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, competencies, 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 and living challenges 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.

In this chapter, I provide a rationale for applying a research-based model for inquiry learning. Guided Inquiry Design (GID) is based on 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 and educators 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

Maximizing Leadership: Chapter 2

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 2: Job-embedded Professional Development

“A team is not a group of people who work together. A team is a group of people who trust each other” (Sinek, Mead, and Docker 2017, 104).

Professional learning embedded in the everyday practice of educators is an effective way to transform teaching and learning. In this chapter, I focus on the school librarian’s role as a learner and a professional learning leader. School librarians enact this role in a number of ways: through providing formal staff development; by serving as a member or team leader in one or more professional learning communities (PLCs); and through classroom-library collaboration, which involves trusting colleagues in coplanning, coteaching, and coassessing learning outcomes.

While all of these contributions to professional learning are important, collaboration for instruction gives school librarians the optimum opportunity to learn with and from their colleagues. Coteaching is personalized learning for educators. It is aligned with adult learning theory that puts educators in the driver’s seat—controlling the content and context of their learning while they solve self-identified instructional problems.

Planning for instruction is teacherly work. It requires connecting curricula with students’ interests and motivation and making learning experiences relevant. It involves determining goals, objectives, and assessments. It includes identifying compelling resources and effective instructional strategies. Through the hands-on implementation of coplanned lessons or units, educators monitor student learning and the success or areas for improvement in their instruction.

What you will find in this chapter:

1. A rationale for coteaching as an effective job-embedded professional development practice;
2. A description of four classroom-library coteaching approaches;
3. A matrix that ranks levels of library services and instructional partnerships;
4. A graphic and an explanation of the Diffusion of Innovations model based on the work of Everett Rogers; and
5. A coplanning and coteaching self-assessment instrument.

Coteaching offers educators the opportunity to hone their craft while teaching “actual students in real time, with the taught curriculum, available resources and tools, and within the supports and constraints of their particular learning environments” (Moreillon 2012b, 142). School librarians add value when they co-collect evidence (student learning outcomes data) to demonstrate the effectiveness of their teaching in terms of what is important to colleagues and administrators. Data points the way toward continuous instructional improvement. Coteaching also creates the opportunity for school librarians to co-lead in a culture of (adult) learning in their schools.

Works Cited

Moreillon, Judi. 2012. “Job-embedded Professional Development: An Orchard of Opportunity.” In Growing Schools: School Librarians as Professional Developers, edited by Debbie Abilock, Kristin Fontichiaro, and Violet Harada, 141-156. Santa Barbara: Libraries Unlimited.

Sinek, Simon, David Mead, and Peter Docker. 2017. Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team. New York: Penguin.

Image Credit: Word Cloud created at Wordle.net

Maximizing Leadership: Chapter 1

If you have been following my blog for the past year, you are aware that I have a professional book that is currently in the publication process. 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 will be using one blog post a month to share a one-page summary of each of the nine chapters in the book.

Chapter 1: Building Connections for Learning

“In a school that learns, people… recognize their common stake in each other’s future and the future of the community” (Senge et al. 2012, 5).


Taking a systems thinking approach helps school leaders effectively connect the pieces of the teaching and learning puzzle. Systems thinking involves taking stock of the whole system before attempting to change any part of it (Senge et al. 2012, 8). Systems thinkers closely examine the interdependent relationships among people and practices. They identify what is working and where they can improve in order for their school to reach full capacity. In collaborative culture schools, systems thinkers use their shared commitment and individual talents to collectively solve the dilemmas that hinder students from achieving success.

Systems thinking has the potential to revolutionize the way school librarians interact with administrators and classroom teacher colleagues. School librarians who seek to be leaders in their schools, districts, and beyond benefit from taking the education ecosystem into account. They understand how their work aligns with the beliefs of education thought-leaders and leading education organizations, and education transformation initiatives. When school librarians have a deep understanding of the education ecosystem, they can make connections to the priorities of their administrators, classroom teacher colleagues, and decision-makers in their district and state.

What you will find in this chapter:

1. A rationale for taking a systems thinking approach to school transformation;
2. A proposal for the components of future-ready learning: literacies, competencies, and dispositions;
3. Visions for schooling that are being advanced by notable education thought-leaders and organizations;
4. The components of a collaborative school culture;
5. Responsibilities of school librarians; and
6. Strategies for school librarians to build connections for learning and leading.

As the blog logo illustrates, principals, school librarians, and classroom teachers collaborate in order to build a culture of learning in their schools. School librarians have a unique role to play in supporting the success of administrators who are leading their schools through a transformation process. Classroom-library collaboration for instruction is one central strategy that helps school librarians position their work and the library program as the hub of academic and personal learning in the school. As instructional partners, school librarians provide professional learning opportunities for colleagues and improve their own teaching practice in the process.

Chapter 1 frames the entire book by situating school librarian leadership and classroom-library collaboration for instruction within a collaborative school culture. In this empowered learning culture, school librarians, principals, and other school leaders work together to optimize the success of coteaching inquiry. reading comprehension, deeper and digital learning.

At the end of each chapter in the book, readers will find three discussion questions, three group activities, and three sample reflection questions. This study guide approach is intended to support cadres of school librarians, school faculties, and others in using this book as a book study selection.

Work Cited

Senge, Peter, Nelda Cambron-McCabe, Timothy Lucas, Bryan Smith, Janis Dutton, and Art Kleiner. 2012. Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York: Crown Business.

Image Credit: Word Cloud created at Wordle.net