Throughout each module of ETL401, I have been reflecting on how I can use this information to benefit my current school community as teacher librarian (TL). Although I’m at the beginning of this masters degree, there are already three areas that I want to further explore: (1) supporting students and teachers to navigate advances in the digital information landscape, such as generative AI (genAI); (2) implementing an inquiry learning model (IL) ; and (3) maximising the potential of the role of TL in the primary school setting.
Supporting digital information literacy
Prior to this course, I already had a special interest in digital literacies and integrating technologies to enhance student learning (Sloan, 2024, July 5). Now, however, I realise just how significant information literacy will be in my future role as TL. In my blog, I discussed the pros and cons of the qualities of the ever-expanding digital landscape in the educational setting (Sloan, 2024, August 07). This creates an opportunity for the TL to be central in supporting teachers and students to develop skills and confidence in this emerging technology. Since writing the above post, my knowledge has deepened further, by exploring how genAI is changing how people seek and use information, which was central to my discussion essay. While I had previously begun to experiment with genAI as a classroom teacher, I now have an in-depth understanding of how primary teachers are feeling about genAI as a teaching tool, and how it is being used in classrooms. I’ve shared my newfound understanding with my leadership team, and in my blog post ‘Who may be best placed in schools to support teachers and students to learn with and about genAI? The teacher librarian’ (Sloan, 2024, August 19). The title says it all. I have sought local professional development on AI in the classroom, and school leadership has since approved my attendance.
Implementing an inquiry learning model
While my school is outcomes-based and data-driven, an inquiry learning model would help create a comprehensive curriculum and develop 21st century skills through the Australian Curriculum’s General Capabilities (GCs) (Australian Curriculum, Assessment and Reporting Authority, n.d.).
Given the needs and priorities of the school, I believe the Guided Inquiry Design model (Kuhlthau et al, 2012) will deliver significant benefits to the students. This model not only develops the GCs, but also deepens content-specific knowledge and retention (Garrison & FitzGerald, 2017; Kuhlthau et al, 2012; Maniotes & Kuhlthau, 2014). As mentioned in my forum post (Sloan, 2024, September 19a), it is an opportunity for collaboration and for the TL to draw attention to how the GCs are being developed across the school.
At times, however, I had to consider whether IL was right for my school. I extended my research to explore the negatives of inquiry learning so I could ensure I had a balanced view. I read blogs and articles by educational experts, such as Kath Murdoch who spoke of reviewing the pitfalls of inquiry learning to ensure it is viewed with an open mind (Murdoch, 2023). She also touched on Cognitive Load Theory, which is an area of concern with inquiry learning, so this was of particular interest. After reading further (Department of Education, 2023; Hull & Murdoch, 2023; Kirschner et al, 2006; Swain, 2024; QCAA, n.d.), I am satisfied that balance — and evidence-based practice — is the answer (Sloan, 2024, September 19a).
Maximising the impact of the TL
I would like to conclude with the sentiment from my forum post ‘TL: The linchpin of collective teacher efficacy’ (Sloan, 2024, September 19b). TLs have an on-the-ground presence teaching every child in the school, and supporting every teacher in the school. It’s a unique position, that has the potential to be the linchpin of collective teacher efficacy (Visible Learning, 2018): if the teacher librarian and the teachers are working together, and believe they can make a difference, then the students will reap the rewards (Sloan, 2024, September 19b).
References
Australian Curriculum Assessment and Reporting Authority. (n.d). General capabilities. https://v9.australiancurriculum.edu.au/f-10-curriculum/f-10-curriculum-overview/general-capabilities
Department of Education. (2023). Inquiry based learning. https://www.education.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching-stem/inquiry-based-learning
Hull, D., & Murdoch, K. (2023). The power of inquiry to teach history in primary schools. Agora (Melbourne, Vic.), 58(1), 29–33. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/power-inquiry-teach-history-primary-schools/docview/2786242516/se-2?accountid=10344
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Kuhlthau, C., Maniotes, L. & Caspari, A. (2012). Guided inquiry design: A framework for inquiry in your school. Bloomsbury Publishing USA.
Maniotes, L., & Kuhlthau, C. (2014). Making the shift: From traditional research assignments to guiding inquiry learning. Knowledge Quest, 43(2), 8-17.
Murdoch, K. (2019, October, 03). Inquiry learning: pitfalls and perspectives. Part 1 (of 2). https://www.kathmurdoch.com.au/blog/2019/10/3/inquiry-learning-pitfalls-and-perspectivesnbspnbsppart-1-of-3
Queensland Curriculum and Assessment Authority. (n.d). Inquiry learning: information for teachers. https://www.qcaa.qld.edu.au/downloads/p_10/tts_inquiry_learning.pdf
Swain, N. (2024, June, 05). Inquiry learning – not whether, but when.
https://www.nathanielswain.com/cognitoriumblog/2024/6/inquiry-when
Visible Learing. (2018). Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement. https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
