UNIVERSITY OF ALBERTA
DEVELOPING A CULTURE OF INQUIRY IN ELEMENTARY SCHOOLS:
THE ROLE OF THE TEACHER-LIBRARIAN
ELIZABETH JEAN PREVOST
This Capping Course Document is Submitted in Partial
Fulfillment of the Requirements for the Degree of
MASTER OF EDUCATION
DEPARTMENT OF ELEMENTARY EDUCATION
EDMONTON, ALBERTA
WINTER 2010
2
UNIVERSITY OF ALBERTA
RELEASE FORM
NAME OF AUTHOR: ELIZABETH JEAN PREVOST
TITLE: DEVELOPING A CULTURE OF INQUIRY IN ELEMENTARY SCHOOLS:
THE ROLE OF THE TEACHER-LIBRARIAN
DEGREE: MASTER OF EDUCATION
YEAR THIS DEGREE GRANTED: 2010
Permission is hereby granted to the University of Alberta to reproduce single copies of this document and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves other publication rights, and neither the document nor extensive extract from it may be printed or otherwise reproduced without the author’s written permission. ______________________________
Elizabeth Jean Prevost
955 Guy Place
Victoria, B.C.
V8Y 1H1
April 15, 2010
3
UNIVERSITY OF ALBERTA
DEPARTMENT OF ELEMENTARY EDUCATION
The Undersigned Has Read And Accepts The Document Entitled
Developing a Culture of Inquiry in Elementary Schools: The Role of the TeacherLibrarian
Submitted by Elizabeth Prevost
In Partial Fulfillment of the Requirements for the Degree of Master of Education
____________________________
Dr. Julia Ellis
Capping Course Instructor
April 15, 2010
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Acknowledgements
To my husband Glen, thank you for believing in me. Your encouragement and endless
love and support, as you cheerfully assumed so many of our family responsibilities, has
been invaluable. Your ability to nurture (often with gourmet food) is a gift that has
sustained me throughout the process of working on this degree. Together, we did it.
Thank you.
To Justine and Ross, thank you for your encouragement, your patience and your
understanding. Both of you inspire me to continue learning. Thank you for sharing so
much of your world with me.
To my parents, thank you for all the childhood learning opportunities and for your
constant love and support.
To the rest of my family and my friends, thank you for your interest and encouragement
and for graciously forgiving my absence when I was swamped with work.
To my colleagues, thank you for supporting me in my new role as a teacher-librarian and
for sharing my excitement around inquiry. Together, we are continuing to learn and I
value our shared commitment to making a difference in the lives of our students.
I am deeply grateful to the dedicated instructors in the TLDL program at the University
of Alberta. Thank you for sharing your expertise, for your guiding me to ask questions
and for supporting me in the inquiry process. Your leadership is truly exceptional.
Last but not least, thank you to my classmates in this program. I will always value our
conversations, the variety and depth of your experience and your diverse perspectives.
Spending time online with all of you has not only added to my understanding of the
coursework, but has enhanced my understanding of teaching and teacher-librarianship
across this nation.
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Table of Contents
Introduction
6
Learning in the 21st Century
6
My Journey Toward Inquiry-based Learning
6
Taking Inquiry-based Learning to Students
9
A New Inquiry Question
9
Literature Review
10
What is Inquiry-based Leaning?
10
Defining Inquiry-based Learning
10
Comparing Inquiry-based Learning to Traditional Learning
11
Examining the Inquiry Process
12
What are Benefits of Inquiry-based Learning to the Educational Stakeholders?
13
Benefits for Students
13
Benefits for Teachers
14
Benefits for School Administrators
16
What is the Role of the 21st Century Teacher-librarian and the School Library
in Inquiry-based Learning?
17
What is Required to Develop a Culture of Inquiry-based Learning?
20
Elements of a Culture of Inquiry-based Learning
20
The Importance of Principal Support
20
Gaining Principal Support
22
Effective Collaboration
22
Establishing High-end Collaboration
24
Reflections and Implications
26
References
32
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INTRODUCTION
Learning in the 21st Century
The nature of learning is rapidly changing. Educators preparing students to live
and work in a socially responsible manner and contribute to society in meaningful ways
are charged with doing more than imparting specific knowledge. Not only is knowledge
constantly evolving, so is the way humans interact with information and with each other.
Being knowledgeable has transformed from individuals knowing a repertoire of
prescribed facts and detailed information to knowing how to find and evaluate pertinent
information, often collaborating with others to construct and communicate new
understanding. Educating students in the technologically rich, global nature of the world
in the 21st century demands a different approach to both teaching and learning where both
teachers and their students are focused on continuous, adaptable ways of learning,
supported by effective attitudes and understandings of how to learn. To foster the
development of this type of learning, a strategic approach to engaging students,
emphasizing meta-cognition in relation to the process of learning, is both worthwhile and
effective.
My Journey Toward Inquiry-Based Learning
Reflecting on my years in grade school, I recall checking my curiosity at the door
as I prepared to get to work. I was an excellent student because I could follow
instructions, had a good memory and was willing to please my teachers. Like my peers, I
memorized reams of isolated facts and formulas to answer the questions. I studied the
textbooks, crammed for exams and regurgitated the information. I quickly learned that
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figuring out what the teacher wanted and what they might include on the exam was the
key to succeeding and being allowed to advance to the next level.
I seldom made connections between my learning and my life beyond school.
Aside from the interest created by the competition for high marks, learning at school and
even at university left me feeling detached, indifferent, uninspired and even resentful of
the effort required for irrelevant assignments. I couldn’t wait to finish university and
upon completion of my Bachelor of Education degree, I recall declaring I would never go
back to school. For me, school was not connected to the real world. It was something I
had to do to get to the real world.
At the beginning of my teaching career, jobs were scarce and I needed to quickly
learn new skills and information to obtain my first job as a Music specialist in an
elementary school. Although I was thrilled to be employed, I felt insecure and underqualified in this position and desperately wanted to learn more in order to do my job well.
As I began to pursue more information about teaching music, I was excited to be
learning: the assignment was meaningful and I was engaged in the process. In
subsequent years, in order to stay employed, I needed to become a Core French teacher
and a Kindergarten teacher before I continued to bounce from grade to grade as a
classroom teacher. Each year brought new anxiety and required new learning. Despite
the challenges, I enjoyed this learning because it met my situational need and was closely
connected to my personal experience.
When seniority afforded me the luxury of teaching grade two for an extended
period, I began specializing in numeracy instruction. I attended professional
development activities on problem-based learning in numeracy and began changing my
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practice, noticing my students becoming more engaged and demonstrating deeper
understanding of concepts and connections. For the first time in my teaching career, I
experienced a transformative shift from delivering curriculum content toward a better
understanding of the process of student learning. Students in my class began learning
from each other as they solved problems together. As I focused more and more on the
student learning process, I was intrigued at how it matched my own successful learning
experiences - identifying a problem or need and pursuing a solution, engaged because the
answer was something I wanted or needed to know.
After several years teaching numeracy and being a mentor for other numeracy
teachers, it was time for a new challenge. At this point in my career, I realized I was
hooked on learning. The teacher-librarian was retiring at my school and because I was
interested in new possibilities for utilizing my leadership skills, I began inquiring into
what I would need to apply for this job. I enrolled in the Master of Education program in
teacher-librarianship at the University of Alberta, preparing to learn the necessary skills
and content required to become a teacher-librarian. Early in the program, I was surprised
when my understanding of learning transformed yet again, leading to a pedagogical shift
in how I wanted to teach students.
The transformation began in one of my first courses at the University of Alberta:
Inquiry-based Learning. It was not long before I realized the connection between the
inquiry process identified in this course and how it applied to my learning in other
courses and in everyday life. Studying and understanding inquiry-based learning built on
my understanding of problem-based learning in numeracy, taking it to a new level,
allowing me to identify connections across the curriculum and beyond formal learning.
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Insight into the inquiry process helped me persevere when I felt incredibly challenged
with new learning and gave me the confidence to tackle further challenges (including the
steep learning curve of being a technologically challenged student taking online courses.)
When I began to understand my personal learning style and strengths, and how I could
work to scaffold learning to gain deep and meaningful understanding, I became very
excited about facilitating student learning using the same process.
Taking Inquiry-based Learning to Students
Half way through my coursework in the Master of Education program in teacherlibrarianship at the University of Alberta, I was thrilled to obtain my first position as a
teacher-librarian. Having come to realize the power and effect of inquiry-based learning
first hand, I began my journey as a teacher-librarian enthusiastically attempting to
integrate information literacy and infuse new technology into collaborative inquiry-based
learning experiences. While my first attempts were well received and fairly successful, I
realized initiating this kind of change is more complex than I had expected. In order to
create a sustainable transformation in my school, more than just my personal
understanding, commitment, enthusiasm, and some clever use of technology would be
necessary. Inquiry–based learning requires a team of professionals committed to the
same approach. As a teacher-librarian, I know it is my responsibility to provide
leadership in developing an inquiry-based learning approach but I am not certain where
to begin.
A New Inquiry Question
Beginning with the end in mind, I would like to see inquiry-based learning as a
school-wide focus because I believe this approach will teach students to be the lifelong,
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adaptable skilled learners they need to be in order to continue to succeed in the 21st
century. If this school-wide approach and commitment to inquiry-based learning is to
work, I need to have a plan informed by research, a plan that is strategic. This leads me
toward a new inquiry question: How does a teacher-librarian begin to develop a culture
of collaborative, inquiry-based learning in an elementary school?
Pursuing new understanding related to this inquiry question, I will review
pertinent research studies and professional literature addressing the following subquestions:
1) What is inquiry-based learning?
2) What are the benefits of inquiry-based learning to the educational stakeholders?
3) What is the role of the teacher-librarian and the school library in supporting inquirybased learning?
4) What is required to develop a culture of inquiry-based learning in an elementary
school?
Subsequently, I will reflect on how the literature review informs my practice and
the implications I feel are important for other teacher-librarians wishing to provide
leadership in developing a culture of inquiry-based learning in an elementary school.
LITERATURE REVIEW
What is Inquiry-based Learning?
Defining Inquiry-based Learning
Inquiry-based learning is a student-centered learning process (Alberta Learning,
2004; Kuhlthau, Maniotes &Caspari, 2007; McGregor, 2006; Stripling, 2008b;) based on
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Dewey’s (1938) learning theory of constructivism and solidly grounded in extensive
research done by Kuhlthau (1993) and others. Inquiry-based learning is a process that
integrates a deep understanding of curriculum content with information literacy concepts
(Kuhlthau et al.) where learners identify a need for information and develop skills for
finding, accessing, organizing and using information to solve problems and make
decisions. Inquiry-based learning also allows students to synthesize, create and share
new knowledge (Asselin & Doiron, 2008). At the same time, the process of inquiry
involves meta-cognition, helping students learn how to learn, and provides opportunities
for developing reading, writing, listening and speaking and social skills (Kuhlthau et al.).
Comparing Inquiry-based Learning to Traditional Learning
Inquiry-based learning differs significantly from learning through the traditional
method of transmission (Harada & Yoshima, 2004; Kuhlthau et al., 2007; Stripling,
2008b). Guiding students through inquiry involves: preparation for lifelong learning as
opposed to preparation for an exam, integration of the process into content areas as
opposed to being an extra subject, transferrable rather than isolated information skills, a
community of learners working together rather than individuals working in isolation with
continuous collaboration between students and teachers (Kuhlthau et al.). Inquiry-based
learning is a process where the expertise of each teacher on the collaborating team
contributes to and enhances student learning (Kuhlthau et al.; Montiel-Overall, 2008;
Stripling). Inquiry-based learning is different from a project-based approach because it
focuses on the process as well as on the product, encouraging students to reflect on their
learning and their feelings at each stage of the process (Kuhlthau et al.; Alberta Learning,
2004). “Inquiry is an approach to learning that involves students in finding and using a
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variety of sources of information and ideas to increase their understanding of a specific
area of the curriculum. It is not simply answering questions and getting the right
answers” (Kuhlthau et al., p. 133).
Examining the Inquiry Process
There are several process models of inquiry (Alberta Learning, 2004; Kuhlthau, et
al., 2007), but most follow a cycle similar to the following, outlined by Stripling (2008b):
1) Tap into prior experience, background knowledge
2) Generate intriguing questions or problems that can be investigated
3) Develop a plan for investigation
4) Select resources – select, analyze, and evaluate information that addresses the
questions or problems
5) Organize information, find patterns, draw conclusions and new
understandings
6) Create demonstration of learning and share with others
7) Reflect on the process and product of learning; generate new questions
The inquiry cycle is recursive and the end results are unique for each learner
(Alberta Learning, 2004; Stripling, 2008b). Stripling points out,
Even if students are inquiring about a topic that has been studied before, the new
understandings that are gained are unique to those students and to the connections
that they make. Throughout the process, students reflect on what they are observing
and finding out. They may change direction, ask new questions, challenge the
inconsistencies they discover, seek new perspectives, and fill gaps in their
information. (p. 51)
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Emotions that learners experience during the inquiry process are predictable and
vary with each stage of the inquiry cycle (Alberta Learning, 2004; Kuhlthau et al., 2007).
From action research conducted with Canadian high school students, Barranoik (2003)
found identifying those emotions and understanding their connection to the inquiry
process is comforting for learners and helps them persevere with their research.
What are the Benefits of Inquiry-based Learning to the Educational Stakeholders?
Benefits for Students
Inquiry-based learning nurtures the development of skills and attitudes required
for learning in today’s complex world, improving student achievement and increasing
engagement across the curriculum. The American Association of School Librarians
(AASL) Standards for 21st Century Learners (2007) states that inquiry provides a
framework for learning where students can become independent learners by: gaining
necessary skills, developing the disposition to use those skills, understanding their own
responsibilities and applying self-assessment strategies. “Combined, these four elements
build a learner who can thrive in a complex information environment” (p. 1). Inquiry
learning is a factor in improving student achievement (Alberta Learning, 2004; Harada
&Yoshina, 2004; Lance, 2001, Todd, 2005). Chu’s (2008) case study of 141 grade 4
students in a primary school in Hong Kong found inquiry learning projects effectively
enhanced student knowledge and skills, and provided a challenging, enjoyable learning
experience while increasing self-direction, independence and quality in projects. From
their extensive experience with elementary students and inquiry-based learning in
Hawaii, Harada and Yoshina have found it is “a process that provokes deeper thinking
and investigation and greater student motivation to learn” (p. 22). Inquiry learning
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motivates students because it is authentic learning; it is valid and genuinely addresses
individual questions (Alberta Learning; Harada &Yoshina). It helps students construct
meaning by bringing their personal experiences and curriculum content together so that
“[s]chool learning and real life [mesh] in integral ways” (Kuhlthau et al., 2007, p. 11).
Inquiry learning is an effective process for developing skills across the curriculum. Skills
in curriculum content (fact finding, interpreting, synthesizing), information literacy
(locating, evaluating, using information), learning how to learn (initiating, selecting,
exploring, focusing, collecting and presenting), literacy competency (reading, writing,
speaking, listening) and social skills (interacting, cooperating and collaborating) are
melded into a single teaching and learning process (Kuhlthau et al.).
Benefits for Teachers
Effective inquiry-based learning requires a team of professionals to design,
implement and assess learning; at the very least a teacher and a teacher-librarian need to
collaborate with a common vision (Kuhlthau et al., 2007). This teamwork results in
worthwhile benefits for teachers including employing the expertise of both professionals
and effective integration of curriculum content and information literacy skills. In
addition, inquiry team members share responsibility for meeting learning goals and
inquiry enhances teacher and teacher-librarian creativity and motivation (Kuhlthau et al.,
2007; Montiel-Overall, 2008). Howe’s (2007) qualitative study of five American high
school teachers, in their second year of collaborating with a common vision, concluded
the benefits of planned collaboration for teachers include: targeted discussion leading to
reflection and adjustment in thinking, improved instruction due to increased knowledge
of individual students and teaching ideas, strong relationships and constructive
15
disagreement. Musanti and Pence (2010) studying a group of collaborating American
teachers over a three year period, found “teachers co-constructed knowledge and
negotiated their identities over time” (p.74), resulting in significant professional
development.
The nature of inquiry-based learning allows teachers and teacher-librarians to
more effectively engage students, promoting the use of technology to pursue information
and share learning. Canadian researchers Asselin and Doiron (2008) underline the
importance of integrating technology across the curriculum. After conducting an
extensive review of current literature exploring the nature of the learners of the Net
Generation, the literacies they need, and how to best approach teaching these students,
Asselin and Doiron continued their study, videotaping interviews with 14 teenage
students in Canada and Switzerland, examining their use of technology and their
technology needs. Subsequently, they field tested the key concepts gained from the
literature and the interviews with national and international colleagues in order to develop
a framework for school librarians teaching today’s students. The framework is based on
the finding that today’s learners learn by adopting new technology, multi-tasking and
taking action to create unique products, using a range of information and processes.
These learners are interactive and see themselves as a force for social transformation.
Inquiry-based learning can afford teachers and teacher-librarians the opportunity to
integrate technology in meaningful ways, enhancing both teaching and learning.
Further benefits for teachers result from assessment and evaluation practices
embedded in inquiry-based learning. Teachers using an inquiry-based learning approach
are able to transfer some of the responsibility for learning to the students through the use
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of self-assessment strategies (Barell, 2003; Kuhlthau et al., 2007). Ongoing assessment
informs the inquiry team members “about when students need intervention and what
intervention is required as well as what students have learned.” (Kuhlthau et al., 2007,
p.111). Teachers using instructive interventions in the inquiry process move their
students to a higher level of thinking (Kuhlthau et al., 2007), which is significant in
meeting curricular expectations.
Benefits for School Administrators
Administrators are responsible for developing goals for school improvement and
demonstrating how those goals are met. Research suggests a school wide inquiry-based
learning approach can effectively improve schools. Lance (2001) indicates in his
research review that effective school library programs, where inquiry learning takes
place, can improve student achievement. Todd (2005), studying 43 students in New
Jersey examining the benefits of the collaborative instructional process of school
librarians and classroom teachers, found that carefully planned collaborative inquiry led
to significant student learning, with outcomes of deep knowledge and understanding,
where students were able to transform information into knowledge and demonstrate their
knowledge effectively. Chu (2008) found parents were impressed with improvement in
their children’s’ independent learning skills through inquiry projects. In addition to
improving student achievement, the effects of inquiry learning can support school
improvement (benefitting administrators) by cultivating a collaborative school climate,
preparing students for 21 century learning, honoring a constructivist approach to learning
and addressing multiple curricular areas (Kuhlthau et al., 2007).
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What is the Role of the 21st Century Teacher-librarian and the School Library in
Inquiry-based Learning?
New definitions of knowledge and literacy resulting from globalization, a
networked society and ongoing developments in technology call for continuous reevaluation of the role of the 21st century teacher-librarian and the school library in
inquiry-based learning (Asselin & Doiron; 2008). What it means to be knowledgeable
has evolved from learning fixed facts and information to something that is constantly
changing and often collaboratively constructed. Kuhlthau (2003) states:
Locating and interpreting information to construct a personal understanding is a
basic literacy skill for the information age. These significant changes in the
information age call for teachers and teacher-librarians who can guide students in
the inquiry process - the process of learning from a variety of sources of
information - and in learning how to construct meaning in technology-charged,
information-rich environments. (p.3)
Knowledge that is constantly changing calls for learners who are continuously learning.
Teacher-librarians and school libraries can help students develop dispositions toward
continuous learning. The American Association of School Librarians (2007) and
Donham (2007) suggest that inquiry-based school library programs provide a skill set for
learners and a context for developing the dispositions necessary to be life-long learners.
What it means to be literate is also changing. Asselin and Doiron (2008) identify
new literacies for the information generation. These include inquiry and problem
solving, technological literacy, critical literacy, ethics and social responsibility, and
creativity and representation in addition to the traditional literacy skills of reading and
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writing using text. Teacher-librarians work toward meeting the needs of 21st century
learners as a professional responsibility. Collaborating with teachers provides a model of
working together, and promotes the teaching of multiple literacies through inquiry-based
learning.
Developments in technology have changed the way students learn. The students of
today see technology as their most important tool and use it to communicate, construct
understanding and solve problems. As a result, teacher-librarians must have the skills to
focus on teaching learners how to learn in collaborative, connected learning situations
that incorporate the social conscience and global perspective of new learners (Asselin and
Doiron, 2008). Stripling (2008a) suggests it is necessary for teacher-librarians to
advocate for technology (including social and collaborative tools) and assist students with
the use of technology in the same way they would with print resources. She underlines
the importance of providing both physical and virtual resources that connect directly with
the curriculum and help students interact, build on the ideas of others and share with a
wider audience. “The library as a collection is giving way to the teacher-librarian as an
essential agent in the learning process, who provides access to a range of resources and
collaborates with teachers in guiding students in using these resources for understanding
and meaning” (Kuhlthau, 2003, p. 3).
Lance (2001), reviewing the results of three studies on the impact of school library
media programs and academic achievement in Colorado, Alaska and Pennsylvania,
concludes that teacher-librarians are not only teachers of students but also in-service
trainers of teachers who must embrace and lead with technology both within and beyond
the walls of the school library in order to meet the demands of 21st century learning.
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Valenza (2007), respected Pennsylvania teacher-librarian, author and technology guru,
believes teacher-librarians “have a unique opportunity to offer customized, 24/7, just-intime, relevant and authentic service and instruction” (p. 18), by embracing and using
technology. Stripling (2008a) suggests that teacher-librarians can provide professional
development on inquiry and must take a leadership role in helping to create a culture of
inquiry, communicating with administrators about the value of inquiry and the resources
required for implementation. She also suggests a teacher-librarian is instrumental in
helping parents interpret and recognize the benefits of inquiry-based learning.
Based on their extensive study of 39 effective Ohio school libraries and 879 faculty
members, Todd and Kuhlthau (2005) conclude that school faculty (defined as principal,
assistant principal, classroom teacher, school librarian, and technology specialist) believe
effective school libraries are relevant and necessary in helping students with their
education both in and out of school. Effective school libraries of the 21st century
embrace inquiry learning, helping teachers move “from a notion of covering the
curriculum to the challenges of developing a transformative approach where students
uncover the curriculum” (Asselin & Doiron, 2008, p. 13).
The research clearly indicates teacher-librarians in effective school libraries are
integral to inquiry-based learning. Teacher-librarians who provide information from a
variety of resources, both in person and virtually, and guide students to effectively access
and use that information, are required to support inquiry-based learning. By modeling
inquiry-based learning and providing leadership with inquiry and technology to both
colleagues and students, teacher-librarians can help students develop critical life-long
learning dispositions and multiple literacies required of 21st century learners. In addition,
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teacher-librarians play an important role in creating connected learning environments that
are collaborative and interactive and allow students to collectively construct knowledge.
Teacher-librarians who adopt, integrate and advocate for technology, and assist in
training teachers to integrate technology, enhance inquiry-based learning experiences.
Knowledgeable, collaborative teacher-librarians are keystones in the development of a
culture of inquiry-based learning.
What is Required to Develop a Culture of Inquiry-based Learning?
Elements of a Culture of Inquiry-based Learning
The Alberta Learning (2004) document, A Focus on Inquiry, includes
administrative support, collaboration, vision, trust (between teachers, students and
parents) and resources as requirements for building a culture of inquiry-based learning.
Alberta Learning also suggests that it is important for two or more “champions” in a
school to promote the vision for inquiry. Barell (2003) concurs, pointing to school vision
and philosophy, the principal’s expectations and communication with parents, parent
involvement and the sharing of students’ work as ways to support the development of a
culture of inquisitiveness, creating schools of inquiry.
The Importance of Principal Support
Teacher-librarians with the goal of developing a culture of inquiry must gain
principal support because administrative support is required to enable the other elements
of the culture. Principals are the decision makers of the school, the leaders who are
trusted with the responsibility to make changes to improve learning opportunities for all
students. Oberg (2006) states:
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The principal provides opportunities for teachers to work and learn together. A
foundation activity for any school is working together to decide on a vision for the
school, a vision that clearly describes what it is that students are to learn and how
they are to show what they have learned. This requires active leadership from the
principal. (p. 16)
Accordingly, Morris (2004) suggests “[t]he principal's expectations that collaboration
will take place is what spurs collaboration in most schools” (p. 36). Findings by
American researcher, Brown (2004), studying elements of successful collaboration with
teacher-librarians, show principals have the “power to induce a value-added climate
regarding collaboration, the ability to guide the teachers and staff in planning for flexible
or semi-flexible scheduling, and designate funding for the placement of support staff
often needed for school-wide or departmental projects” (p. 14).
Oberg (2006), Canadian researcher and University of Alberta professor in teacherlibrarianship, reviews her research and that of others on the role of principals in
supporting school library programs. She concludes principals and teacher-librarians need
to work together to develop “a deep and rich understanding” of inquiry-based learning
where the potential of the school library program is identified and where inquiry is
viewed to advance the goals of the school. Principals operating in the roles of supervisor,
model, manager and mentor (Oberg) are the necessary catalysts for Kuhlthau’s (2003)
enablers for inquiry learning. These enablers include a “mutually held constructivist
view of learning”, teachers who work as a team, a shared commitment to inquiry learning
and competence with inquiry. Seeking a principal’s support, in a variety of roles, is
necessary when working toward establishing a culture of inquiry-based learning.
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Gaining Principal Support
Oberg (2006) suggests teacher-librarians must communicate effectively to gain
principal support, making the principal aware of research findings to nudge them toward
supporting inquiry-based learning. Teacher-librarians can enhance their principals’
knowledge regarding inquiry-based learning (Oberg) and can assist principals by
clarifying the role of the teacher-librarian in inquiry-based learning and suggesting how
principals might support teacher-librarians. Morris and Packard (2007) studied how
principals support collaboration in 39 American schools with exemplary library
programs. They found that although principals play a crucial role enabling collaboration
(for inquiry), they are often not aware of the nature of that role:
Effective school principals are normally the instructional leaders in their schools
who guide teachers in their teaching roles. Although they are knowledgeable about
what teachers do and how they can support them in their instruction, they are
frequently unaware of what they need to do to support the media specialist as a
collaborator with classroom teachers when they instruct students together.
Unfortunately, most school principals have little or no understanding of the role of
the media specialist in the instructional process. (p. 36)
Principals who are made aware of current research regarding inquiry-based learning and
who see teachers-librarians as allies are more likely to lend support (Oberg) - a critical
factor in changing the culture of a school.
Effective Collaboration
A high level of collaboration between teacher librarians and teachers is essential
for inquiry learning (Kuhlthau, 2003; Stripling, 2008a; Alberta Learning, 2004; Montiel-
23
Overall, 2005; Montiel-Overall, 2008). Montiel-Overall (2005) provides four models of
teacher and teacher-librarian collaboration: Coordination, Cooperation, Integrated
Instruction and Integrated Curriculum. Coordination involves the teacher-librarian or
teacher managing, coordinating and organizing people, events and activities.
Cooperation involves the teacher and teacher-librarian dividing tasks, developing goals
and objectives independently but sometimes instructing students together. Both models
of Coordination and Cooperation are considered by Montiel-Overall (2005) to be low-end
collaboration because they involve “ two individuals working together to accomplish
something with minimal effort to maximize efficiency” (p. 4). Integrated Instruction
requires a deeper level of involvement and a deeper level of trust from both the teacherlibrarian and the teacher as they think, plan, and teach together, “integrating innovative
learning opportunities that reflect (their) expertise in subject content and library science
curricula in order to improve students’ understanding of instruction” (p. 9). The model of
Integrated Curriculum requires that teachers and teacher-librarians integrate information
literacy and curriculum content across the curriculum by “co-thinking, co-planning, coimplementation, and co-evaluation” (p. 9). Integrated Instruction and Integrated
Curriculum are considered high-end collaboration by Montiel-Overall because they
involve “individuals engag[ing] in intellectually challenging endeavors where they jointly
create something that is greater than what either could create alone” (p. 4). It is this
high-end collaboration, particularly the Integrated Curriculum model that is required for
success in inquiry learning.
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Establishing High-end Collaboration
Montiel-Overall (2008), in her research studying three respected, credentialed and
experienced teacher-librarians and 15 teachers successfully collaborating to fully
integrate information literacy and classroom curriculum (along with their school
principals), found several factors to be key to establishing high-end collaboration. These
include: collegiality, deep trust, mutual respect, strong communication, sharing and
reciprocity, principal support, a child-centered environment, flexible scheduling,
perceived importance of the school library in promoting learning in the school
community, teacher-librarians with a high level of expertise who establish strong
relationships, and a primary purpose of improving student learning. Regarding high-end
collaboration, Montiel-Overall states, “[t]he iterative process illustrates how the
collaborative process affects instructors and learners. Collaborators’ increased
motivation affects students, and students’ improved learning affects collaborating
teachers and librarians. Positive results motivate participants to repeat the process” (p.
153). From her 2008 research, Montiel-Overall concludes:
High-end teacher and librarian collaboration is supported in school cultures where
(1) at least one individual is deeply committed to the power of working with
others and becomes a catalyst of collaboration: (2) multiple facets of collaboration
occur within collaborative endeavors; (3) worthwhile goals such as improving
teaching and learning become the primary purpose of high-end collaborators; (4)
collaboration is an iterative process that builds on early successes; (5) barriers
such as lack of time can be overcome. (p. 152)
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In addition to having time and skills to communicate effectively in collaborative
efforts, communicating about the collaboration process itself is beneficial to both teachers
and administrators. Morris and Packard (2007) found that although principals in schools
with exemplary school library programs (where inquiry is fostered) demonstrate support
for collaboration, teacher-librarians and principals are more positive about collaboration
than classroom teachers. The principals studied, perceive themselves as more supportive
than teachers in their schools perceive them with regards to collaboration. Interestingly,
Montiel-Overall (2008) found due to personal satisfaction with collaboration,
successfully collaborating teachers would collaborate even if the principal were not
interested in collaboration. Morris and Packard conclude that communication about the
process of collaboration and its benefits is lacking between teacher-librarians and
classroom teachers as well as between principals and classroom teachers. Encapsulated
in communication around the process of collaboration, careful assessment of
collaborative practice is valuable because it helps inform future collaborative efforts.
Harada (2005), in her practitioner research with teacher-librarians and elementary
teachers in Hawaii, found teacher-librarians acting as informal leaders, guiding
colleagues in reflection on collaborative practice, was integral to affecting change and
improving future collaborative inquiry-based instruction.
High-end collaboration is a complex process that is fundamental to inquiry-based
learning and teacher-librarians who have the principal’s support are well positioned in the
school to be the catalyst that enables this type of collaboration. Teacher-librarians
attending to the factors identified by Montiel-Overall (2008) and emphasizing the
importance of reflecting on and assessing the process of collaboration can help teachers
26
experience success with collaboration as they engage in the cumulative and rewarding
process, effectively enhancing teaching and learning.
REFLECTIONS AND IMPLICATIONS
The preceding literature review suggests there are several factors underpinning
the development of a culture of inquiry-based learning in an elementary school. A
teacher-librarian wishing to provide leadership developing this kind of culture would
benefit from addressing each of the following factors strategically: understanding and
communicating the definition and value of inquiry to the educational stakeholders,
gaining principal support to implement change, recognizing, developing and
communicating the role of the 21st century teacher-librarian in inquiry-based learning,
and establishing high-end collaborative practices with teachers who share the common
vision of inquiry-based learning.
A teacher-librarian would do well to begin a strategic approach by helping the
educational stakeholders acquire new understandings about inquiry and its benefits. This
could be done both formally and informally with colleagues, through initiating
discussions, by offering professional articles and by making presentations at staff
meetings and professional development sessions. It would be particularly important to
share the following with administrators and teachers: an overview of constructivist
learning theory, an outline of Kuhlthau’s (1993) research findings, Stripling’s (2008b)
delineation of stages in the inquiry cycle, and some samples of inquiry models (Alberta
Learning, 2004; Kuhlthau, et al., 2007). Guiding colleagues through the inquiry process,
integrating technology to help them search for examples of inquiry-based learning (and
27
perhaps to identify and share how they already use inquiry with their students) would
further assist teachers and administrators to connect to the inquiry process on a personal
level as well as construct new knowledge and understanding about the nature of inquirybased learning.
Teacher-librarians could begin to help parents understand the benefits of inquirybased learning and the differences between inquiry-based learning and traditional
learning by providing information on the library website, speaking at parent meetings and
show-casing samples of students’ inquiry-based learning projects both in the school and
on the library website.
It would also be important for teacher-librarians to help students understand and
recognize the benefits of inquiry-based learning. Teacher-librarians can begin by tapping
into students’ natural curiosity, encouraging them to wonder and ask questions across the
curriculum and facilitating the search for answers. Once students are engaged in finding
the answers to their own questions, teacher-librarians can familiarize students with the
stages of the inquiry process, guiding them through those stages, integrating instruction
of information literacy skills as required. Teacher-librarians encouraging students to
reflect on the process of learning and the feelings attached to the various stages of the
process will help students gain confidence in themselves as increasingly capable,
motivated, self-regulated learners.
While helping the educational stakeholders understand the nature and benefits of
inquiry is an important first step, a teacher-librarian must gain strong support from the
school principal in order to further develop an inquiry-based learning school culture.
After sharing research on the benefits of inquiry-based learning and providing examples
28
of successful inquiry-based learning experiences with the principal, one of the most
effective ways to gain principal support is to establish a common vision (Oberg, 2006).
This might be accomplished by working with the principal and other staff members on
leadership committees making an effort to align inquiry with existing school goals or in
the best case, establishing inquiry learning as a school goal. Teacher-librarians need to
be prepared to invest considerable time and effort into this committee work, promoting
and connecting inquiry, wherever possible, to the overall school plan. Once the teacherlibrarian has principal support for inquiry-based learning and the principal sees the
teacher-librarian as an ally in meeting school goals, the teacher-librarian can begin to
draw on that support to facilitate the scheduling, professional development and resources
necessary for inquiry learning.
At this point, the teacher-librarian can begin to strengthen the developing culture
of inquiry by helping members of the learning community understand the role of the 21st
century teacher-librarian and the school library in inquiry learning and in turn, in meeting
school goals. Highlighting how students can use the school library and the library’s
website to find information from a variety of sources in multiple formats, anytime,
anywhere, is a good place to start. To do this, the teacher-librarian can begin to expand
the school library collection to include online databases and other web-based resources,
effectively organized for access through the library’s website. In addition, the website
must be kept current, with the addition of new resources supporting the curriculum and
frequent checks for links that are no longer active.
Next, using an inquiry model, teacher-librarians can further clarify their role by
providing concrete examples of how inquiry integrates curriculum content, information
29
literacy, social skills, literacy skills and technological literacy. Teacher-librarians
providing leadership in technology can inform the learning community how new
technology can be integrated into the inquiry process. To further encourage the
development of a culture of inquiry-based learning, teacher-librarians can assume the role
of offering in-service and professional development sessions related to the inquiry
process, the teaching of multiple literacies and the use of integrated, collaborative
technology tools.
Finally, teacher-librarians wishing to develop a strong culture of inquiry-based
learning in their schools will benefit from initiating high-end collaboration as outlined by
Montiel-Overall (2005). To facilitate this type of collaboration, wherever possible,
teacher librarians need to arrange flexible schedules that facilitate time for co-planning,
co-teaching and co-assessment and need to be leaders in organizing these aspects of
collaboration. Teacher-librarians could also support teachers interested in collaboration
by carefully examining how curricular goals and information literacy goals can be
integrated, making suggestions to teachers, respecting and employing the collective
expertise of the inquiry team members. Teacher-librarians will be most successful if they
attend to the critical factors supporting high-end collaboration, including operating in a
climate of trust, mutual respect, collegiality, effective communication, sharing and
reciprocity (Montiel-Overall, 2008). Teacher librarians with skills for developing strong
relationships are critical to developing high-end collaboration with inquiry team members
and while relationships often take time to develop, they provide a solid foundation for a
culture of inquiry-based learning.
30
In addition to initiating and facilitating high-end collaboration where curriculum
is integrated, teacher librarians can provide leadership in helping inquiry team members
reflect on the success of the collaborative process. They can guide colleagues and
administrators to explore models of collaboration (Montiel-Overall, 2005), reflect on
current practice and set goals to improve collaboration. Encouraging on-going
assessment of collaborative efforts with inquiry-based learning is an effective way for
teacher-librarians to facilitate the development of the level of collaboration that is
required to sustain a culture of inquiry-based learning.
Not to be forgotten in developing a culture of inquiry-based learning is the
importance of documenting and sharing success, for it is this success that will inspire
future efforts and possibly generate critical funding. Just as teacher-librarians are central
to the development of the culture of inquiry-based learning, so must they be central to
sustaining it. Encouraging teachers to share their experiences with other teachers and
with parents and providing opportunities for teachers and students to share their learning
both within the school and beyond, into the global learning community, is a key role of
the teacher-librarian.
This personal inquiry began with the question: How does a teacher-librarian
begin to develop a culture of collaborative, inquiry-based learning in an elementary
school? As I connect the research and the implications with my practice as a novice
teacher-librarian, I gain new understanding and confidence in my role. Through sheer
enthusiasm, I have endeavored to communicate the value and benefits of inquiry to the
learning community at my school. I must continue to do this in a more planned and
purposeful manner. I have relentlessly shared my passion about inquiry-based learning
31
and what research says about its benefits with my principal, to gain his support. I have
volunteered to be part of our school’s leadership team. As a team we have decided that
inquiry-based learning will be part of the school goals for the next few years. I am elated
– but I now realize my responsibility does not end here. While I have made considerable
progress in beginning to develop a culture of inquiry-based learning, I realize I have
significant work to do. Now I must begin to focus on furthering our learning
community’s understanding of my role and the role of the school library in inquiry-based
learning and in providing leadership to establish the high-end collaboration required to
sustain this developing culture. Fortified with new confidence and inspired by my
experiences with inquiry-based learning at the University of Alberta, I will persevere
with this inquiry, reflecting on what I have learned and continue to learn as I change my
practice. I am looking forward to the new questions that will likely arise in this recursive,
exciting, rewarding process.
32
References
Alberta Learning. (2004). Focus on inquiry. Edmonton, AB: Alberta Learning American Association of School Librarians. (2007). Standards for the 21st century learner. American Library Association. Chicago, IL. Retrieved from http://www.ala.org/aasl/standards Asselin, M., & Doiron, R. (2008). Towards a transformative pedagogy for school libraries 2.0. School Libraries Worldwide, 14(2), 1‐18. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/ Barranoik, L. (2003). Meaningful research projects: Perspectives from high school students. International Association of School Librarianship. Selected Papers from the ... Annual Conference, 23‐34. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/pqdweb?did=1318887561&sid=1&Fmt=6&clie
ntId=12301&RQT=309&VName=PQD Barell, J. (2003). Developing More Curious Minds. Alexandria, VA: Association for Supervision and Curriculum Development. Brown, C. (2004). America's most wanted: teachers who collaborate. Teacher Librarian, 32(1), 13‐18. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/pqdweb?did=699222921&sid=8&Fmt=6&clien
tId=12301&RQT=309&VName=PQD Chu, S. (2008). Grade 4 students' development of research skills through inquiry‐
based learning projects. School Libraries Worldwide, 14(1), 10‐37. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/pqdweb?did=1510666971&sid=2&Fmt=3&clie
ntId=12301&RQT=309&VName=PQD Donham, J. (2007). Graduating students who are not only learned but also learners. Teacher Librarian, 35(1), 8‐12. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
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ntId=12301&RQT=309&VName=PQD Dewey, J. (1938). Experience and education. New York: Macmillan. Harada, V. (2005). Librarians and teachers as research partners: Reshaping practices based on assessment and reflection. School Libraries Worldwide, 11(2), 49‐72. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
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gin.ezproxy.library.ualberta.ca/pqdweb?did=938666251&sid=4&Fmt=4&clien
tId=12301&RQT=309&VName=PQD Harada, V. & Yoshina, J. (2004). Moving from rote to inquiry: Creating learning that counts. Library Media Connection, 23(2), 22‐24. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/pqdweb?did=713166151&sid=1&Fmt=2&clien
tId=12301&RQT=309&VName=PQD Howe, R. (2007). A study of teacher collaboration in a dependent school‐within‐
school: How do teachers perceive their collaborative process and its effect on instruction? Ed. D. dissertation, University of Massachusetts Lowell, Massachusetts, USA. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
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ntId=12301&RQT=309&VName=PQD Kuhlthau, C. (1993). Implementing a process approach to information skills: A study identifying indicators of success in library media programs. School Library Media Research. Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editor
schoiceb/infopower/slctkuhlthau1.cfm Kuhlthau, C. (2003). Rethinking libraries for the information age school: Vital roles in inquiry learning. School Libraries in Canada, 22(4), 3‐5. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
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tId=12301&RQT=309&VName=PQD Kuhlthau, C. (2004). Seeking meaning: A process approach to library and information services (2nd ed.). Santa Barbara, CA: Libraries Unlimited. Kuhlthau, C., Maniotes, L. & Caspari, A. (2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited.
Lance, K.C. (2001). Proof of the power: Quality library media programs affect student achievement. Multimedia Schools. 8(4), 14‐20. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
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tId=12301&RQT=309&VName=PQD McGregor, J. (2006). Flexible scheduling: Implementing an innovation. School Library Media Research. 9. Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrco
ntents/volume9/flexible.cfm Montiel‐Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration (TLC). School Libraries Worldwide, 11(2), 24‐48. Retrieved from 34
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gin.ezproxy.library.ualberta.ca/pqdweb?did=938666301&sid=1&Fmt=3&clien
tId=12301&RQT=309&VName=PQD Montiel‐Overall, P. (2008). Teacher and librarian collaboration: a qualitative study. Library and Information Science Research, 30, 145‐155. doi:10.1016/j.lisr.2007.06.008 Morris, B. (2004). Administering the school library media center (4th ed.). Westport, CT: Libraries Unlimited. Morris, B. & Packard, A. (2007). The principal’s support of classroom teacher‐media specialist collaboration. School Libraries Worldwide, 13(1), 36‐55. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/pqdweb?did=1378987661&sid=7&Fmt=4&clie
ntId=12301&RQT=309&VName=PQD Musanti, S., & Pence, L. (2010). Collaboration and teacher development: Unpacking resistance, constructing knowledge, and navigating identities. Teacher Education Quarterly, 37(1), 73‐89. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/pqdweb?did=1955705401&sid=2&Fmt=3&clie
ntId=12301&RQT=309&VName=PQD Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13‐18. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/pqdweb?did=989412481&sid=5&Fmt=6&clien
tId=12301&RQT=309&VName=PQD Stripling, B. (2008a). Inquiry‐based teaching and learning: The role of the library media specialist. School Library Media Activities Monthly, 25(1), 2. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
gin.ezproxy.library.ualberta.ca/pqdweb?did=1559327021&sid=1&Fmt=3&clie
ntId=12301&RQT=309&VName=PQD Stripling, B. (2008b). Inquiry: Inquiring minds want to know. School Library Media Activities Monthly, 25(1), 50‐52. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
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ntId=12301&RQT=309&VName=PQD Todd, R. (2005). School librarians and educational leadership: Productive pedagogy for the information age school. International Association of School Librarianship. Selected Papers from the ... Annual Conference, 1‐20. Retrieved from 35
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ntId=12301&RQT=309&VName=PQD Todd, R. & Kuhlthau, C. (2005). Student learning through Ohio school libraries, part 2: Faculty perceptions of effective school libraries. School Libraries Worldwide, 11(1), 89‐110. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
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tId=12301&RQT=309&VName=PQD Valenza, J. (2007). You know you're a 21st‐century teacher‐librarian if . . . . Teacher Librarian, 35(1), 18‐20. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.lo
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ntId=12301&RQT=309&VName=PQD