This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module 1: Introduction to Inquiry

Welcome to EDCI 547: Inquiry Based Learning for School Librarians. This course is structed so that you will engage in the inquiry process at the same time you are learning about it. Each week you will work through one stage of the inquiry process in your own professional investigation. At the same time, you will begin to hone your skills on how to teach inquiry. At the end of the semester, you will produce two separate products: a product of your choosing that reflects what you learned in your inquiry investigation, and a unit plan that you might teach in your library or classroom. The two need not be interrelated.

This constructivist approach to learning is based in research. What better way to learn than by doing? Not only can you learn what the process looks like as an educator, but you can begin to empathize with your students. What struggles with they encounter? What milestones will they reach? What approaches work best for you? And will those be the same for your learners?

Please be patient with the process and allow each module to unfold for you in order. It’s okay if you don’t know what the next step will be, or exactly what your final product will look like. These are decisions that are best made at the appropriate time when you have all the information and data you need to make them. You are welcome to look ahead, but as tempting as it is to think about the end stage and work backward, inquiry works best when take each step as it comes.

Please note that inquiry is not linear, however. You may find there are times when you need to double back or even start over. That’s perfectly fine and a natural part of learning.

In this first module, you will learn what inquiry is and explore four inquiry models and the foundations behind them. Although all four models have similarities, each structures the process slightly differently, placing emphasis on different parts of the process. There are numerous models beyond these four, but these are the four most used in the library field. Which models make the most sense to you and your learners may vary with time and purpose. No matter what model you use, it’s important to focus on learner generated questions, learner led investigations, and the opportunity for learners to share their knowledge authentically.

As with anything else you do in the library, your work should be guided by the National School Library Standards for Learners, School Librarians, and School Libraries, as well as your relevant state and local standards. You and your learners will think, create, share, and grow through the inquiry process together.

In addition to becoming familiar with some common inquiry models, this week you will interview a librarian and discuss their experiences with teaching inquiry. Later in the course, you’ll interview a classroom teacher to get their perspective as well. Sometimes it can be difficult to get ahold of your fellow educators so remember that your mentors and some of your classmates are librarians. You’re more than welcome to interview them if they are available. Although having a conversation will be the most productive way to discuss, if you can’t meet in person, on the phone or videoconference, you can also send the questions via email.

You will also begin to explore what it means to present inquiry through a culturally responsive lens. How can you Indigenize your curriculum and what does it mean to do so? Why is it important to consider Indigenous knowledge systems, and can they co-exist with our Western focused inquiry models?

As you read and engage through Module 1, ask yourself what inquiry looks like now in your school community and what you would like it to look like. How can the use of an inquiry model empower your learners? How can it empower you as a librarian to collaborate with your colleagues?

Module Objectives

Reflect on how school libraries have changed throughout history and how the inquiry process can be utilized in schools today.

Think

Inquiry Spotlight

The inquiry spotlight is an opportunity to see how inquiry-based learning can be applied in different settings. Each module you’ll be presented with a different example.

You’ll find the link to “Indigenous People’s Day Lesson Plan” on this page of Resources from Illuminative. In this unit, youth research and explore the work of various Indigenous leaders and consider Indigenous perspectives on social and environmental topics.

School Libraries, Then and Now (Optional)

  • Watch School Libraries in Action (1961).
  • Watch Powered Libraries | Yselta Del Sur Pueblo Tribal Empowerment Library. Although not a school library, the same principles and ideas apply regarding what school libraries can accomplish in conjunction with the broader community.
  • Spend 15-20 minutes observing a school library during a busy part of the day, if possible. If it is summer, or you do not have access to a school library, watch A Virtual Tour of the Instruction Program at the NCHS Library by Michelle Luhtala at New Canaan High School, as an example of the services provided by the modern school library.
  • Consider the following:
    • What differences and similarities do you see between each video / observation?
    • How was the experience different from what you expected?
    • What does this suggest to you as a (future) school librarian?
    • How do each of these videos align with the inquiry models and / or inquiry rubric you read about this week?
    • What would you like to learn more about, as a result of this activity?

Create

Interview a Librarian

Find a school librarian who is willing to answer the following questions. If there is not a librarian at your school, you can interview your mentor or one of your classmates who is a practicing school librarian. You may meet in person, via videoconference, by phone, or converse over email.

  • What guides your instruction as a librarian?
  • What inquiry models do you use? Are they used by the whole school?
  • What is the most important part of the inquiry process? Where do you find students struggle most?
  • What are the biggest barriers to implementing more inquiry-based learning at your school?
  • What do you feel is the most important thing you teach as a librarian?
  • Do you collaborate with other educators? What does that collaboration look like?
  • What is the biggest incentive to collaboration? The greatest challenge?

Share

Post twice to the #inquiry discussion board. You may respond to the initial thread and then to one classmate or respond twice to your classmates. Be sure to add something substantive to the discussion. Remember to include citations to the relevant literature to support your assertions. Address the following:

Summarize your interview (be sure to protect the anonymity of your subject) and post it to the #inquiry discussion board. Based on your interview and this week’s Think consider how you might do the following and share your ideas.

  • Approach inquiry to reflect local ways of knowing
  • Promote curiosity and initiative in learners who struggle
  • Think differently about what constitutes scholarly or expert knowledge (academia versus experience)
  • Decide what is worth investigating
  • Overcome barriers to inquiry
  • The different between research and inquiry

Grow

Visit the class Q&A discussion board. Post one or more questions you have about inquiry. Each question should be a new thread. Respond to at least one of the posted questions from your classmates with your insights, ideas, or suggestions.