Read: Fitzgerald, L. & Garrison, K. (2017) ‘It Trains Your Brain’: Student Reflections on Using the Guided Inquiry Design Process. Synergy, 15/2
How might the TL help the school move towards integrated information literacy instruction?
What challenges lie in the way of such instruction?
How teacher librarians and teachers might encourage students to transfer information literacy skills and practices from one subject to another?
The teacher librarian can absolutely help the school move towards integrated information literacy instruction. As shown through the above article, effective collaboration between teacher librarians and classroom teachers in planning and implementing Guided Inquiry units can result in students having a greater understanding of the research process. The article also revealed that GI can increase students’ abilities to transfer knowledge and skills from one KLA to another and increase their confidence and capabilities as lifelong learners. In order to achieve this the teacher librarian must first have a deep understanding of the Guided Inquiry Design Process and be able to apply that understanding to different subject areas. It is important for the teacher librarian to ‘sell’ their skills in this area to ensure that staff are aware of the opportunity to work collaboratively on curriculum design, and for the teacher librarian to identify key staff who might be interested in working collaboratively in this way. The teacher librarian can also deliver professional development to relevant staff, leading their colleagues through the process of programming of a GI unit to ensure that staff are competent in developing and delivering their own GI units in future.
However, the article noted some challenges that can impede the implementation of such instruction. These challenges largely deal with the need for time to effectively collaborate, implement, assess and evaluate these types of programmes. The article revealed that it is important for staff collaborating on GI programmes to understand the philosophy behind Guided Inquiry as well as its processes and scaffolding. Time is also needed for staff to read and apply GI to their own learning and to consider how to best implement it for the students in their class; it is indeed true that what works for one class doesn’t necessarily work for another, and thus teachers are constantly required to rework existing units and resources. Time is a core requirement of collaborative practice and matching conflicting schedules can be a Herculean task. We haven’t even discussed the time it takes to plan and assess student learning and already I’m exhausted! The lack of time coupled with high workloads might also make people reluctant to take risks or leave them feeling uninspired to plan something new.
Another element that was not referenced in the article is the fact that it also takes time to change the public perception around the role of the teacher librarian and to promote our role as information specialists. In my school I have tried to start small by getting staff to share their assessment tasks with me so that I can help support our students and provide relevant resources to help them complete these tasks. Despite my fortnightly reminders, I often end up getting only one or two tasks each term. This is not because my colleagues do not see the value in what I do or the assistance that I can provide, but simply because this task (simple as it might be) is one of hundreds that might populate their weekly to-do lists and often doesn’t register as a priority. It often merits an “I meant to send something!” response. It is an uphill battle to break through the “survival” mode teaching that seems to have taken hold in recent years. However, just like Sisyphus, I’ll keep rolling that boulder up that hill and hope that one day I’ll reach the top. Maybe one day someone will find the energy and meet me there.