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.

How To Build a High Quality Library Collection in a Multi-Format Environment: Centralized Selection at University of Wyoming Libraries

Denise Lester
Barstow, S., Macaulay, D., & Tharp, S.How to build a high-quality library collection in a multi-format environment: Centralized selection at university of wyoming libraries. Journal of Library Administration, 56(7), 790-809. Retrieved from
http://dx.doi.org/10.1080/01930826.2015.1116336

The article begins with a brief history on the methodologies used in the academic library's materials selection process since few scholarly articles can be found in this area.  It continues to track the increasingly important role of the librarian and collection development from the 1950's to 1979. Specific concerns over poor communication between faculty and the library, the issue of quality control, quantity over long term and transitioning to having scholars as selectors are discussed.

Pioneers of academic collection development and their methodologies for collection management are listed and progression in thinking is seen from one model to the next, However it is not until the 2000's that academic collection development and management shifts to a centralized model that allows librarians to make decisions quickly instead of using a decentralized model where faculty/scholars choose materials which risked an unbalance collection and allocation of funds.

Finally, as electronic resources became more prominent in collection development, their management took on a different resource management system and a new position, Electronic Resource Librarian,(ERL) developed to specifically develop and manage electronic materials. Subsequently, specific subject area librarians become selectors for materials instead of one librarian selecting for all areas which later morphed into the current practice of a group of librarians who collaborate with academic departments and help build the collection more effectively.