Enabling Inquiry Learning in Fixed-Schedule Libraries: An Evidence-Based Approach

Enabling Inquiry Learning in Fixed-Schedule Libraries: An Evidence-Based Approach

Stubeck, Carole J. Knowledge Quest; Chicago Vol. 43, Iss 3, (Jan/Feb 2015): 28-34

Summary: Libraries often adhere to a fixed schedule for class lessons and classroom room teachers are provided prep time or grade level professional learning community time. This supports the learner in a minor way and often supports for instructional development is missing.  Working with fixed schedules limits time for an important teacher to teacher collaboration and slashes the time needed to build inquiry-based studies. As a result, it creates challenges for the teacher librarian. The author addresses one middle school librarian’s efforts to create collaboration and collaborative lessons while on a fixed schedule. Some solutions are offered. She creates a strong argument that small measures should be taken to ensure learner-driven project learning in our school libraries.

Evaluation: The fixed schedule model, where students are cycled through the library or tech area without a core teacher, often creates low expectations. Often open library hours are limited, and there are strict procedures based on class management concerns. The alternative, flex time, as we like to say, benefits the community as a whole and is more reflective of what libraries aim to do, provide access. With time to co-teach units and direct research, the school will develop fluid use of a librarian's skills and all will benefit. To reach this goal the teachers need to be part of the selection process during the school year. The our collection development will support core curriculum.