Standard: Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning.
Theme: Instructional Leadership
Growth Phase: Leading
Growth Indicator: LLC leadership team empowers personalized professional learning of inquiry approaches.
Three teacher-librarians from British Columbia have designed a web space for an in-depth framework that supports student inquiry projects. Each stage in the inquiry process is detailed and includes many resources for teachers and students to learn from and utilize. Two comprehensive slide presentations introduce inquiry to students followed by sample projects in secondary science, humanities and social studies areas. The authors hope to add project samples in the future.
Cameron, M., Husieff, L., & McDonough, M. (2016). Library Supported Inquiry. Retrieved from
https://librarysupportedinquiry.weebly.com/about.html
This article outlines how Ontario teacher-librarian Lyons designs inquiry-based “provocation stations” and makerspaces based on curriculum content, social justice issues, and literacy events that engage teachers as well as students in new, hands-on methods of inquiry. Includes video, photos, and links to additional twitter photos/resources.
Lyons, B. (2019, March 18). Inquiry-Based Learning Provocations. Canadian School Libraries Journal, 3 (1). Retrieved from http://journal.canadianschoollibraries.ca/inquiry-based-learning-provocations/
The Saskatchewan School Library Association merges with their teachers literacy association (Literacy Educators’ And Resources Network (LEARN) in a collaborative model; on this web page they continue to create understanding and use of inquiry in teaching and learning. Includes a LiveBinder of inquiry resources and a number of video discussions and examples.
Literacy Educators’ And Resources Network (LEARN). (2021). Inquiry. Retrieved from https://www.learnsask.net/inquiry.html
In this exceptional article American library leader Barbara Stripling shares the “Stripling Model of Inquiry”, based on the teacher-librarian’s responsibility in teaching reading – comprehension, interpretation, deep reading. The model depicts designing learning experiences around an inquiry-process framework (included) as only the beginning. Stripling collaborated with practicing teacher-librarians to provide a comprehensive framework of skills to be taught throughout the six phases of inquiry, the Empire State Information Fluency Continuum (ESIFC) (2019). Each stage of the deep reading model is thoroughly discussed – connect, wonder, investigate, construct, express, reflect.
Stripling, B. (2021, November 8). Teaching Deep Reading Skills During Inquiry. Canadian School Libraries Journal 5 (3). Retrieved from https://journal.canadianschoollibraries.ca/teaching-deep-reading-skills-during-inquiry/
Three Ontario teacher-librarians define culturally responsive pedagogy in reference to key resources. They use the Historically Responsive Literacy Framework to consider frameworks of learning in response to the question “How might we continue to interrupt systems and teaching practices that have not served all learners well?”, demonstrated with an elementary computer science example.
Mulcaster, M., Pitter-Adlam, M., & Williams-Yeagers, A. (2022, May18). Student Centred K-8 Culturally Responsive Coding Experiences. Canadian School Libraries Journal 6 (2). Retrieved from https://journal.canadianschoollibraries.ca/student-centred-k-8-culturally-responsive-coding-experiences/