Enabling Inquiry Learning in Fixed Schedule Libraries

Christina Young

Stubeck, C.J.(2015). Enabling inquiry learning in fixed-schedule libraries. Knowledge quest, 43(3), 28-34. 

Summary: In the article “Enabling Inquiry in Fixed-Schedule Libraries: An Evidenced-Based Approach”  Carole J. Stubeck describes her frustration with her fixed schedule as she tries to implement a guided inquiry model. Her first year in her district she attempted a guided inquiry project during her fifth-graders’ weekly library special. She describes it as successful, but found it took five months to finish. In collaboration with a fifth-grade teacher and a district curriculum specialist she developed a Civil War unit and then adopted an “action research” plan which involved an adult cycle of reflection, action, observation, and reflection as they taught and assessed the unit. 

Students accessed information through something they called “3-D Library Learning”, an online learning environment that they set up using Edmodo. Students accessed the library for their Civil War unit not only during their fixed library time but also virtually in their social studies classes through the resources she had added to the Edmodo site . They kicked off the unit by borrowing Civil War resources from a local museum and conducting a museum walk in the library.  Students blogged and chose topics that were relevant to them. Technology and collaboration helped overcome the obstacles of the fixed schedule.

Evaluation: My two biggest takeaways from this article are 1) the action research that the adults used to constantly reflect upon their own practices during the unit and 2) the use of technology to help overcome not only the barrier of the fixed schedule for students but also the barrier of lack of common planning time for the adults involved in the project.