An interesting article I discovered during my quest for a deeper understanding of inquiry learning was Linking Librarians, Inquiry Learning and Information Literacy?, written by Keith Lance and Leslie Maniotes.
In the article, Lance and Maniotes (2020) outline the process of inquiry as “help[ing] students [to] develop self-directed lifelong learning skills that will contribute to their readiness for, and success in, college, career, and life” (p. 47). In the article, they identify and support the American Association of School Librarians (2018) claim that students are engaged in a host of skills development through the inquiry process, including the development of critical thinking and also communication skills.
Lance and Maniotes (2020) explore the notion that although many curriculum areas including social studies and science support the integration of an inquiry learning model, many teachers find it difficult to integrate this student-led approach. However, in an offer of hope, they identify the school librarian as the perfectly equipped collaborative teaching companion, able to make this process a successful undertaking for improved student learning outcomes. They hail the teacher librarian for their expertise in a variety of relevant research proficiencies including the evaluation of resources, gathering and organising of information and the use of Information and Communication Technologies.
Lance and Maniotes (2020) also bring into the discussion research conducted by the Library Research Service of the Colorado State Library. This research challenged the assumption of many school librarianship advocates of the natural correlation between the mere presence of a certified school librarian and the teaching of information literacy skills. The data revealed that “where librarians provide fewer opportunities for students to conduct their own inquiries, librarians are also significantly less likely to teach information literacy skills” (Lance & Maniotes, 2020, p. 49). In essence, Lance and Maniotes highlight the improvement in odds of students being explicitly taught the full breadth of information literacy skills, when teacher librarians facilitate regular student-led inquiry opportunities.
In a survey conducted by Lance and Maniotes to ascertain the perceptions of teacher librarians about inquiry learning, they highlighted many positive insights. Notably, Lance and Maniotes identified the notion that where school leaders supported the regular implementation of the inquiry process, the perception was that they also “valued deeper learning, student questioning, critical thinking, global readiness, student engagement, application of learned content knowledge, and independent learning” (Lance & Maniotes, 2020, p. 50). Another interesting observation was that teacher librarians felt increasingly motivated and effective in their role when this inquiry process was supported by the school’s leadership. This increased autonomy and trust provided to them in a professional capacity resulted in higher expectations set for and by the teacher librarians themselves, which then resulted in higher expectations set for students also.
Reference
Lance, K. & Maniotes, L. (2020). Linking librarians, inquiry learning, and information literacy? Phi Delta Kappan, 101(7), 47-51. https://primo.csu.edu.au/permalink/61CSU_INST/aqirkr/cdi_sage_journals_10_1177_0031721720917542