I am really excited about the Guided Inquiry Design model. When understanding the various stages of the process and connecting the affective stages, it felt like a light bulb moment that reflected true to form, my own way of unconsciously approaching a research task. In so much of my past teaching (primarily in a school context, but also with my own children), I love to connect a real-world understanding as to ‘why’ we are doing something. I love how this model is research-based and just makes sense as a framework that can be easily applied across the curriculum. I think the benefit of collaborating on the implantation of Guided Inquiry Design is that it empowers classroom teachers to also apply this model when the teacher librarian is time-restricted in accessing classes regularly (particularly in a large school).
I also really enjoyed the article on Guided Inquiry written by Jenny Scheffers (2008) of Caddies Creek PS, where she was sharing the school’s (newish) uptake of the model back in 2008. 13 years later, and still at Caddies Creek, she presented only a week and a half ago (Sep 7th) at the South Western Sydney School Librarian Network Term 3 Online Conference, presenting on Why is Guided Inquiry Best Practice? It’s really positive seeing a model that has stood the test of time, currently still being implemented by a fellow teacher librarian in a NSW primary school.
Reference
Scheffers, J. (2008). Guided inquiry: A learning journey. Scan, 27(4), 34-42. https://search-informit-org.ezproxy.csu.edu.au/doi/epdf/10.3316/aeipt.172157
Scheffers, J. (2021, September 7). Why is guided inquiry best practice? [Conference presentation]. South Western Sydney School Library Network Term 3 Online Conference. https://vimeo.com/599915011/9e632262fc
Syba Digital. (2015). Guided inquiry design [Digital resource]. https://www.sybasigns.com.au/products/syba-signs-digital-resource-guided-inquiry-design/