Research in the Elementary LLC: Our "Culture of Information Inquiry"
This first Theme of LIBE 467 began with an overview of terms and definitions relating to reference services. In that first week and the three that have followed, I have scrutinized and dissected many terms and titles, and admired the insight of my course colleagues in doing the same.
But. I didn't come across a phrase that really charged me up until the final pages of this, our fourth week's, chapter.
Riedling admonishes, "As a school librarian, you must assist students to effectively and efficiently use the Web, create a culture of information inquiry, and create information-fluent students (those who can access, evaluate, organize, and use electronic information) for tomorrow's world" (104).
There seems to be a lot we must do. Like: a lot, a lot. But there, sandwiched among those big skills where I only hope to break ground with my Elementary learners, is something I know we can do - and do amazingly! We can live a "culture of information inquiry."
Our kids love narrative non-fiction. We call them "books full of real stuff." Fiction books are beautiful and real and important - they feed our minds in their way. But the difference when we read the non-fiction is the questions. Kids have many, oh so many questions. Maybe it's because these books of real stuff are about their world? They need to know more about it!
Starting here, it is organic that we build "a culture of information inquiry." Where can we find out more? And we want the real story (evaluating sources!). When we follow our wonder (thank you Kim Lelek for highlighting this point here), our research stems even more questions. We are eager to share our learning. We embody information inquiry culture...
...with our Teacher-Librarian providing the iPads, guiding through the log-ins, nudging and questioning, but most of all, cheering us on!
Works Cited
Hendrickson, Brandon. "What's a cloud made of?" Cartoon. "How can we engage minds online? IE has the tools," by Hendrickson, 26 May 2020. imaginED, https://www.educationthatinspires.ca/2020/05/26/how-can-we-engage-minds-online-ie-has-the-tools/.
Lelek, Kim. "Lesson 2 Discussion post." 23 Jan, 2023. https://canvas.ubc.ca/groups/489591/discussion_topics/1676364.
Penguin Random House. Cover image for Drop. https://www.penguinrandomhouse.com/books/316381/drop-by-emily-kate-moon/.
Riedling, Ann Marlow and Cynthia Houston. Reference Skills for the School Librarian: Tools and Tips. 4th Ed. Libraries Unlimited, 2019.
Surrey Schools. "Narrative Nonfiction Book of the Year Archive." https://www.surreyschools.ca/page/115500/narrative-nonfiction-book-of-the-year-archive.
I love how you put cheering them on! That is a great way to refer to self directed learning. As you mentioned, TL have a great deal to do and keep on top of but I think being a learning cheerleader would be the best part of the job.
ReplyDeleteThis is such a happy post! The combination of the smiley raindrop picture and the message in your words is very uplifting while still being realistic. You've given me a wonder :) If you were in the middle of reading the narrative non-fiction story pictured here with a class, and a grade 3 student asked "how do the molecules stick together?", what would you do? Immediately pause the story and research the topic together in the big group? Write down the question and help the student research individually later? How do you choose to manage great questions that come up when you are with doing something with a large group?
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