AASL Shared Foundation: INQUIRE

 

INQUIRE: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf

            For the Shared Foundation of Inquire, I interviewed Blacksburg Middle School librarian, Melissa Bishop.  BMS is the school in which students attend after leaving the local elementary school.  Mrs. Bishop teaches 6^th, 7^th, and 8^th graders.  Here are the questions that guided our conversation:

a.             What are some examples of the ways in which you are implementing building new knowledge by getting your students to inquire, think critically, identify problems, and develop strategies for solving problems in your library program?

Mrs. Bishop implements this domain in her library by involving students in inquiry-based learning projects.  She facilitates debates in her library space as well as holds Socratic seminars that align with the AVID program.  Students learn to find primary sources for their research projects as well as use interactive digital tools to present their findings.  Inquiry through technology and media literacy is also a big avenue she utilizes in her library program.

 

b.             What are some of the resources in your library program that you are using to implement these competencies?

To implement these competencies Mrs. Bishop uses the following resources in her library program:

·       Discus

·       Canva

·       Easybib

·       Google Workspace

·       Padlet

·       Kahoot

·       Quizizz

·       Guest Speakers

 

c.             Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

Collaboration with classroom teachers happens very frequently at BMS.  She collaborates with science teachers in her building to provide opportunities with STEM and inquiry-based learning projects.  The Social Studies and History teachers collaborated with her to have their students create a podcast to generate projects that illustrated student learning of material.  She is also constantly collaborating with the ELA teachers in her building to help students with research projects where the subject matter may vary according to what each teacher deems necessary for their students to research.

 

d.             What are some of the challenges that you face when trying to implement these competencies?

·       Time constraints: Planning and implementing inquiry-based projects takes time, especially when working with teachers to coordinate schedules.  She says, “It’s challenging to balance the need for in-depth exploration with the limited time students have for projects.

·       Student engagement: Not all students are immediately motivated to engage in critical thinking and problem-solving tasks.  Some students struggle with open-ended assignments, and it can be challenging to help them feel comfortable navigating ambiguity or uncertainty.

 

e.  Are there any other comments that you would like to make regarding the Shared Foundation / Competencies and Domains that we have discussed today?

 

The AASL Shared Foundations and competencies serve as a valuable framework for ensuring that her library program is not just a place to borrow books, but a dynamic learning environment where students develop the critical thinking, inquiry, and problem-solving skills that are essential for success in today’s world.

These competencies emphasize the importance of collaboration, both within the library and across the school, which enhances student learning and helps create a sense of community.  However, there is always room for improvement in terms of resource allocation, professional development, and ongoing collaboration to ensure that these competencies are implemented consistently and equitably.

After our interview and taking some time to reflect on our conversation, I will definitely incorporate some of Mrs. Bishop’s ideas to my library setting.  Finding a way to incorporate more inquiry through technology is definitely an area I seek to improve in the primary level grades I teach in the library.  It’s so important to introduce these new technological advances by allowing students to learn how to use them in developing products that illustrate their learning, but it is just as important, in my opinion, to balance that by teaching everyday skills a young learner needs to know how to do: write legibly, organize information, locate books in the library, etc.

AASL Shared Foundation: CURATE

 

CURATE: Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.

https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf

            For the Shared Foundation of Inquire, I interviewed Blacksburg High School librarian, Tina McDaniel.  BHS is the school in which students attend after leaving the local middle school.  Ms. McDaniel facilitates the library and interacts with 9^th, 10^th, 11^th  and 12^th graders.  Here are the questions that guided our conversation:

a.             What are some examples of the ways in which you are implementing making meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance in your library program?

Ms. McDaniel implements this domain in her library by maintaining a close relationship with our local public library system, the Cherokee County Library branches in Gaffney and Blacksburg, SC.  They work closely together to implement and complement each other’s current programs and areas of emphasis.  She then in turn shares this knowledge with her students and teachers.

 

b.             What are some of the resources in your library program that you are using to implement these competencies?

As the time is near for summer break for school, our local public library system is gearing up to jump start their Summer Reading Program and their extensive list of summer activities for all ages (infant/early childhood, elementary, and teen).  She will be heavily promoting this information as they head into the summer break.

 

c.             Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

Yes….their teachers encourage participation in the public library’s programs and some have even offered extra credit for students’ participation.

 

d.             What are some of the challenges that you face when trying to implement these competencies?

Due to the public library’s activities being off campus and during the summer break, teacher and student participation cannot be required.  Also, some students do have transportation issues that making participating problematic.  Thankfully, all of the public library’s summer programs and activities are free of charge so there is no cost prohibitive issues for participation.

 

e.  Are there any other comments that you would like to make regarding the Shared Foundation / Competencies and Domains that we have discussed today?

Ms. McDaniel encourages everyone to visit your local public library!  She truly strives to make the BHS school library and our local public library extensions of each other.  Their programs run independently but do complement each other.

After our interview and taking some time to reflect on our conversation, I will definitely incorporate some of Ms. McDaniel’s ideas to my library setting.  I would like to reach out to our local public library to join hands and support the children and families we serve at Blacksburg Primary School.  I may could even invite one of the public librarians to our school to talk to my classes about their upcoming Summer Reading Programs and initiatives rather than simply trying to tell them myself.  I will definitely promote their Summer Reading Program on our school’s website as well as our school Facebook page.

AASL Shared Foundation: COLLABORATE

 

COLLABORATE: Work effectively with others to broaden perspectives and work toward common goals.

https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf

            For the Shared Foundation of Collaborate, I interviewed Blacksburg Elementary School librarian, Julie Brown.  BES is the school in which students attend after leaving the primary school in which I work.  Mrs. Brown teaches around 325 3^rd, 4^th, and 5^th graders and is a part of the special area rotation.  She sees each student in the school once a week.  Here are the questions that guided our conversation:

a.             What are some examples of the ways in which you are implementing working effectively with others to broaden perspectives and work toward common goals in your library program?

Mrs. Brown has students work in cooperative groups for nearly every activity she implements into the library.  They mostly work in groups by their assigned tables in order for her to strategically pair children of varying ability levels together.  This allows the students to talk and share ideas with one another easily.  These types of activities allow learners to develop new understandings through engagement in a learning group as well as increasing their abilities to solve problems informed by group interaction.  Through these experiences, students are also able to establish connections with other learners to build on their own prior knowledge and create new knowledge as they solicit and respond to feedback from others.

 

b.             What are some of the resources in your library program that you are using to implement these competencies?

A plethora of resources are used as Mrs. Brown collaborates with teachers and encourages students to collaborate with each other.  She has used books on South Carolina from her library collection.  For this project, students took what they learned from their readings and drew about the topic.  Maps, symbols of South Carolina (state flower-jasmine, state flag, etc.) were drawn and then writing about each was added to the bottom.  She orders resources that will be needed for curriculum units of study such as books with figurative language, dictionaries (in which to teach students how to use them), continent books, Native Americans, World War II, etc.  She also uses DISCUS and online databases a lot throughout the year as she teaches students how to collect information, gather, and organize information. 

 

c.             Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

Collaboration with classroom teachers happens very frequently at BES.  Teachers will come to Mrs. Brown with needs they know she can help students meet.  Third grade teachers have asked her to teach test-taking skills in the past.  Fourth grade teachers had her cover nonfiction text features as a part of library instruction.  She works with guidance to assist with lessons on bullying and internet safety.  Third grade also had students gather information during library from Atlases and online databases to complete a continent project.  They took the information gleaned back to class to complete the project.  Fifth grade students were asked to paint the Peachoid (which is a large water tower our county is famous for) so she paired that project with having students research it and its history and displayed the paintings and writings in the library.

 

d.             What are some of the challenges that you face when trying to implement these competencies?

Time and opportunity!  Mrs. Brown never gets to meet with teachers as their planning times are when she is teaching library classes.  Most teachers send her emails when they need something or seek her out when passing by.

 

            After our interview and taking some time to reflect on our conversation, I will definitely take some of Mrs. Brown’s ideas to my library setting.  I currently allow and encourage students to collaborate with each other during library centers which are held every other week.  I will spend time delving deeper into the content standards for the grade levels at my school and seek ways to come alongside the teachers in my building to reinforce or introduce topics to the students as they visit me each week for library.  I will also look for more ways for the students to collaborate with one another through more inquiry-based library lessons where I might give them a problem and let them work together to come up with possible solutions.  I find collaboration difficult among the young children that I serve (the youngest are 4 years old) because they are just learning how to work with others.  Often times that experience is one they have to be taught how to do as interacting with others isn’t always innate. 

AASL Shared Foundation: INCLUDE

 

INCLUDE: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community.

https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf

            For the Shared Foundation of Include, I interviewed Blacksburg Primary School librarian, Paula Parker.  Mrs. Parker teaches around 355 4K, 5K, 1^st, and 2^nd graders and is a part of the special area rotation.  She sees each student in the school once a week.  Here are the questions that guided our conversation:

a.             What are some examples of the ways in which you are implementing an understanding of and commitment to inclusiveness and respect for diversity in your library program?

Mrs. Parker teaches a lesson on diverse cultures to 2^nd grade as it’s one of their standards.  They discuss native language, clothing, shelter, holidays celebrated, etc.  The students become aware of other cultures and their contributions to society.  She has also done a lesson on diverse culture where students did research on certain diverse cultures, took notes, rewrote and illustrated a folktale from a different culture’s perspective.  Students of diverse cultures were able to contribute from their own experiences.  Students shared their folktales orally to an audience.  As a result of this unit of study students have a better understanding and more interest in diverse cultures.

 

b.             What are some of the resources in your library program that you are using to implement these competencies?

Over the years, Mrs. Parker has built up her collection in the areas of multi-cultures based on what the teachers ask for to supplement their resources in the classroom.  She also has videos on this subject that are used.

 

c.             Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

The diverse culture lesson was a collaborative effort where the classroom teacher did the background teaching of the importance and respect for diversity.  Then the technology coach and she had the students come to the library for research on their chosen culture.  She provided books and the technology coach provided online resource links for the kids to use to help with their research.

 

d.             What are some of the challenges that you face when trying to implement these competencies?

Mrs. Parker says collaboration is always a challenge.  The classroom teacher has so much that he/she has to cover every single day which makes very little time to stray from their normal tasks to work with her and she understands that.

 

            After our interview and taking some time to reflect on our conversation, I will definitely take some of Mrs. Parker’s ideas to incorporate into my library setting.  When I sit down to place a new order for books, I am cognizant and carefully select books with diverse backgrounds to include and respect the culture of our patrons.  I would like to collaborate more with teachers going forward to plan lessons around diversity and different cultures to tie into the curriculum demands already listed as a part of their standards.