Guided inquiry design process – The Learning of a Teacher Librarian in Training

ETL401 AT3 Part C – Blog Post Reflection

May 24, 2020May 24, 2020 Monica CoddingtonLeave a comment

Provide a critical reflection of how your understanding of information literacy (IL), IL models and the teacher librarian’s (TL’s) role in inquiry learning has expanded through this subject. Refer to previous blog posts and other commentary from the subject forums to support your emerging understanding in the reflection.

Developing an understanding of IL was challenging for me throughout ETL401. My early post in ‘2.1 Thinking About Information’ (Coddington, 2020a) revealed a deepening, yet shallow, understanding of IL, informed, I believe, by my English teaching background. However, engagement with course content (Module 5, Interact2) revealed that IL and multi-literacies as literacy to understand (Coddington, 2020b), are far more complex than I had imagined, consisting of processes, skills and literacies that should inform TL pedagogical (Kalantiz & Cope, 2015). However, I lacked knowledge on how to effectively teach it. As the collaborative teaching of IL in inquiry learning (I.L) units may be considered to be integral to the TL’s role (the potential compulsory nature of which I see both sides of (Coddington, 2020d)), this has implications for my role. A deeper understanding is required on how to fulfil it.

Fitzgerald & Garrison’s research (2017) on the Guided Inquiry Process Design (GID) as an IL model prompted me to question the long-term benefits of GID as students move into the workforce and how a TL might promote and implement models on a school-wide basis. I subsequently reflected on associated issues such as concerns about accountability, content coverage and workload, and how these might impact the implementation of a common IL model (Coddington, 2020c), showcasing the development and significance of such understandings. However, unlike others, I hadn’t considered the impact of executive staff (who might insist – or not – on collaboration) and reluctance to collaborate with new staff on implementation (Coddington, 2020d; Garrison & FitzGerald, 2019). As a new TL at a new school, this certainly has significance. Garrison & FitzGerald’s research-based guidance on how to overcome such issues to integrate IL through I.L across the curriculum (work with executive staff to plan, collaborate on an individual basis and host professional learning) are steps that I endeavour to take so that students are not disadvantaged.

However, more research on IL models is required before this can occur as I had previously not encountered IL models, and as a result of my brief readings of I.L, I didn’t think it was compatible with my subjects, and had not considered how it manifested across the curriculum. Bonanno’s work deepened my understanding of the latter and the necessity of an integrated approach to IL (Coddington, 2020e). Whilst I, like many others in the discussion thread 5.4a: Information Literacy, wondered where it fit in the English curriculum, it is clear I had a gap in knowledge that other’s (Moon, 2020) did not. Sluiter (2017) provided insights into potential application through inquiry literature circles, however my background did not facilitate consideration of inquiry mapping and IL models from other perspectives, such as Art and PDHPE. As a TL, I will need to have a broader understanding of the various curricula’s if I am to engage in the worthwhile task of mapping IL and I.L in all subjects for a wholistic approach. Bonanno and Lupton’s work provide models for how this can be achieved, and will need to be used as scaffolds for further research and I.L mapping and planning.

To supplement this, research into IL models was required, and broadened my understanding of the challenges TLs face in collaboration and IL models. Module 5: Information Literacy content (CSU, 2020; Kuhlthau et al., 2020; The Big6 etc.) gave me a shallow understanding, but in light of the discussions around the potential requirement of collaboration between TLs and teachers, and the inherent challenges (Coddington, 2020f), I found myself preferencing GID for its facilitation of collaboration between students and the popularity of it in Australia (Coddington, 2020g; Garrison & FitzGerald, 2020; Kuhlthau et al., 2012; Maniotes, 2017). However, if Principals expect TLs to create inquiry units collaboratively (Coddington, 2020d), then PLUS offers simplicity (CSU, 2020). However, GID and I-LEARN offer transferability (Garrison & FitzGerald, 2019; Greenwell, 2016), and Big6 ICT skill development (Eisenberg, 2003). Is the focus on an ease of full-scale implementation, which I consider difficult (Coddington, 2020e), or progressive implementation for long-term skill development and transfer? How does a central school TL decide?

Following Bonanno and Lupton’s models to track I.L across all subjects would be helpful to determine what skills are required, which would assist me in making a final decision on which model to implement in my role as collaborator in I.L. for K-12. Following this model would allow me to have deeper understandings of IL models and curriculum subjects, and would therefore assist me in facing the issues associated with this role (potential expectations of collaboration (Coddington, 2020d), barriers to collaboration (Coddington, 2020f), etc.) – a more complex role than I originally thought (Coddington, 2020h; Coddington, 2020i).

Word count: 770

Reference List

Bonanno, K. (2014). F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Eduwebinar. https://eduwebinar.com.au/wp-content/uploads/2015/03/curriculum_mapping_scope_sequence_skills_tools.pdf

Charles Sturt University (CSU). (2020). Outline of the PLUS Model. James Herring’s PLUS Model: Purpose Location Use Self-Evaluation. https://farrer.csu.edu.au/PLUS/

Coddington, M. (2020a, March 11). 2.1 Thinking About Information. Discussion forum post [ETL401 Interact2].

Coddington, M. [monica.coddington1] (2020b, May 18). Dissecting Literacy. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2020/05/18/dissecting-literacy/

Coddington, M. (2020c, May 4). 4.1b: Inquiry Learning. Discussion forum post [ETL401 Interact2].

Coddington, M. (2020d, May 18). 4.3: The TL and Curriculum. Discussion forum post [ETL401 Interact2].

Coddington, M. (2020e, May 7). 5.3a: Information Literacy Model. Discussion forum post [ETL401 Interact 2].

Coddington, M. [monica.coddington1] (2020f, May 21). Challenges in the TL’s Role. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2020/05/21/challenges-in-the-tls-role/

Coddington, M. [monica.coddington1] (2020g, May 21). Information Literacy and Inquiry Learning. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2020/05/21/information-literacy-and-inquiry-learning/

Coddington, M. (2020h, March 15). ETL401 AT1 Part B – Experience-Informed Reflections on the TL Role. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2020/03/15/etl401-at1-part-b-experience-informed-reflections-on-the-tl-role/

Coddington, M. [monica.coddington1] (2020i, May 1). Who comes first – the teacher or the librarian? The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2020/05/01/who-comes-first-the-teacher-or-the-librarian/

Eisenberg, M. (2003). Implementing Information Skills: Lessons Learned from the Big6 Approach to Information Problem-Solving. School Libraries in Canada, 22(4), 20-23. URL.

Fitzgerald, L. & Garrison, K. (2017). ‘It Trains Your Brain’: Student Reflections on Using the Guided Inquiry Design Process. Synergy, 15(2). https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=217217;res=AEIPT

Garrison, K., & FitzGerald, L. (2019). “One interested teacher at a time”: Australian Teacher Librarian Perspectives on Collaboration and Inquiry. International Association of School Librarianship. 1-10. https://search-proquest-com.ezproxy.csu.edu.au/docview/2343152998?fbclid=IwAR01RLBXOmJJDjO7XLEM2fGguCT4_gnHeKDpo8DNPGIDaTpuYVk6nEZkwdE&rfr_id=info%3Axri%2Fsid%3Aprimo

Greenwell, S. (2016). Using the I-LEARN model for information literacy instruction. Journal of Information Literacy, 10(1), 67-85. https://ojs.lboro.ac.uk/JIL/article/view/PRA-V10-I1-4/2328

Kalantzis, M. & Cope, B. (2015). Multiliteracies: Expanding the scope of literacy pedagogy. New Learning Online. https://newlearningonline.com/multiliteracies

Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2020). Guided Inquiry Design. http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/

Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2012). Guided Inquiry Design: A Framework for Inquiry in Your School. ABC-CLIO, LLC.

Lupton, M. (2012). Inquiry Skills in the Australian Curriculum. Access, 26(2), 12-18. URL

Maniotes, L. K. (2017). Guided Inquiry Design Framework. In L. Maniotes (Ed.), Guided Inquiry Design in Action: High School (1^st Ed., 5-12). Libraries Unlimited.

Moon, K. (2020, May 7). 5.4a: Information Literacy. Discussion forum post [ETL401 Interact2].

Sluiter, K. (2017). From Literature Circles to Inquiry Circles. The Educators Room. https://theeducatorsroom.com/lit-circles-inquiry-circles/

The Big6 (2018). The BIG6: Information and Technology Skills for Student Success. The Big6. https://thebig6.org/

Challenges in the TL’s Role

May 21, 2020May 22, 2020 Monica CoddingtonLeave a comment

The Teacher Librarian could potentially face a number of challenges as they attempt to fulfil their role in the school. The push to implement and integrate GID to the curriculum across faculties and key learning areas in order to build the information literacy skills of students across grades, for example, could face a number of challenges to overcome.

For large schools with a high student population and a diverse and extensive staff, implementing one inquiry learning model would be difficult, to say the least. Each teacher has their own pedagogical approach to teaching and learning, and requesting changes on a school-wide scale would require support from executive staff, and a wide-spread understanding of the roles of teachers and teacher librarians in the inquiry learning process.

Garrison & FitzGerald reported on some challenges to collaboration in their 2019 research, which found, amongst other noteworthy results, that almost 41% of respondents only “sometimes” had collaboration between teachers and staff when planning and delivering inquiry learning units in their workplace (p. 6). Some of the biggest barriers identified were new colleagues (for both teacher librarians and teachers) or workplace environments, and concerns about time constraints and the perceived increases or changes in workload (p. 7). This wasn’t just reported by teachers. Teacher librarians reported that their library class time was more frequently being taken up by relief from face-to-face teaching for primary teachers – an organisation of time that does not facilitate collaboration between staff, and therefore does not facilitate the development and implementation of inquiry learning units.

Evidently, then, the support of executive staff, who are often those in charge of workloads and timetabling, and their understanding of the role of the teacher librarian is crucial to the successful implementation of inquiry learning to build information literacy skills in students.

It is not a process that could happen instantaneously, however, and TLs would be sure to face reluctance from other staff members. However, TL’s could support this process through informing staff, from SLSOs to those in executive positions, of the benefits, the most compelling of which is the transferrence of skills. The GID as a process teaches students to recognise how they learn, and teaches them a process for learning that is transferable across KLAs (other benefits can be found here). A TL should aim, therefore, to offer professional learning sessions where teachers are informed of the GID – how it works, how to implement it, and the support offered to them by the TL.

Reference List

Garrison, K., & FitzGerald, L. (2019). “One interested teacher at a time”: Australian Teacher Librarian Perspectives on Collaboration and Inquriy. International Association of School Librarianship. 1-10. https://search-proquest-com.ezproxy.csu.edu.au/docview/2343152998?fbclid=IwAR01RLBXOmJJDjO7XLEM2fGguCT4_gnHeKDpo8DNPGIDaTpuYVk6nEZkwdE&rfr_id=info%3Axri%2Fsid%3Aprimo

Information Literacy and Inquiry Learning

May 21, 2020 Monica CoddingtonLeave a comment

Every year, with students from years 7 to 12, I find myself reteaching the same information literacy skills over and over again in my English and History classes – sometimes to the same students, sometimes to students who were demonstrating excellence in these skills in year prior, all of whom had “forgotten” what they had been taught. The ability to understand how to navigate the world through finding, identifying, accessing, evaluating, and creating, using a range of skills and processes to satisfy cognitive, physical and socio-cultural goals (Hepworth & Walton, 2009) is crucial for student success in learning – both in school and in the wider macro environments they will enter after their formal education. It’s embedded in the curriculum, and reflected in the emphasis on General Capabilities.

More and more frequently, however, students struggle, or even fail, to transfer these skills across learning contexts. Inquiry learning – and, more specifically, Guided Inquiry Process Design learning – offers a platform for teacher librarians to build transferable information literacy skills. By supporting student learning and movement through the information search process, it guides students to reflect not only on their learning, but also on how they have learned. Perhaps most prominently, however, is what Fitzgerald & Garrison’s research found (2017) – that the students became meta-cognitively aware as they learned how they learn, and that they transferred this knowledge into a range of learning contexts.

This has implications for the teacher librarian and their role as curriculum designer. If students are to successfully learn information literacy skills, implementing and integrating an information literacy model across the curriculum would only serve to benefit their skill development. Implementation across KLAs and faculties would, of course, be ideal, however there would be some challenges that the TL would need to take into consideration when seeking to implement an information literacy model in such a fashion.

Reference List

Fitzgerald, L. & Garrison, K. (2017) It Trains Your Brain: Student Reflections on Using the Guided Inquriy Design Process. Synergy, 15(2).

Hepworth, M., & Walton, G. (2009). Teaching information literacy for inquiry-based learning. Chandos Publishing.