Toerien knows it much better, so happy to take another look at that part. I'm not sure many librarians could present the Alberta model as a whole to their school for use now as it is from 2004 (mention of CD-Roms!) whereas FOSIL has been brought up to date. But I expect most librarians have adapted any model for use for their school and to be practical I think you would have to do so. I'm all for starting children in KS2 on the basics so it can be taught from a young age and where primary and secondary phases communicate that will work. Things that did resonate with me in the Alberta model were "Creative endeavour requires multiple versions" referring to editing your work, as I always have to throw something down on paper and go back and rewrite and rewrite. (Why I hated exams). Also "Teach audience appreciation to your class" I think is good advice as helping students critique their peers, helps them to do the same to their own work. I also thought the mention of transferable skills in the Alberta model a useful reminder to students as I know many librarians/teachers despair when they have taught a skill only to find the pupils don't use it when they do work for another subject. Some great observations in this discussion which will prompt a bit more research on my part

I was surprised at how long this Alberta model has been in place when we are so far removed from this approach in most schools. Although I suppose many schools have operated their own versions and I have just been criticising our system for trying to shoehorn everyone into a one size fits all.

Thinking about Inquiry for primary age pupils I think young children are naturally curious so introducing this early on would be great foundations - but it has to be continued. I think our testing/exam system mitigates against this. Teachers want children to do well, so they feed them information they should be discovering for themselves. I noticed quite a few parents during last Summer remarked on how interesting their children and themselves as parents became in certain subjects and they allowed free reign to discovering more about these subjects, immersing themselves in it. But that was because there were no end of term tests. Some parents said they were going to home school in future. ‘My name is Mina‘ is one of my favourite books and Mina was homeschooled and is so inquisitive and knowledgable because of it. The pages where her Mum removes her from school due to SATs is hilarious and tragic at the same time.

Sorry I’m so late to this. Don’t know where the time goes

@Stephanie The choice of KS 3 texts has improved since my school days, but much of what I was offered was dire - and I was a reader. But still KS4/exam texts fall back on older classics. This is sometimes determined by the budget ie schools can’t afford to purchase new sets of newer titles which is a shame. So a choice offered by the school library is even more important. Also with regard to the 7 points I think staff who aren’t libns often leave out the library, but if asked they’d agree the library should be included

@Elizabeth A whole school reading culture is just that - the whole school needs to engage not just the library

@Elizabeth I don’t think we should criticise anyone’s choice of reading, whether that’s aspirational or a comfort read. Enjoyment is crucially important.

We do tell students that reading is vital to every subject as they have to be able to read for every subject eg have to be able to read a maths question to be able to answer it, so yes, in academic terms it is vital. Using your elbows in the dinner queue may also be useful!

@Elizabeth Sorry Elizabeth, I haven’t read yet which I know is shocking. But I know my youngest son is inclined to believe news posted without checking and that’s despite my constant nagging and I know he is not alone and many young people will do the same so it is an important topic.

Could recommend to Donald Trump?

Times not time’s!

@Elizabeth I think years ago teachers used to teach the same lessons every year, but I suppose partly because of the changing curriculum and partly because newer teachers are taught differently and link points they need to get across to popular culture the pupils relate to that teachers now will pick up on something they see to be relevant. If they aren’t aware of it, they can’t use it and that awareness is not just one person’s job, we all need to keep up awareness and share. So a school librarian should go to teachers to show apps/websites/technologies that they think would be useful or to use them themselves if they are team teaching. I suppose then it’s a case of persistence on our part and not being discouraged which can be difficult at time’s.

@Elizabeth The government’s targeting of the BBC worries me as usually BBC news is fairly trustworthy by everyone world wide. If we end up in a world of competing news channels the danger is they will start cutting corners/making things up. Than as so many people - young and old, don’t question what they read fake news an panic will spread. At the current moment that’s the last thing we need.

@Elizabeth I’ve always said this should start at primary school level. Jeanne Willis and Tony Ross’ picture books are great for showing children from 5 to 15 the dangers of throwing yourself into digital mayhem

@Annie @Elizabeth I think teachers are much better now at sharing resources and crediting one another. I thank Twitter for that. Interesting to see the amount of material being shared online at the moment in case of closure of schools. Perhaps we should link Creative Commons to that.

@Elizabeth In SLS I used to visit loads of primary schools during the Summer term to encourage pupils to take part in the Summer Reading Challenge. I lost count of the times teachers would call upon Ryan from Y6 to get the laptop and powerpoint working for me. But yes, that is different from having chosen which medium to deliver a message.

@Elizabeth I think more educators are saying that the term Digital Native is a myth so the message may get across.

@Annie @Elizabeth I am currently reading Reader, come home by Maryanne Wolf. In it she cites Hemingway’s 6 word story - For sale: baby shoes. Never worn - and says we pick up so much from our experience and prior knowledge. So a younger child may be able to decode the words, but without encouragement to critically think and discuss reasons for this, would not have the empathy to instantly focus on those last 2 words. So empathy can be encouraged from what we read and as adults, it’s our job to do that for our children. As regards using different technologies and apps, children love that creative side, although as we all know they can focus on adding in movement and sounds in a PowerPoint at the expense of content, we need to show them apps are a tool and we need to use the right tool for the point we are trying to get across.

@Elizabeth I thought separating the different literacies and critical thinking and saying we needed them all was relevant, even if depending on what we are doing means they overlap.