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.