Being a reflective practitioner is at the pedagogical core of the teaching profession. Interesting, reflection has been inherently linked to the concept of inquiry, where “reflective practitioners take an inquiry stance in that they actively search for understanding, and are always open to further investigation” (NSW DoE, 2021, para 4). Pondering my ETL401 learnings, it […]
guided inquiry
The Need for an Information Literacy Model in Schools
The readings and learnings from Module 5 provided some interesting takeaways, regarding the need for an Information Literacy model in schools. It has allowed me the opportunity to explore various models I was previously unaware of including Guided Inquiry Design, FOSIL, the Big6 and iLEARN). As a practitioner in a NSW Department of Education school, […]
Measuring Impact
As highlighted by O’Connell et al. (2021), when it comes to evidence gathering for professional accreditation maintenance, it can be ‘tricky’ at times for the teacher librarian as they do not have a set ‘subject’ to teach. However, as discussed in a previous post, exemplars of practice have been developed by the Australian Library and […]
Inquiry Learning and the Teacher Librarian
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 […]