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 2: Empathize / Immerse

We are in module 2 of inquiry and just getting started. You may by now have realized that we are following two different models of inquiry side by side. In this way I hope you will see that each model uses slightly different language, and may combine some steps or break out others, but each goes through the same basic steps in the same basic order. In this course, we are using Guided Inquiry Design and Design Inquiry.

As we work through this process, I want you to realize that we’re here to learn and grow, not to know. Your job is to question, to think, and to explore. Throughout this process, we become smarter and wiser. Slowly, over time, we become experts. But in this next eight weeks, you will not learn all there is to known about inquiry. Nor all there is to know about the topic you choose to explore. The point is to learn to be comfortable with the journey, with the unknown. To be comfortable in not knowing.

As a librarian, you will need to create a safe environment where learners can land softly when they fail and learn that failing is just a first attempt in learning. We often learn more from failure than from getting it right the first time. Creating that safe environment means it will also be your responsibility to create an environment where inquiry can be approached in a way that is culturally responsive. When learners are situated in their culture norms and practices, when those practices are honored and reflected, they are much more likely to feel safe to engage with the material, their teachers, and their classmates.

As you will read this week, although different and varied across nations, Indigenous pedagogies are generally personal and holistic, experiential, place based, and intergenerational. Inquiry does not need to look the same in all communities. Think about what it will look like in yours and how you can approach it in a way that will allow all learners to thrive.

You will also explore possible topics of interest for your own inquiry investigation in the Learning Library assignment in the module’s Create section. In the next module, you will write a research question that you wish to explore for the remainder of our time together. Use your time this week to decide on a topic related to librarianship that you would like to explore. Know that you can change direction at any point in this process. Inquiry is not linear. You may find you have to double back to a previous step when you don’t get the anticipated results, or you may find your question needs more refining. That’s completely fine. There is always room for growth and improvement.

Module Objective

Identify a topic of professional interest related to school librarianship.

Think

  • Donovan, L. (2020). Think in practice. In Inquire (pp. 58-71). Chicago, IL: ALA Editions.
  • Meighan, P.J. (2020). Decolonizing English: A proposal for implementing alternative ways of knowing and being in education. Diaspora, Indigenous, and Minority Education, 15(2), 77-83.
  • Rowan, M.C. (2017). Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces. Global Studies of Childhood, 7(2), 131-147.
  • Parsons, K. (2015). A Yup’ik research framework: Center, a place to begin. In Growing our own: Indigenous research, scholars, and education: Proceedings from the Alaska Native Studies Conference (pp. 69-86).
  • Antoine, A., Mason, R., Mason, R., Palahicky, S., & C. Rodriguez. (n.d.) Section 2: Meaningful integration of Indigenous epistemologies and pedagogies. In Pulling together: A guide for curriculum developers. Royal Roads University, University of Victoria, and Arrive Consulting. https://ecampusontario.pressbooks.pub/indigenizationcurriculumdevelopers/front-matter/acknowledgements/.

Inquiry Spotlight

Read Schalay’nung Sxwey’ga: Emerging cross-cultural pedagogy in the academy, which descrives a course on Indigenous education. Consider how the structure of the course reflects Indigenous approaches. What elements of Indigenous pedagogy – experiential, place-based, intergenerational, personal, and holistic – do you notice? How might you apply these to your own classroom? How might you engage elders and Indigenous experts in your classroom?

Create

ALA eLearning

Visit ALA eLearning and explore several areas of interest. If you are an ALA or AASL member, you will want to login*. Otherwise, click on free events. You can also search for topics of interest. As you browse, start to think about what topic you would like to explore over the next four weeks and generate some possible questions of exploration. You may choose any topic and question related to school librarianship. Next week you will write a research question.

*AASL offers student membership at a substantial discount. If you are not a member of your state library association, you may wish to see if your state offers a joint student membership option: Joint Student Membership Program | About ALA.

Share

Post twice to the #empathize 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:

What can I do to foster a culture of inquiry and encourage learner-developed questioning across all content areas and grade levels, particularly as it relates to cultural standards? Review the inquiry spotlight from this module and consider the questions it posed. Discuss how you might include elements of Indigenous pedagogy – experiential, place-based, intergenerational, personal, and holistic – into your learning environment. How might you apply these to your own classroom / library? How might you engage elders and Indigenous experts in your curriculum?

Grow

In the #inquiry-grow discussion board, read the pinned thread and then add to the discussion. The prompt is: Write a hook for your unit plan draft and share it with your classmates. Be sure to list the topic, inquiry model, and grade level of your unit plan draft. Then, offer constructive feedback to at least two of your classmates on their hooks.