Share your ideas and experiences about the following:
- How might the TL help the school move towards integrated information literacy instruction?
- What challenges lie in the way of such instruction?
Why would a TL advocate for guided inquiry? I honestly don’t know.
ASLA (2016) provides support for information literacy to take place in a meaningful context, so as to be integrated with what students are learning, rather than being meaningless lessons in searching skills and copyright.
Kuhlthau, Maniotes & Caspari (2015, p 150) recommend a three person staff team to implement and assess guided inquiry. Principals would be understandably reluctant to fund the staffing on such a project and with conferences and observation requiring this intensive staffing and being a key component of assessing guided inquiry (Kuhlthau, Maniotes & Caspari, 2015, p 151) guided inquiry does not seem a feasible option in most schools.
I have already written about other challenges to collaboration and other challenges to guided inquiry here and here. The more I read about it the less I see it as an time-effective teaching method. Yes perhaps students do learn a small amount of content well and they develop some skills in the areas of information literacy and critical thinking, but this seems a time and labour intensive way to do it.
Australian School Library Association (ASLA) (2016) ASLA statement on information literacy
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Assessing and evaluating pp149-161. In Guided inquiry: Learning in the 21st century. 2nd edition (pp. 149-161) Westport, Conn: Libraries Unlimited.