Before this subject, I had designed and completed research projects with my Stage 2 and 3 students. These lessons were not successful. The students had a lot of trouble during the research process. They struggled to read research materials, struggled to take notes and keep track of their research. Through this subject my knowledge and understanding of information literacy, inquiry learning and the TL role in IL has expanded immensely. For example, This year with Stage 3, I have collaborated with a colleague to teach research again. Together we investigated the inquiry process and planned the unit together ( Cook, 2024, May 28 ). We realised that we needed to have a lot of visual sources of historical information for the students to be able to access (Cook, 2024, May 28). We planned the Guided Inquiry into smaller steps so the students did not rush through and could be supported and scaffolded through the Inquiry process (Cook, 2024, May 28). This process of inquiry will be beneficial for my students to achieve amazing outcomes.

With Stage Two, I have been supporting the classes in English through the textual concepts. In consultation with the Leader of the stage, my library lessons back up and reinforce the learning the students do in their English Units (English Unit First Year Unit 3 Argument and Authority.). This term, I was able to craft Inquiry learning to align and support what students are studying in English and in Geography. I have planned a Guided Inquiry into threatened and endangered Australian species. I know from working with these students that they had issues with understanding different habitats across Australia last year. I’ve crafted a question that encompasses the understanding of habitats and links in with what they are studying across the curriculum (Cook, 2024, May 28).

My understanding of inquiry-based learning in this subject has reinforced my understanding and knowledge of 21st century learning. Students learn more and are engaged when they use technology to complete schoolwork. Students learning is increased when I use videos and visuals, as it allows meaningful discussion and explanation of vocabulary (Cook, 2024, May 28). Now that I have a firm understanding of the role of a TL, I can back how and why I run Inquiry based learning to benefit my students needs.

Through this subject, I have reinforced my understanding of the TL role. I know I was on the right track before this course but now I can thoughtfully back up why I do what I do for my students (Cook, 2024, May 28). I can now back my teaching with research in Guided Inquiry and the inquiry process.

I just wish I could team teach. Term 1 this year I was doing some lesson as team teaching, and it was great! Students were supported by having two knowledgeable teachers to help scaffold those students who really needed help to complete tasks ( Cook, 2024, May 28 ). This term that has ended. I am able to plan with colleagues, but we do not have the staff to allow me to team teach with the class teacher. In speaking to older staff, this practise was in place over 5 years ago but when the substantive Teaching Librarian left, the library was made into an RFF role. This is something I plan work on as a future direction for library learning. It will be my goal in my professional development plan next year!