Posts Tagged ‘Collaboration’
In the very first module of this subject, we were asked the think about the following questions:
- What is your definition of a ‘Digital Learning Environment’? Can you think of examples from your school and/or working/professional life to support this.
- What are some of the changes created by our digital lifestyle that you need to be aware of as an educator?
- What has been the impact of social networking on teaching and learning?
I think of a digital learning environment as an online space where students go to learn, collaborate, discuss topics submit assignments and receive feedback. I have worked in a variety of schools that use different platforms for this to occur. Some examples include Google classroom, Schoolbox, Canvas and Blackboard.
Teachers need to be aware of the use of these online platforms so that we are giving our students the best opportunities to improve their skills in the digital world. A big change as part of the digital learning environment is the 24/7 accessibility. Teachers need to ensure that the learning materials are available so that students can access them when they want to.
Social networking has had an impact in that students are getting their information from a large range of sources, not just from school. Students need to be taught how to sort the trash from the treasure.
The role of the library is to support the needs of the school community by providing a wide range of physical and digital resources (Fleishhacker, 2017; International Federation of Library Associations (IFLA), 2015). It sounds quite simple but is a daunting task that involves knowledge of the curriculum, the school community, the current collection and how to build and manage a balance of resources that best support these needs.
Prior to ETL503 I did not realise that resourcing was the responsibility of both the teacher librarian (TL) and the classroom teacher (CT). I thought that supporting teachers involved providing resources such as pathfinders, lists of websites and piles of books (Gemell, 2021, November 4). In fact, selection of resources is set out in Standard 3.4 of the Australian Professional Standards for Teachers (2014). I now understanding that for optimum resourcing, it is vital for the TL and the CT to collaborate, with the TL providing a whole-school birds-eye view of resourcing across the curriculum, and the CT focused on their class’ needs (Gemell, 2021, November 8).
I was also initially baffled by the seemingly interchangeable terms of collection development and collection management. Through further investigation and discussion, I sifted through the terminology to discover that the two terms are, in fact, different. I was involved in a great discussion with several other students, and we nutted out that management is what happens after the collection has been developed (Gemell, 2022, January 3). This was summed-up perfectly by Kay Oddone (2022, January 10) who commented that “development is an activity that is part of the overall management of the collection.” Through this discussion I developed further understanding in the nuance between collection development and collection management.
I then came face-to-face with the concepts of copyright and creative commons. I must admit, this is an area that I have never put much thought into and I’m sure I have been in breach of copyright at some time. I was under the impression that anything could be used so long as it was properly referenced (Gemell, 2021, December 12). However, this area is hugely complex and goes far beyond appropriate referencing. I believe there is an expectation that librarians have a basic understanding of copyright and licensing of electronic resources and, as such, support the school complying with copyright requirements (Copyright laws, 2021). To assist with this, I found an invaluable resource in the website https://smartcopying.edu.au/.
I had previously heard of creative commons, but like copyright, had never given it much thought. I now understand that creative commons licenses help with the sharing and reusing of creations. Creating my own post (Gemell, 2021, December 12) about the different licenses and their uses has definitely supported my understanding of the link between copyright and creative commons. This understanding is invaluable as a TL because it helps to ensure that the library is complying with copyright, and also able to provide resources under creative commons licenses to support the school community across the curriculum. Through this knowledge of creative commons and copyright the TL is also in a strong position to advise others on copyright issues and the use of creative commons materials.
Through ETL503, I have an improved understanding of the importance of a collection development policy (CDP) as a strategic document. According to the Australian Library and Information Association (ALIA, 2017), “A collection development policy is essential to a school library as it explains why the collection exists” (p. 8). During discussions with other students, it was surprising to realise just how many schools did not have a current CDP, or even more startling was the schools that did not have one at all. I found myself in that position with a policy available for my secondary school, but no policy for the primary school (Gemell, December 27). If it is such a crucial document, then why is it seemingly not a priority?
Collection development is an incredibly complex process with a multitude of facets (Oddone, 2019, August 19). These facets increase with the development of technology and changes in information access, not only in schools, but in society as a whole. It serves as a blueprint for the overall goals, processes and overall management of the library (Abercrombie, 2018, 30 May), ensuring there are clear processes for budgets, resource selection, deselection and challenged materials (Abercrombie, 2018, 30 May; Libraries Tasmania, 2021). The policy is also explicit in its descriptions of the school profile including their specific requirements. With all these elements in mind, the CDP must be updated regularly to stay current (ALIA, 2014).
The development of a CDP is an important matter to discuss with the school leadership and demonstrate the importance of developing, reviewing, and maintaining this document. The school leadership must be part of the development of the CDP (Libraries Tasmania, 2021) so they can best support the needs of the library through budgeting, and understand that the library is not stagnant, but continually changing and evolving with users’ needs, including technology and digital resources.
The CDP policy serves an important role in the issue of self-censorship. I had previously not considered self-censorship as an issue but, through my readings, have discovered that it is very common and easy to fall into to avoid conflict situations (Jacobson, 2016). The CDP supports the librarian by having clear selection criteria and processes (including use of selection tools) as well as outlining the process for challenged materials. This ensures confidence in the selection of potentially contentious material (Gemell, 2021, 28 December).
Through collection development and management, the library can be equipped for the future. It is important for the library to consistently update materials (including deselection) and provide digital resources (Tonini, 2020, June 24). The key to future-proofing the library collection is fluidity. Samantha Macey (2022, January 2) summed this up perfectly, stating that “the collection development policy should be continually revised (collaboratively if possible) to reflect the fluid nature of libraries, and to keep on top of any new developments.” The information landscape is ever evolving, and it is the responsibility of the library to evolve with it. Remember, a stagnant library is a redundant library (Gemell, 2022, January 8).
The number one goal of any library is to provide knowledge to the community, no matter how that knowledge is accessed and it is up to the library and librarians to “understand the community and adapt to their needs” (Gemell, 2022, January 8).
References
Abercrombie, S. (2018, May 30). Why do you need a collection development plan? Knowledge Quest. https://knowledgequest.aasl.org/why-do-you-need-a-collection-development-plan/
Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards.
Australian Library and Information Association. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). https://read.alia.org.au/manual-developing-policies-and-procedures-australian-school-library-resource-centres-2nd-edition
Australian Library and Information Association. (2014). Future of the library and information science profession: School libraries. https://read.alia.org.au/content/future-library-and-information-science-profession-school-libraries
Copyright laws. (2021, September 30). A simple guide to copyright for librarians: 15 essential facts and tips. Copyrightlaws.com. https://www.copyrightlaws.com/simple-guide-copyright/
Fleishhacker, J. (2017). Collection development. Knowledge Quest. 45(4). 24-31.
International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015). IFLA school library guidelines. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
Jacobson, L. (2016). Unnatural selection. School Library Journal, 62(10), 20–24.
Libraries Tasmania, (2021). Procedures and guidelines. https://libraries.tas.gov.au/school-library/Pages/managing-procedures.aspx
Tonini, S. (2020, June 24). 7 tips for future-proofing school libraries. eSchool News. https://www.eschoolnews.com/2020/06/24/7-tips-for-future-proofing-school-libraries/2/
As I begin diving into the content of ETL503 I am reflecting on the role of the teacher librarian (TL) and that of the role of the classroom teacher (CT) in relation to resourcing. This raises some interesting questions:
- Do the roles overlap?
- How do the roles complement each other?
- How are the roles different?
First and foremost, the Australian Professional Standards for Teachers (2014) sets out in Standard 3.4 that all teachers must ‘select and use resources’. The four levels are outlined as such:
- Graduate teachers are required to “demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.”
- Proficient teachers “select and/or create and use a range of resources, including ICT, to engage students in their learning.”
- Highly accomplished teachers “assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.”
- Lead teachers “model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.”
With this standard in mind, my initial reaction is that the roles complement each other and collaboration is vital, as the final goal for both the TL and the CT is successful learning for students. I do feel that the TL, almost by default as a central curriculum and resourcing expert, comply with the criteria for Highly accomplished/lead standards as they collaborate with and assist classroom teachers. ‘The services (TLs) provide and the resources they access impact on every teacher and every student’ (ACT Government Education, 2019, p. 5).
The CT supports the TL by providing specialist knowledge of their subject area and understand the needs of the students in their class. CTs also are up to date with the curriculum requirements for their subject (NSW Department of Education, 2017). This knowledge is important in locating and evaluating potential resources. The TL provides the CT with expertise in locating and evaluating resources.
To complement the skills of the CT, the TL brings the general overview of curriculum, including links to General Capabilities and are up to date with new resources which are available. TLs are skilled at linking teachers and students with resources available both inside and outside the school.
The two roles differ in that the focus for the TL is more on the information service management role (Australian School Library Association, 2021; School Library Association of South Australia, 2015; NSW Department of Education, 2017). This management role is about the needs of the whole school and the selection of resources that meet the curriculum requirements of all students.
So, in some ways the roles of the TL and the CT overlap, but the TL is more focused on a whole-school view, whereas the CT is particularly focused on their class. As such the roles complement each other. It is very difficult for the TL to select appropriate resources without the input of the CT and the TL can provide insight into potential resources across a range of curriculum areas. The two roles become and partnership and work hand in hand.
References
ACT Government Education. (2019). School libraries: The heart of 21st century learning. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf
Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards.
Australian School Library Association. (2021). What is a teacher librarian? https://asla.org.au/what-is-a-teacher-librarian
NSW Department of Education. (2017). Handbook for school libraries. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/schoollibrarieshandbook2015.pdf
School Library Association of South Australia. (2015). Teacher librarian role statement. https://www.slasa.asn.au/Advocacy/docs/RoleStatement2015.pdf
So, here I am again, at the start of another unit for Teacher Librarianship. Before I get too far into the throws of readings and discussion tasks, I wanted to take the time to frame my thinking about my first impressions of what ‘Resourcing the Curriculum’ means. My initial thoughts revolve around collaboration with classroom teachers to find out what they are teaching and then finding resources, both in the library and online, that would support both the teachers’ and the students’ needs. This could include creating pathfinders or providing teachers with a list of websites and a pile of books to use. I believe resourcing the curriculum requires the TL to have an overview of the curriculum areas being taught at the school by staying up to date with current curriculum requirements and syllabus documents.
I believe it is also the responsibility of the TL, through collaboration with teachers, students and the principal to select, procure and organise resources that will be of use to the school. The library is not the place for the TLs personal preferences regarding resources; selections have to be made based on the needs of patrons.
I think a big challenge is how to know where to find the right resources to support the school community. There are so many other challenges that feed into this overarching challenge; changes in technology, resource access for the school community, availability of resources and changes in curriculum. I am looking forward to learning more about how to best assist students and teachers in resourcing and how to select (and deselect) resources to keep the library catalogue and available resources relevant.
Every teacher librarian (TL) experiences the time when a class is in the library and is being noisy and off task. This could even be a daily occurrence. So, what do you do about it? Well…that depends on how you look at the situation. There are short-term solutions ranging from asking the students to be on task, to long-term solutions which involve collaboration with staff and analysing the library environment. The short-term solutions might be the easy go-to, but it does get pretty draining asking students to be on task day after day. The long-term solutions require analysis and reflection about the library space but are well worth the effort. The results are a win-win for students, teachers and the TL.
Short-term solutions:
Short-term solutions are required to solve the issue straight away but are not a total solution in themselves. Short-term solutions don’t particularly require any level of leadership from the TL, just a good ‘teacher stare’, quick reminders and positive interactions with students. Here are some ideas:
Do a check of what is really happening. Talk to the teacher about what the task actually is. You never know…the students might be on task, but it just doesn’t look like it!
If there are students off task, ask yourself, is it really the whole class who are noisy and off task or just a few students? Remind students to stay on task and to be respectful of others. Ask the students who are off task to show you what they are working on (in a positive way) and show interest in their work. Some students need the stimulus of a conversation to get on track. Ask students what their task is. Ask them how you can assist them in that task, or better yet, show them how the library can support them in the task. Here is a great opportunity for servant leadership to listen to students’ needs and act on them.
Long-term solutions
Long-term solutions may not solve the issues at hand immediately in that particular moment, but they will help to mitigate the same situation from occurring in the future. These long-term solutions rely on a combination of servant and transformational leadership and how these two styles interconnect.
Having a conversation with the classroom teacher is a wonderful place to start. Ask them what the task entails and, depending on their answer, it might be an opportunity for collaboration with the classroom teacher to devise inquiry learning tasks. Through servant leadership you could devise library guides and pathfinders for the teacher and students to use. There’s also an opportunity here to team-teach with the classroom teacher which results in more support for the students in their learning. This would be a positive approach to support the teacher to make their library time more effective.
Delving in deeper from this point is reflection on the environment of the library space. A close analysis of how the library space is set-up is essential to supporting student learning. There is an opportunity to ask yourself several questions in addition to talking to teachers and students about what they would like to see in the set-up of the library space. Questions could include
- Is the current set-up conducive to student learning?
- Are there sufficient break-out spaces for collaboration?
- Are there private study spaces for students who want to work quietly?
- Do the students and teachers know about the services available at the library?
There are a mountain of questions to ask in this process of analysis and reflection and changes would need to be made over time rather than in one fell swoop.
Gone are the days of the shushing library dragon and oppressive silence of a library, however, students need to be supported to achieve their best and TLs play a major role in this support through their leadership, collaboration and management of the library space and resources.
During the week’s readings I was particular taken by the blog post by Beth Holland, 21st-Century Libraries: The Learning Commons. It got me thinking about the space of the library and what that would look like. It also got me thinking about if the library space itself is important, or is the library shifting so far to digital access that the library space is becoming obsolete? Beth Holland discusses the birth of Enlightenment and the role of the coffee houses as a place for people to gather to have meaningful conversations on learning. Is the 21st Century school library moving more towards this coffee house style of space? I have been reflecting on this and beginning to think that the answer is both. The physical library space is still important as it provides a common space within the school for students to gather, whether in a class capacity or independently. The space itself triggers the concept of a place of learning and discussion. If the library space didn’t exist, where else would students have these opportunities? I know for myself I have certain places I go to for certain activities. I do my school-work downstairs in my office (or at school when we can be there!), and I do my reading for leisure upstairs on the couch. I couldn’t let these areas cross over because the feeling of the space would be wrong. I think this theory applies to the school library space. If no other space in the school provides the opportunities for discussion, collaboration and sharing in a common area then these key learning activities are in danger of not occurring at all.
I’m thinking that a 21st Century school library would be more like the space that is described in Beth Holland’s blog post: a learning hub for the school with space for interaction, collaboration and sharing, leaning more towards the space as a learning commons rather than a traditional library. The space and building itself contribute to the activities that happen within the space while the resources are supported in both a physical and digital environment.
What is leadership and how does this relate to the role of the TL? This question has really got me thinking and initially one important term springs to mind. The term ‘collaboration’ comes first and foremost. The concept of collaboration was my big take-away from ETL401 and without collaboration the role of the TL is redundant. One cannot lead without collaborating with others. TLs are the conduit that link the vacuum of the school to outside information. They communicate this throughout the school through collaboration and membership of both the teaching and leadership communities.
Before I go any further, what is meant by leadership? When I think of leadership, I think of someone that others look up to for guidance and information. Leaders have a goal and are able to guide groups to achieve these goals willingly. Leaders are inspiring. When I looked up the definition of leadership a multitude of answers came back. The more I looked the more definitions came up. The Oxford Learner’s Dictionary (2021) defines a leader as ‘a person who leads a group of people, especially the head of a country, an organization, etc.’ This definition doesn’t do very much for me and is too rigid and sterile. Leadership is more organic and involves identifying issues, supporting people and strategizing the best solutions to problems while keeping the humanity of the decisions in mind.
These ideas about collaboration, leaders and leadership are important to the role of the TL because the TL is the link between classroom teachers, curriculum, school leadership and outside information. As an information specialist TLs are at the forefront of sourcing and research skills for students, keeping all parties up to date with resources. As one of two TLs in my current school the importance of library advocacy and collaboration is paramount. We are the linking ingredient at the centre of the school, guiding the research and reading culture of the school. If the TL was considered a stand-alone position than there would be no consistency across the school regarding these areas.
References
Oxford Learner’s Dictionary. (2021). Leader. In oxfordlearnersdictionary.com dictionary. Retrieved July 5, 2021, from https://www.oxfordlearnersdictionaries.com/definition/english/leader?q=leader
So much has changed in my thinking in the areas of the role of the teacher librarian (TL), Information Literacy and Inquiry Learning Models over the course of this unit it’s hard to know where to start. Even prior to beginning this area of study I had moved my thinking from the TL being a staff member whose roles “included reading a story to each class every week, helping students with borrowing, putting books back on the shelves, and organising and handing out BookClub orders” (Gemell, 2021, March 7, para. 1), even though these are some tasks that I fulfil in my current TL role. On reflection, having read back over my very first post, The Role of the Teacher Librarian (Gemell, 2021, March 7), not once did I mention inquiry learning. I hinted at information literacy but didn’t quite hit the mark by stating that the TL fulfils “a vital role by working collaboratively … to plan and teach units of work in order to assist the students to develop information literacy” (para.2). This collaboration only meant working with a classroom teacher, not the principal and I had no understanding of why this collaboration was important, it was just something TLs did.
Prior to study I thought that Information Literacy just referred to students being able to search for and use information for their assignments. I also never realised that information literacy has no set definition and its use depends on the context and purpose (Charles Sturt University, 2021). With all the different theories and approaches to information literacy no wonder it becomes a daunting area! However, I have come to realise it is so much more than doing basic searches and students writing information in their own words, and the TL plays an important role in this particular avenue of literacy. This does not happen in isolation and is a collaboration between the TL, classroom teachers and the school principal. Without all these elements in sync, the initiative of information literacy will fail before it flourishes (Kelly, 2021, April 30 ).
In my previous experience, inquiry learning was done in-class with the classroom teacher and the students. It never occurred to me that the TL would be an integral part of the process. I also never realised that there were so many different inquiry models to choose from, each offering something different, depending on the context in which they are used. I had only ever worked with Kath Murdoch’s model of designing a journey of inquiry (Murdoch, 2019) (and this was only brought to my attention five years ago) so it was interesting to delve deeper into the world of inquiry learning models and the benefits of using inquiry learning. I have come to the conclusion that a whole-school approach is the most effective way to achieve quality outcomes from inquiry and “the vision of all three (TL, classroom teacher and principal) need to match so that the skills being taught and used by the students are systematic and consistent” (Gemell, 2021, April 9, para. 4). The skills the TL brings to any inquiry learning model are paramount to the success of the program.
I think that my biggest shift in thinking throughout this unit has been the concept of collaboration between TL, principal and classroom teacher. Without a shared vision and collaboration between all three, the failure of information literacy and inquiry learning is inevitable. The roles of the TL, principal and classroom teachers work hand in hand (in hand) and the TL is the butter that holds that sandwich together. “The TL needs to be proactive in voicing the needs of the teachers and students so that the principal can facilitate these needs. The principal can only act on what they know. It is up to the TL to demonstrate the value of the library resources and programs and in turn this enables the principal to be able to fulfil the needs” (Gemell, 2021, March 18, para. 3).
It’s interesting that the idea of collaboration between TL, classroom teacher and principal is not a new one and was shown as a key component to student success in 1999 (Muronaga & Harada) and possibly even earlier. It was a big lightbulb moment when I realised this was such an important component of the TL role and the success of information literacy and inquiry learning models. My biggest question now is how far can you take this collaboration and what would happen? Just imagine the possibilities!
References
Charles Sturt University. (2021). Information Literacy [course material]. ETL401, Interact2. https://interact2.csu.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_4194250_1&course_id=_55148_1
Gemell, L. (2021, March 7). Role of the Teacher Librarian. Mrs G’s Masters Musings. https://thinkspace.csu.edu.au/mastersmusings/2021/03/07/role-of-the-teacher-librarian/
Gemell, L. (2021, April 9). Information Literacy in the school context. Mrs G’s Masters Musings. https://thinkspace.csu.edu.au/mastersmusings/2021/04/09/information-literacy-in-the-school-context/
Gemell, L (2021, April 3). Inquiry learning vs. standardised testing. Mrs G’s Masters Musings. https://thinkspace.csu.edu.au/mastersmusings/2021/04/03/inquiry-learning-vs-standardised-testing/
Kelly, S. (2021, April 30). DISCUSSION: 5.4a: Information Literacy. [Unpublished manuscript]. School of Information Studies, Charles Sturt University
Murdoch, Kath (2019). A Model for Designing a Journey of Inquiry. Kath Murdoch. https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/5dcb82551bdcf03f365b0a6f/1573618265386/A+MODEL+FOR+DESIGNING+A+JOURNEY+OF+INQUIRY.pdf
Muronaga, K. & Harada, V. (1999). The Art of Collaboration. Teacher Librarian, 27 (1). 9
Mandy Lupton’s article Inquiry skills in the Australian Curriculum presents an interesting analysis of the links (and omissions) in the inquiry methods in the Australian Curriculum across the disciplines of Science, History and Geography.
These three disciplines give scope for inquiry learning, whether it’s guided inquiry with questions posed by the teacher, or open inquiry with questions posed by the student. Both of these inquiry models require the students to answer the questions using inquiry methods.
Inquiry models can be used across a variety of disciplines. It is important to have a consistent approach to inquiry so that the same techniques and methods are used consistently. Kath Murdoch’s Inquiry Cycle (Murdoch, 2019) is the inquiry method I am most familiar with as this is the model that is used in my K-12 school.
This uniform approach to information literacy is intertwined with collaboration between the TL, teachers and the principal. The vision of all three need to match so that the skills being taught and used by the students are systematic and consistent.
Lupton states that there are omissions in the Australian Curriculum when it comes to information literacy and the imbedded skills. This omission is seen as both an oversight, but at the same time an opportunity for the TL to shine in their role as curriculum innovators.
“If teacher librarians see their role as curriculum innovators, then integrating the Australian Curriculum strands into a coherent inquiry learning framework that explicitly integrates information literacy may be one of the most significant ways we can contribute to the implementation of the Australian Curriculum” (Lupton, 2014, p. 18).
This cannot be done by the TL alone. It needs to be a whole-school approach in order to achieve the best outcomes for students in their emerging and continuing skills in information literacy.
References
Lupton, M.(2014) Inquiry skills in the Australian Curriculum v6, Access, November
Murdoch, K. (2019). A model for designing a journey of inquiry. Retrieved from Kath Murdoch: https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/5d672b554646780001dbe0fd/1567042417794/%23A+MODEL+FOR+DESIGNING+A+JOURNEY+OF+INQUIRY.pdf
How do 21st century skills and skills accountability work together? This is such a big question and one I am not going to solve by myself in a single blog post. There are expectations on both sides of the debate. On one hand we want our students to be independent thinkers, capable of posing questions about a variety of topics and interests, and using inquiry methods to answer these questions. On the other hand, there are growth point expectations with NAPLAN, HSC and LIEN testing, just to name a few.
There would be several issues that could potentially arise in a school that adopts an inquiry learning approach. These would include
- students lacking skills in being able to complete standardised tests such as NAPLAN
- reluctance for some students to participate
- Teacher not having the appropriate professional development to support students in inquiry learning
Every school I have taught in states that they do not ‘teach to the test’ for NAPLAN, however, inevitably a few weeks before NAPLAN commences, out come the past papers as a way for students to familiarise themselves with the types of questions they will be faced with. This is a dilemma every Year 3, 5, 7, and 9 teacher tackles every year. To prepare or not to prepare? From my own experience I have seen students (and parents) get very stressed and anxious about NAPLAN, but is the solution to get rid of it and lose the growth point data? Is there a better way to track learning growth and development without NAPLAN?
Some students may be reluctant to participate in inquiry learning because they are disengaged from their learning, perhaps through a learning disability, or they find the process overwhelming. This is a challenge for inquiry learning that would need to be addressed as the individual situations arise.
Inquiry learning success is also dependent on teachers being able to facilitate the inquiry learning process. Teacher who do not have the appropriate professional development in inquiry learning may not be able to support their students successfully.
These are but a handful of issues that could arise in a school which adopts an inquiry learning approach, though I feel I have raised more questions than answers.
Teacher librarians have a unique role in the school for the implementation of inquiry learning, however there are challenges that arise. Collaboration with class teachers and students is key to the success of inquiry learning but a challenge that arises is everyone’s best friend – time. Time to prepare the inquiry learning project in collaboration with the TL and class teacher, as well as time for all parties (TL, class teacher and student) to work together on the inquiry project.
I don’t feel the skills acquired in inquiry learning and the skills required for standardised testing are mutually exclusive, in that the skills learnt in one can be useful in the other. However standardised testing has given questions to answer, rather than questions to be devised by students.