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.

Literacy and Media Centers

Christina Young

Harland, M. A. (2018). Literacy and media centers: School libraries. In S. Hirsh (Ed.), Information services today: An introduction (2nd ed.) (pp. 71-80). Lanham, Maryland: Rowman & Littlefield.

Summary- Harland’s article, also a chapter in Information Services Today, is an overview of current public school librarianship and a preview of what is to come. According to Harland, school librarians are first and foremost teachers, but also experts in “informational literacy, basic literacy, and technological literacy”. In addition to maintaining and managing our collections we must be curriculum generalists, have a working knowledge of state and national standards, and model lifelong learning. Harland discusses the importance of inquiry-based education and describes three popular models of inquiry-based education: problem-based, project-based, and guided inquiry. She also reviews the three types of schedules a school librarian may face: fixed, flexible, and mixed. 

Evaluation - This article is a helpful overview of trends in public school education and how the school librarian can best support learning in his or her school. Inquiry-based education provides a wealth of opportunities for librarians.  It seems like the field of school librarianship is in the midst of a sea change. Helping students develop digital literacy skills and facilitating inquiry-based learning are now, according to Harland, at the heart of the job. Coming from a teaching background this is pretty exciting to me. 

Friends of the Oakland Public School Libraries: Building Bridges to the Local Community

Ramirez, Carmina

Kaun, T. tomkaun@gmail. co. (2014). Friends of the Oakland Public School Libraries: Building Bridges to the Local Community. CSLA Journal, 38(1), 20–23. Retrieved from

http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=109348275&site=ehost-live&scope=site

Due to reduced funding for library resources and staff, the Oakland Public School Libraries relied on the help of volunteers to build their book collections. This group of volunteers mainly focused on expanding the library collections by acquiring books through community donations. But noticing that school libraries in the district needed much more, the volunteers created a non-profit named Friends of the Oakland School Libraries whose mission became to fully refurbish all fourteen libraries in the school district. They are also ensuring that all libraries are up to date and they advocate for quality trained staff. Out of 47 sites they have helped refurbish 26 library spaces and others are being evaluated for updates. The group has accessed grants to fund their work. This is a great example of partnerships helping libraries while advocating for much needed certified library staff.

This article is a reminder of the urgent need for more library certificated staff. It is phenomenal what a community has been able to accomplish when they come together with a clear goal. But it should be a message that although the community its providing what is needed, more has to be invested from public funds to support library services.