Deeper Learning = Empowered Learners

Episode 5 Podcast: Deeper Learning (or the Bridge between Inquiry, Traditional Literacies, and Digital Learning)

Chapter 5 in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy addresses the need for deep learning and strategies to achieve it. This chapter was intentionally offered as a bridge to the next chapter: “Digital Learning.”

The goal of deeper learning is what connects inquiry, traditional literacy learning, and digital learning. Deeper learning creates a condition in which students and educators are empowered to direct their own learning. What does it mean to be “empowered”? This Oxford Dictionary definition rings true to me: “the process of becoming stronger and more confident, especially in controlling one’s life and claiming one’s rights.”

If schools and school systems are creating opportunities for students and educators to become stronger in knowledge, skills, and dispositions, the result will be confident, empowered students and educators who control their own learning process.

Students
Chapter 3: Inquiry Learning is, in short, about educators guiding empowered students through the inquiry process. Connecting inquiry to required outcome targets and curriculum as well as to students’ background knowledge and interests is an ideal way to help students find relevance in schooling. It is also an ideal way for students and educators to meet required learning targets and find the “sweet spot” on a Venn diagram where required learning outcomes and personally meaningful learning overlap.

A focus on one “right answer,” high-stakes testing, and grades can rob students, who might otherwise experience joy in learning, of their sense of empowerment. Guiding students as they connect to or build prior knowledge provides a launch pad for thinking that helps students develop their own questions. Empowered students flourish when they pursue questions of their own choosing…

Educators
and so do educators. The Association for Supervision and Curriculum Development (ASCD) recently published an issue of Educational Leadership titled “When Teachers Lead Their Own Learning.” In their article “Choose Your Own Adventure: Action Research for PD,” Stephanie Dodman, Emma Zuidema, and Amy Kleiman note that “action research utilizes teachers’ own questions about their work and about student learning as they transform their classrooms (libraries) into dynamic learning laboratories” (2018, 75). The authors offer a process that includes valuing curiosity, purposefully paying attention to questions (or problems of practice), and establishing trust and motivation.

Through classroom-library and team collaboration or coplanning and coteaching, educators refine their questions about practice. Two heads (or more) are definitely better than one when clarifying goals and objectives for student learning and questions for action research. With the support of administrators and colleagues, educators learn from the data they collect, analyze, and act upon as well as the reflecting on outcomes. Action research leads to empowered instruction. In Maximizing School Librarian Leadership, action research is suggested as a component of educators’ professional portfolios (page 121-122).

T-I-M-E
Inquiry learning and action research are deeper learning. They are not superficial coverage of topics and materials or fly-by responses to learning challenges and problems of practice. Deeper learning, like deep reading, requires the investment of time—time to build background knowledge, time to formulate personally meaningful questions, time to pursue multiple resources and perspectives, time to collect, analyze, think critically about data, and reflect, time to organize and present new knowledge. Deeper learning simply requires t-i-m-e.

Inquiry learning and action research are ways that students and educators own their learning processes and products. These processes create empowered learners—youth and adults alike—who can apply the process to other learning experiences and transfer new knowledge to new learning situations.

Deeper learning builds behaviors that are applied in lifelong learning.

Questions for Discussion and Reflection

  1. In what ways does your school/district’s curriculum empower learners? Does it also dis-empower them? If so, how does it do so?
  2. How do educators demonstrate that inquiry “works” as a lifelong learning strategy?

Work Cited

Dodman, Stephanie, Emma Zuidema, and Amy Kleiman. 2018. “Choose Your Own Adventure: Action Research for PD.” Educational Leadership 76 (3): 72-76.

Coteaching Comprehension Strategies During Inquiry Learning

As you likely know, the references to coteaching reading comprehension strategies in Maximizing School Librarian Leadership are summaries based on my previously published professional books focused on this topic.

In those books, I focus on seven reading comprehension strategies that can be applied to all texts and across all content areas: activating or building background knowledge, using sensory images, making predictions or drawing inferences, questioning, determining main ideas (or importance), using fix-up options (to gain or regain comprehension), and synthesizing. All of these strategies can and should be applied to both print and digital texts. For educators who want more information, lesson/unit plans, and graphic organizers and assessment tools to support instruction in teaching/coteaching comprehension, I highly recommend these books.

Coteaching During Inquiry
Coteaching reading comprehension strategies during inquiry learning is a way for school librarians to position their work at the center of their school’s academic program. “Many of us see our role as fostering the enjoyment and appreciation of literature in all genres and information in all formats—but we have stopped short of taking part in actual reading instruction. Helping youth become capable readers is the goal of every school. Improving students’ reading achievement and improving teachers’ reading instruction are critical concerns of all school principals. If we are to position ourselves at the center of our schools’ literacy programs, then we must become leaders in reading instruction” (Moreillon 2008, 27).

Inquiry learning offers an authentic opportunity for school librarians and classroom teachers to coteach reading comprehension strategies. During inquiry, coteachers model using think-alouds to demonstrate to students how to approach unfamiliar or difficult text. They show that two (or more) people will bring different background knowledge to reading a text and apply different strategies to wrestle with meaning making. Coteachers model the behaviors of lifelong learners.

Difficult Texts
When students are seeking information to answer their questions, they will invariably interact with texts that are above their proficient reading level. At these points during inquiry learning, students will need to be able to reach into their reading strategy toolkits to select and apply the best tool(s) for the comprehension challenge. Educator and peer modeling are essential to making visible what is often invisible to striving and struggling readers. Understanding reading as problem solving helps strengthen students’ ability to think critically and make meaning from texts.

Students need scaffolds and frameworks to support them as they develop complete reading comprehension toolkits. Graphic organizers and elementary bookmarks and secondary bookmarks such as these found in Chapter 2 in my reading comprehension book resources can help give students the reminders they need to be effective comprehension problem solvers. Developing a set of initial questions to ask when approaching unfamiliar text is another way to support effective reading and information seeking. (See page 64 in Maximizing School Librarian Leadership).

In order to wrestle with difficult texts and engage in deep reading, readers must employ comprehension strategies (see seven strategies listed above). Deep reading takes time. “The quality of how we read any sentence or text depends, however, on the choices we make with the time we allocate to the processes of deep reading, regardless of the medium” (Wolf 2018, 37).

Disposition: Persistence
When we are modeling, it is important for educators demonstrate persistence with difficult texts. In their book Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms (1999), Schoenbach, Greenleaf, Cziko, and Hurwitz offer a strategy that I have used since reading their book almost twenty years ago. Ask students to bring in texts for which adults will be challenged to make meaning. Examples could be rap or other song lyrics, video games, technology, or other manuals, or any text for which students have expertise or experience and educators don’t. Using think-alouds, educators demonstrate that they must reach into their reading strategy toolkits to make sense of the text. Students then have the opportunity to assess the educator’s understanding and meaning making process (56).

Regardless of our age, background experiences, and reading proficiency, all readers will bump up against difficult texts. In order to read deeply, all readers will need to show persistence in solving comprehension challenges. Students will also run into other roadblocks in their information-seeking process; they can lose momentum or threaten to give up all together. Activating and applying the disposition persistence during inquiry learning is essential. Practicing persistence is important to being successful in life as well as in schooling.

Questions for Discussion and Reflection

  1. Do the administrators and faculty colleagues with whom you serve view school librarians as reading comprehension teachers?
  2. If they do, how can you capitalize on this leadership opportunity? If they don’t, how can you change this perception?

Works Cited

Moreillon, Judi. 2007. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA.

_____. 2008. “Position Yourself at the Center by Coteaching Reading Comprehension Strategies.” Teacher Librarian, 35 (5), 27-34.

_____. 2012. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA.

_____. 2013. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA.

Schoenbach, Ruth, Cynthia Greenleaf, Christine Cziko, and Lori Hurwitz. 1999. Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. San Francisco: Jossey-Bass.

Wolf, Maryanne. 2018. Reader, Come Home: The Reading Brain in a Digital World. New York: Harper.

Inquiry-Empowered Learning Culture

In the three previous Chapter 3: Inquiry Learning posts, I have shared ideas about developing a school-wide inquiry process, using inquiry learning as a way to engage students’ curiosity, experimentation, and creativity, and diverse creative expressions of learning. What would be the result if students, educators, and administrators enacted these three big ideas of inquiry learning?Shared Processes
A shared process provides a guaranteed, viable framework for student success. Students can master an information-seeking process and then adapt and expand upon it as they advance through grade levels and in various aspects of the curriculum. A common process leads to shared vocabulary and understandings that help every educator in the building communicate with and support all students in the building in achieving their learning goals.

A shared process can only be realized in a positive school climate and a collaborative learning culture. A framework that promotes in-depth learning will by necessity require changes in other aspects of the learning environment. Bell schedules may need to change. Student and educator responsibilities may need to change. Assessment and evaluation may need to change. Trusting relationships, professional respect, and the ability to navigate challenges and change are essential features of such a learning community.

Student-led Questioning and Diverse Expressions
Trust is also essential if educators support the agency of empowered students who guide their own learning process. Student-led questioning is one of the essential differences between inquiry and traditional research. When educators guide inquiry by providing students with sufficient background and helping them build connections between prior and new knowledge, they create a space in which students’ curiosity, experimentation, and creativity can thrive.

Trust is also necessary in an inquiry environment that supports students as creators. Educators who give up control and share power with students in the classroom and library provide an essential piece of the inquiry learning puzzle. They support students with menus of options or give students free rein to create new knowledge in diverse and unique ways. These expressions of learning are meaningful to students and cement their ownership in both the process and products of their discoveries.

School-wide Philosophy
Inquire is one of the shared foundations in the new AASL standards (2018). When students AND educators inquire, they practice a growth/innovator’s/inquiry mindset. They open their minds to new information, ideas, and perspectives. They use formative assessments to grow and develop as curious, creative, experimenting learners. Educators support students with timely, specific feedback to propel students forward on their learning journey, giving them encouragement to take missteps and to learn from them. The same is true for inquiring educators. They seek, give, and receive real-time feedback from one another through coteaching; they expect to be engaged as learners who are in a constant quest to improve instruction.

When a school or district adopts an inquiry learning framework they are also adopting a philosophy. If you haven’t yet tuned in or want to be inspired again, please listen to Priscille Dando’s podcast interview Episode 3: Inquiry Learning, in which she shares how school librarians are leading and guiding inquiry learning to achieve district goals for students and educators.

A Recipe for Inquiry Learning
Figure 3.1 on page 38 in Maximizing School Librarian Leadership offers a “Recipe for Inquiry Learning.” It is “taken out of the book” of future ready educators and students. The ingredients are curiosity, connections, motivation, content knowledge, literacies, skills, and dispositions. The directions can be applied to any inquiry process, but all steps require sufficient time for maximum results. You can download the recipe from the ALA Editions Web Extras.

Inquiry learning is student ready/future ready learning. It is the pathway to helping students develop literacies, skills, and dispositions that will serve them throughout their lives.

Questions for Discussion and Reflection

  1. What behaviors indicate to you that students and educators are empowered in your school?
  2. How can inquiry learning lead to empowerment for the entire school community?

Works Cited

American Association of School Librarians. 2018. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA.

Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. Chicago: ALA.

Diverse, Creative Expressions of Learning

In addition to advocating for learning experiences that involve stimulating students’ creativity, engaging them in experimentation, and activating their creativity (see last week’s blog post), coplanning and coteaching inquiry learning are also ways to increase students’ opportunities for diverse final products. If our message to students is that all roads lead to the same outcome, many will not see the relevance of their learning experiences to their lives. They will not experience learning as a complex activity that results in diverse creative expressions of learning. Too many will disengage or simply be lost or derailed along the way.

Supporting Classroom Teachers and Specialists
During coplanning, classroom teachers and specialists may express reservations about students taking curriculum into individual or unexpected pathways. Secondary educators, in particular, who may be responsible for learning outcomes for 75 middle school or as many as 150 high school students may shudder to think that they alone will be responsible for guiding and assessing students’ learning.

School librarians who coplan, coimplement, AND coassess student learning outcomes can ease classroom teachers’ and specialists’ concerns about giving students “free rein” to explore in many different directions and in producing many different final products. Collaboration can also ensure that educators create flexible assessment tools that accurately reflect students’ achievement in terms of learning objectives as well as their creativity.

Supporting Students
Two (or more) educators working as a team can better monitor and guide individual student’s learning as well as small group work. Inquiry circles as described in the guided inquiry require check-ins from educators (Kuhlthau, Maniotes, and Caspari 2015, 32–36). It is through check-ins that educators push students’ thinking, offer resource support, identify stumbling blocks, and opportunities for reteaching specific subskills to the students who need them to move forward.

One of my all-time favorite teaching memories involved working with a second-grade teacher (in the late 1990s) who structured her classroom around inquiry. Students identified areas of interest, pitched their ideas to the class, and formed small groups to pursue meaningful questions. As their school librarian, I often worked with more or more groups as they sought information through the library’s resources.

One of the questions for the “frog and other amphibians” group was about dissecting frogs to learn more about their body parts and functions. I helped the group contact a biology professor at the University of Arizona. The students posed their questions to him and organized a field trip to his lab where he led them in dissecting and learning about frogs. I had the distinct pleasure of accompanying them on their adventure. Years later, two students from that group remembered that learning experience as one of the most powerful in their elementary education.

The Underlying Message
Learning is complex and expressions of knowledge can (and should?) be unique. When classmates share their learning processes and final products, students (and educators) should be amazed at the divergent thinking and variety of expressions of learning. When students are given the opportunity to pursue learning that is personally meaningful, use resources they have discovered on their own, selected and employed tools that helped them meet their individual (or their group’s) goals for sharing, they are enacting the skills and dispositions of lifelong learners.

Inquiry Learning = Preparation for Life!

Questions for Discussion and Reflection

  1. What strategies have you used for supporting students’ diverse creative expressions of their learning?
  2. Describe the assessment tools you have used to guide students’ learning while giving them opportunities to express their learning in diverse and creative ways?

Work Cited

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. 2015. Guided Inquiry: Learning in the 21st Century. 2nd ed. Santa Barbara, CA: Libraries Unlimited.

 

 

School-wide Inquiry Learning

What are the advantages to students, educators, and school districts when leaders agree on a school-wide or district-wide research/inquiry learning process?

November Podcast Episode 3: Inquiry Learning: An Interview with Priscille Dando, Coordinator of Library Information Services in Fairfax County (Virginia) Public Schools

Researcher Robert Marzano (2003) has been proclaiming the importance and effectiveness of a guaranteed, viable curriculum for many years. In that same vein, I believe a guaranteed, viable research/inquiry learning process can help students, classroom teachers, and school librarians effectively use a common vocabulary, set of procedures, and processes. It can ensure that students have multiple opportunities to practice and internalize a process and that educators have an agreed upon set of sub-skills that students need to be taught and master in order to be successful information-seekers, users, and creators.

There are a number of processes that have been proposed by library and education leaders. School librarians, students, and classroom teachers have applied the Super 3, Big 6, Savvy 7, the Stripling Model, WISE model, Guided Inquiry Design or GID (Kuhlthau, Maniotes, and Caspari 2012), and more. Some of these models have focused more on a traditional research process and some are focused on an inquiry model.

Choosing a Process
In Maximizing School Librarian Leadership, I have built the inquiry chapter around the GID for several reasons. The GID is based on research conducted by Carol Kuhlthau. It acknowledges learning as a social-emotional process as well as an intellectual one. The GID process is comprehensive. It activates and provides students with necessary background knowledge to develop meaningful questions for study. It integrates reflection and formative assessment throughout the process and involves students in sharing their new knowledge. It is best facilitated by teaching teams working in instructional partnerships. To my way of thinking, it is perfectly designed for classroom-library collaboration.

School librarians, classroom teachers, and administrators can work in teams to review, assess, and select inquiry and research processes that will meet the needs of their learning communities. Taking a collaborative approach to determining a process that students apply in multiple grade levels and content areas is ideal.

Laura Long’s Example from the Field
Last month, Laura B. Long posted an outstanding article on the KQ blog about her collaborative work with her principal, school improvement team, and faculty to co-create a school-wide research process: Is a School-wide Research Model for You?” In her article, Laura shares the steps she took to lead her school community in instituting and shared process. “With the school’s Research Road Map approved and ready to share, (Laura) had the opportunity to meet with all of the teachers during one of our back-to-school workdays to introduce the new model to everyone. Small posters were printed for all classrooms, and multiple posters and reminder cards were printed for the library. Additionally, the road map was added to our student and teacher resources pages on the library website” (Long 2018).

I look forward to learning more about how this process will work for students and educators during this first year of implementation.

Priscille Dando’s Example from the Field
School librarian supervisor Priscille Dando provided this month’s virtual interview podcast. In her interview, Priscille shars how she is leading 244 librarians serving in 193 school library programs. She tells how the librarians in her district came to adopt the GID and her role in rolling out this inquiry learning framework. Priscille also shares the responses from students, classroom teachers, librarians, and administrators and how the GID supports other initiatives in Fairfax County (VA) Public Schools.

Check it out!

Questions for Discussion and Reflection

  1. What do you see as advantages for students, educators, administrators, and families in having a guaranteed, viable research/inquiry model and do you have colleagues in your school or district who may agree?
  2. If you school does not have a school-wide or district-wide research/inquiry model what would be your process for launching this conversation?

Works Cited

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. 2012. Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara, CA: Libraries Unlimited.

Long, Laura B. 2018. “Is A School-wide Research Model for You? Recognizing the Need for a Research Model.” Knowledge Quest Blog (October 2, 2018): https://knowledgequest.aasl.org/is-a-school-wide-research-model-for-you/

Marzano, Robert J. 2003. What Works in Schools: Translating Research into Action? Alexandria, VA: Association for Supervision and Curriculum Development.

Maximizing Leadership: Chapter 3

Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy will be published by ALA Editions in June, 2018. As a preview to the book, I am using one blog post a month to share a one-page summary of each of the nine chapters in the book.

Chapter 3: Inquiry Learning

“Curiosity is the tool that sparks creativity. Curiosity is the technique that gets to innovation” (Grazer and Fishman 2015, 62).

Inquiry learning can spark students’ curiosity and ignite their passions. Inquiry puts learners in the driver’s seat and leads them to invest in and care about the literacies, skills, and dispositions they develop during the process. As students pursue the answers to personally meaningful questions and engage in real-world projects, they learn how to learn and build their confidence.  Hands-on, minds-on inquiry learning experiences help prepare young people to problem solve when confronted with the inevitable learning that will characterize their futures.

Educators are responsible for creating the conditions in which inquiry learning can flourish. Inquiry doesn’t just happen; it must be expertly designed. Building connections between required curriculum and students’ interests is essential. When two or more educators plan for inquiry, they increase the resources and knowledge at the collaboration table. They push each other’s creativity and codevelop more engaging learning experiences for students.

When school librarians and classroom teachers coplan, coteach, and comonitor students’ inquiry learning process, they create opportunities for students to increase their content knowledge. They help students develop future ready skills and strategies that are transferrable to other learning contexts—both in and outside of school.

This chapter provides a rationale for applying a research-based model for inquiry learning. Guided Inquiry Design (GID) is grounded in the findings of Kuhlthau’s information-seeking process research. GID provides a structure in which a team of educators share responsibility for launching, guiding, monitoring, and assessing learning outcomes. During curriculum-connected inquiry, students take responsibility for and reflect on their own learning process and products.

What you will find in this chapter:

1. A Recipe for Inquiry Learning Graphic;
2. Learning Phases in Various Inquiry Models;
3. Guided Inquiry Design Process (Kuhlthau, Maniotes, and Caspari 2012);
4. Inquiry Learning Subskills (*Tested on Standardized Tests);
5. Inquiry as a Strategy for Professional Learning.

School librarians can be leaders in codeveloping, coimplementing, and sustaining a culture of inquiry in their schools. When school sites or entire districts adopt and practice a single inquiry model, students can rely on multiple opportunities to experience deeper learning. When educators use an inquiry model to explore their own questions about teaching and learning, their understanding of the process and their confidence in their shared findings strengthen a culture of learning and improve teaching in their schools.

Works Cited

Grazer, Brian, and Charles Fishman. 2015. A Curious Mind: The Secret to a Bigger Life. New York: Simon & Schuster.

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. 2012. Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara, CA: Libraries Unlimited.

Image credit: Word cloud created at Wordle.net

Guided Inquiry Design®: A Framework for Inquiry in Your School

While authoring my forthcoming book, I have read (and re-read!) many professional books. This is the tenth in a series of professional book reviews–possible titles for your professional reading. The reviews are in no particular order.

I read Carol C. Kuhlthau, Leslie K. Maniotes, and Ann K. Caspari’s book Guided Inquiry Design®: A Framework for Inquiry in Your School when it was first published in 2012. In 2012-2013, I was part of the Denton Inquiry for Lifelong Learning Project. We conducted a year-long study centered on this book. Our goal for the study was to increase the understanding and practice of inquiry learning among the various stakeholders in the Denton literacy community. Our collaborators included school librarians from Denton Independent School District, the Denton Public Library, the university libraries and graduate library schools of Texas Woman’s University and the University of North Texas.

There are eight phases in the Guided Inquiry Design (GID) Process: open, immerse, explore, identify, gather, create, share, and evaluate (2). Reflection and assessment are embedded throughout the process as a way for students and educators to monitor learning and ensure success.

The GID is intended to be co-facilitated by an inquiry team that includes two or more educators, including a classroom teacher or specialist and the school librarian. Throughout the phases, educators have shared responsibilities for designing learning experiences and collaborating with students to make school-based learning authentic, personally meaningful, and relevant to students’ lives. Educators also share responsibility for monitoring student progress and assessing student learning outcomes.

In co-facilitating inquiry learning, educators can practice and students can experience the creativity that comes from “two (or more) heads are better than one.” In addition to integrating the rich resources of the school library into inquiry learning, educators have expanded opportunities to launch the open phase creatively. With two or more educators facilitating student engagement with resources and identifying questions, students and inquiry groups will receive more personalized feedback throughout the process. With two or more educators monitoring student learning and providing interventions as needed, student success will be more assured.

Educators will also benefit personally by lowering the stress of guiding “messy” inquiry learning. They will practice reciprocal mentorship throughout the process and have the opportunity to improve their own teaching practices. They will have someone to share the joys and challenges and celebrate students’ success.

The GID clearly aligns with privileging the instructional partner role of the school librarian, my raison d’être!

How does inquiry learning align with your state standards? Although the term “research” rather than “inquiry” is used, one benefit Texas educators have is that the English Language Arts and Reading standards specifically include learning standards that align well with the phases of the GID. These include students developing open-ended questions, a “research plan,” revising research questions, applying information literacy skills (authority, reliability, validity, bias), resolving discrepancies in information, presenting their learning, and more.

When classroom teachers and school librarians coplan and coteach inquiry learning, educators can seamlessly and authentically integrate content-area, digital, and information literacies, competencies such as the Partnership for 21st Century Learning’s 4Cs (communication, collaboration, creativity, and critical thinking), and dispositions, such as persistence and flexibility, into students’ learning experiences.

If you do not yet guide inquiry learning in your school, please read this book. Check out the model lesson plans offered at the end of each chapter focused on each phase of the GID.

If you have been teaching another inquiry or research process, compare it to the GID. I believe you will find that the GID offers you, your colleagues, and your students with a framework for guiding future-ready learning in your school.

Work Cited

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara, CA: Libraries Unlimited, 2012. (Or the 2nd edition published in 2015)

For Further Reading

Guided Inquiry Design. http://guidedinquirydesign.com

Guided Inquiry Design Blog. http://52guidedinquiry.edublogs.org

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry: Learning in the 21st Century. 2nd ed. Santa Barbara, CA: Libraries Unlimited, 2015.

Curiosity in Spring

I love spring! All of the clichés are true. Spring is the herald of new beginnings and new growth. Spring offers promises; it invites hope.

Even in my Sonoran Desert home where the signs of the season can be a bit subtler than in lush green places, the spring blooms on the prickly pear and saguaro cacti are welcome sights to desert eyes.

When I served as a school librarian, I especially loved spring in the elementary library. (While I also enjoyed the feeling of spring in secondary school libraries, some of that feeling was not as conducive to academic learning…)

In spring, primary-age students noticed nature in a way they may have set aside over the winter months.

Students looked to the sky and remarked on cloud formations. They observed the effects of rain on plants. They felt and welcomed the change to warmer temperatures. They captured insects on the playground. And most exciting for their teachers, they brought their questions about the natural world into the classroom and into the library.

“Curiosity starts out as an impulse, an urge, but it pops out into the world as something more active, more searching: a question” (10).

The image above shows a child observing the bright orange caterpillars he found in a neighbor’s yard. Why were they that color? Didn’t the color mean that birds would see and eat them? He learned to harvest the plants on which he found the caterpillars and wondered whether or not they needed water as well as food. He learned about metamorphosis and asked questions about how these creatures would change their form. When he observed the chrysalis in the terrarium, he wondered if what he was seeing could possibly be what he had learned from asking questions.

It wasn’t until the butterfly emerged that he believed this process was real.

“Curiosity is a form a power, and also a form of courage” (15).

Through curiosity and questioning, he was motivated to learn more. He experienced the power of change—both in the caterpillar and in his own understanding of metamorphosis.

He also had the courage to do what he knew was “right.” He set the caterpillar turned butterfly free—free to be its transformed self.

Students’ curiosity and questioning are the driving forces in inquiry learning. In some schools, student-led inquiry is practiced in primary grades only; in a few schools, it is practiced throughout the grades.

In many schools, secondary students conduct traditional “research” projects that may not spring from students’ interests and as a result, fail to motivate and engage them. For some secondary students, their “senior project” may be their first K-12 learning experience prompted by their passion to pursue a personally meaningful question. It may be the first school-based learning experience that inspires them to take action in the world based on their new knowledge.

When school librarians aspire to coteach empowered learners, we show respect for students’ minds. We show that we trust them to be curious, to ask questions, to seek answers, to learn, and to take action in the world. We believe in the power of knowledge to transform students and the world.

Here’s to the opportunity spring affords us. Let’s see students’ learning and our instructional practice through fresh eyes. Let’s trust in the learning process—students’ and our own.

Let’s be curious – together – and reach for a “bigger life”!

Work Cited

Grazer, Brian, and Charles Fishman. A Curious Mind: The Secret to a Bigger Life. New York: Simon & Schuster, 2015.

Image Credit: From the Personal Collection of Judi Moreillon, Used with Permission

Coteaching Inquiry and Reading Comprehension: A Perfect Match

PM_logo_3_sizedToday, I am facilitating a half-day preconference workshop titled: “Coteaching Inquiry Learning and Reading Comprehension Strategies: A Perfect Match.” I am a long-time practitioner and staunch advocate for the school librarian’s instructional partner role.

In this workshop, I bring together two areas of teaching and learning about which I am passionate: inquiry learning and reading comprehension strategies (RCS). These two processes can be aligned in order to increase students’ success with both. Inquiry and RCS are metacognitive processes that invite learners to think about their thinking. They can help learners grow their ability to “learn how to learn.”

And both processes are best taught with a coteaching approach. In the workshop, participants will review these processes, complete a puzzle that spotlights how they are aligned, and practice coteaching close reading with literature that can lead to an inquiry unit of study. Coteaching RCS builds on the school librarian’s strengths in teaching information literacy skills and makes a more successful learning outcome for students.

When classroom teachers, specialists, and school librarians combine their knowledge, skills, and talents, everybody wins!

This workshop is based on my previously published books regarding coteaching RCS as well as one that I am authoring: Building a Culture of Collaboration: School Librarian Leadership and Advocacy (ALA Editions 2016).

The AASL Conference is just getting underway today. If you are not in Columbus and attending this event, check it out on Twitter at #aasl15, on the Knowledge Quest Blog, and on the AASL Facebook page.

P.S. Since I am not able to be at Treasure Mountain this morning, I am sharing my thank-you note video to Dr. Loertscher via the BACC.

Word cloud created at Wordle.net

Elevator Speech: Reflections on What I Teach

ElevatorThis month the BACC co-bloggers will reflect on the “what” and the “why” of our roles as educators of future school librarians.

Any educator at any level can benefit from reflecting on what and why she or he teaches. Last Saturday, I participated in the Association for Library Service to Children (ALSC) Leadership Meeting at the American Library Association (ALA) Midwinter Meeting in Chicago. One of the activities we engaged in during the meeting was writing elevator speeches. Over the years, I have written many of these speeches from the perspective of a practicing school librarian…

But before last weekend and although I have been teaching at the university level for two decades (!), I had not written an elevator speech from the perspective of a school librarian educator. Although it is a work-in-progress, I share it here as a starting point for a discussion of the purpose of library science graduate education.

I, Judi Moreillon, prepare future school librarians to be 21st-century literacy experts and leaders who coteach with classroom teachers to help children and youth from all backgrounds and with various abilities to become critical, creative thinkers and lifelong learners who contribute to and thrive in a global society.

In my role as a school librarian educator, I am grateful for the opportunity to learn alongside enthusiastic graduate students. These educators have chosen to expand their classroom teacher toolkits to add the knowledge and skills of school librarians to their repertoires—including the information-seeking process, reading comprehension strategies, and digital tools for motivating, learning, and creating new knowledge. School librarian candidates learn to design instruction and teach these skills and strategies as coteachers along with classroom teachers and specialists.

Over the course of their graduate program, these librarian candidates learn to embrace a global view of the school learning community and have the opportunity to consider their potential to serve as leaders in their schools. Using professional standards and guidelines I aspire to enculturate school librarians into a profession or community of practice (Wenger 1998). To that end, I also model professional practice to show candidates how to serve.

Works Cited

d3designs. “pb210160.jpg.” Digital Image. Morguefile. Web. 01 Feb. 2015. <http://mrg.bz/iqhhRc>.

Wenger, Etienne. Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK: Cambridge University Press, 1998. Print.