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This book examines significant questions related to information literacy learning and student transition to higher education in Aotearoa New Zealand. It investigates important questions for student transition: what does it mean to be information literate in Aotearoa today? What could be the role of the library in our senior secondary schools and tertiary learning environments, and how effectively do we enable student transition to higher education in Aotearoa New Zealand?Written by and for teachers, librarians, and researchers, and based on 5 years of research into academic and information literacy, and student transition, this edited volume provides valuable new information on literacy resources as well as new insights into information literacy learning, the role of libraries and librarians, student transition, and teacher-librarian partnerships.

"Mantle of the Expert is a form of inquiry learning developed by Dorothy Heathcote that includes drama for learning so its active, embodied, imaginative, and aesthetic. Its agentic in that it positions learners as responsible, competent co-constructors of meaning and allows them powers to influence, make decisions, and grapple with complex problems. It situates learning within authentic imagined worlds in ways that are safe and have real-world implications and meaning. It provides opportunities to develop all the key competencies and learning dispositions while facilitating deep learning across a range of curriculum areas. It fosters learning in ways that are appropriate to the cultural context of Aotearoa New Zealand, involving reciprocal teaching and learning, collaborative learning, building each other up, and the consideration of multiple perspectives and ways of knowing. Its engaging and seriously fun! The key audience for this book is teachers (primary, intermediate and secondary) with an interest in curriculum integration and inquiry-based approaches to learning."--Publisher website.

This adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences.

A response to the marginalisation of particular groups of students with a way of teaching intended to increase equity in the education system.