Throughout the readings I have tackled so far in investigating Guided Inquiry (GI), one key aspect has stood out: inquiry is a process, not just an end product. Garrison and FitzGerald (2017) showcase this in their study of students who have been through a process of inquiry projects over a year long period. Students reflected on what they had gained from the process and stated that the development of research skills in specific areas had been honed; such as their ability to search generally at first, then become more specific as the research process proceeds, as well as analyse the question before commencing research (Garrison & Fitzgerald, 2017, para 13).

With this research in mind, initiating and maintaining a GI approach to learning within a school is one which cannot be done alone. A TL can certainly be a driving factor in championing this meaningful learning, but must firstly have a team of people onboard with them. The support of the Principal and Executive of the school is a must as they greatly influence the culture of the school. A TL needs to take on many attitudes to leadership to move a school towards integrate information literacy instruction. Firstly it requires upfront leadership to provide the evidence and potential pathway forward to executive if they are needing to be convinced of the benefit of GI. Secondly, a TL needs to take a leadership position of leading from the middle, by being willing and available to collaboratively work with colleagues in setting up the planning and guidance required for GI planning.

It has been said that change takes time, which is one of the challenges which TLs may come across in trying to engage in a GI process: time to meet up and plan with colleagues, time for students to spend in both the library or information literacy rich environment, time to engage with school executive to drive the future direction of the school, time to build relationship with staff both for and against a change in the way things have been done.

“…Time…” by ĐāżŦ {mostly absent} is licensed under CC BY-NC-ND 2.0

Resistance is another key element which TLs and teachers need to be able to push against. As a classroom teacher who is currently looking at the scientific concept of forces, it has caused me to think about the resistance which I think is more commonly happening in schools today. From my current primary teaching experience, there are many students (and teachers) who want specific quantifiable products to show that they have learnt and don’t really want the process to be part of the design. There seems to be a resistance amongst students to creating their own lines of investigation. This is where a passionate, ever-learning TL can make the world of difference, showcasing that skills are transferable amongst different curriculum areas – research skills which are used in an inquiry about a geographical question can be used in researching what roles a student could play in creating a school musical production.  Ultimately it is the skills, not the knowledge which the TL is and should be focusing on.

Reference:

Garrison, K. & Fitzgerald, L. (2017). ‘It trains your brain’: Student reflections on using the guided inquiry process. Synergy, 15(2)