4.1b Inquiry Learning

“Inquiry learning is a recognised set of processes, embedded in national and international curricula. It provides an in-context way of achieving the future ready skills present in the Australian Curriculum.” (Fitzgerald and Garrison, 2021, p.16)

Inquiry Learning is an actively creative learning approach which begins with an essential stimulus question which is responsible for igniting the spark in the inquisitive minds of learners. It is project based and leans towards the constructivist learning approach. As highlighted by Wallace and Husid (2016), Inquiry Learning has validity as it connects the learning process to student’s real life experiences and therefore can provide the building blocks for lifelong learning. Inquiry learning is hands-on, experiential, immersive and all about the student rather than the subject. Sounds fantastic, right? So why aren’t all teachers and teacher librarians implementing Inquiry based teaching methods?

Throughout my reading and research, I discovered and explored some big hurdles that Inquiry based teaching faces within contemporary education structures. Carter and Pelo (2018) compare the learning style of inquiry learning to that of performance improvisation methods within theatre practice. As a trained Drama/Theatre specialist, I naturally warm to this kind of  spontaneous teaching environment. It has been an integral part of my own teaching practise to direct students within activities that are designed for creativity, collaboration, discussion and group led exploration. Tucker (2014) supports the constructivist perspective that learning is most valuable in group settings, and this is a core aspecting of an inquiry based unit.

Kuhlthau, C.C, Maniotes, L.K., & Caspari, A.K. (2012), Sheerman (2011) through their in-depth research, explored how the teacher librarian (TL) and classroom teacher (CT) could form partnerships and use Inquiry based teaching to enrich student learning and work towards lifelong learning. Inquiry units being led by both TL’s and Teachers led to students having greater opportunities for deep learning. Lamb (2011) reinforces the need for TL’s and CT’s to create meaningful, trusting partnerships. Cassinelli (2018) emphasises the value of focusing on building relationships to build these partnerships.

Nevertheless, classroom teachers and TL’s are confronted with many barriers when trying to implement and adopt inquiry based learning units within a school. Often the motivations of CT’s and TL’s for facilitating the inquiry unit are entirely different. Poor organisation and delegation of tasks can also be a contributing factor to an inquiry unit failing to reach its objectives. It has been observed that many CT’s have a lack of understanding of the potential within the role of the TL, disregarding the TL’s ability and status. Fitzgerald (2019) has observed that despite team teaching being a common practice in schools, there is still a widespread reluctance for CT’s to make partnerships with TL’s.

Another arising issue is confusion over how involved the TL and the classroom teacher should be. Garrison et al., (2019) within their research observed how many students desired more interaction and guidance from teachers. Often students felt isolated and needed more instruction and assistance. Garrison et al., (2019) calls for facilitators of Inquiry Learning to adopt the approach where they “meddle in the middle.” (Garrison et al., 2019, p.11).

Kath Murdoch (2021) is another expert that has provided some useful theory for implementing inquiry. She outlines five practices which she refers to as “The Art of Inquiry”: Cultivate Curiosity, Question, Release, Notice and Grow Learning Assets. I have summarising these practices below:

1. Cultivate Curiosity :  The TL can act as an inspirational role-model for learning and should show a keen interest in student questions. Teachers and TL’s  should aim to keep learners open minded and ready to absorb many possibilities.
2. Question: good effective questioning can promote and cultivate deeper learning.
3. Release: The TL needs to plan and provide opportunities that give students a means to be collaborative and to express their own opinions and experiences, linking these to the topics within the curriculum. (Kuhlthau et al., (2012) also supports this purpose of Inquiry Learning).
4. Notice: The TL must try to listen to the students rather than merely give instruction. The TL can also observe students and respond.
5. Grow learning assets:  this practice links closely to the “General Capabilities” as outlined within the new Australian Curriculum.

   

There is huge potential for the TL to nurture student skills to grow as lifelong learners through such practices as Murdoch (2021) suggests. This is still a relatively new idea and not being consistently practised in current Australian schools. Why? The acquisition of general capabilities versus the traditional curriculum content is still maintaining a substantial level of tension. (Fitzgerald, 2019). The Australian curriculum strongly leans towards traditional content and assessment. So despite Inquiry Learning being an ideal way to teach both content and skills, the opportunities are not being met in many schools due to accountability issues, lack of professional development and training, issues of recognition of student achievement and lack of status and understanding for the TL and the possible partnerships that can be formed between TL’s and CT’s

 

Reference List

ABC – School students’ digital skills in decline despite prolific use; Retrieved from: http://www.abc.net.au/news/2019-09-15-research-reveals-alarming-loss-in-teacher-librarians-in-schools/11494022

Carter, M., & Pelo, A. (2018). From teaching to thinking: A pedagogy for reimagining our work. Exchange Press.

Fitzgerald, L., & Garrison, K. L. (2021). Once in a Blue Moon. Access, 35(1), 6-19.

Garrison, Fitzgerald and Sheerman (2019)  “They should be called guiders”: Teachers and teacher librarians developing inquiry learners. School Libraries Worldwide.25(2)

Kuhlthau, C., Maniotes, L., & Caspari, A. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.

Murdoch, K (2021) The art of Inquiry Teaching. Access 35(4).

Sheerman, A. (2011). Accepting the challenge: Evidence based practice at Broughton Anglican College. Scan, 30(2), 24-33.

Todd, R. J. (2010). Curriculum integration. Australian Council for Ed Research.

Wallace, V., & Husid, W. (2016). Collaborating for Inquiry-Based Learning: School Librarians and Teachers Partner For Student Achievement. Libraries Unlimited.