The Manitoba Ministry of Education’s School Library Policy Statement states that “resource-based learning is an educational model which, by design, actively involves students, teachers and teacher-librarians in the meaningful use of a wide range of appropriate print, non-print and human resources.” In an attempt to translate this into my own words, I see resource based learning as learning opportunities collaboratively designed to facilitate “meaningful use” of diverse resources. To dig more deeply into “meaningful,” I would hazard that students learn to and as they critically select and utilize resources that fit both their personal learning style(s) and their learning goal(s).

I agree that inquiry based learning is an umbrella term and, at its simplest, is an inquiry into real life problems. I believe that inquiry based learning can take on many guises and can range from more teacher centered to student centered. My colleague Dawn Anderson put together the below chart last year to help teachers wrap their heads around scaffolding inquiry projects. This is not meant to be a comprehensive answer or definition but rather a helping tool for those minds that find it beneficial.

Created by Dawn Anderson (2014).

Based on this chart, this is an example of what could be called a “guided” inquiry project.

Any inquiry demands that each learner explore a variety of resources in order to answer a question or create a solution so it follows that any inquiry project could also be resource based learning as well. As a more teacher centered and structured design (if that’s what it has to look like), resource based learning would be ideal for scaffolding towards a more student centered inquiry project where necessary.  In fact, it would be crucial in order to develop some of the phantom skills (resource selection, evaluation, synthesis, etc.) that inquiry requires.

I guess my question is: do the teacher and teacher librarian always select the resource pathways when designing resource based learning opportunities? Or can resource pathways be co-created with the students as well? That would be fun!

My Goal

My personal learning focus over the last several years has included digital literacy, inquiry (professional and student) and mentorship. Now, as I explore Teacher Librarianship and the potential of the Learning Commons, I want to explore how these areas inform my understanding of the Teacher Librarian role. Where is the common ground? How can I synthesize what I have learned with what I am learning?

Initial general brainstorming.

My Question

Consequently, I find myself drawn specifically to the collaborative role of the Teacher Librarian. For the CLA five Standards of Practice for Effective School Library Learning Commons (2014, p. 10) to be realized, effective collaboration between the Teacher Librarian and fellow teachers is necessary.

Canadian Library Association. (2014). Leading Learning: standards of practice for school library learning commons in Canada

And so, I arrive at my question: How can the Teacher Librarian effectively collaborate with other teachers in order to establish the CLA Standards of Practice for an effective school library Learning Commons?

My Gameplan

Given the emerging popularity of mentorship, digital literacy, student inquiry and professional inquiry, there are many definitions and approaches available. Before finding common ground between these concepts, I need to first clarify my understandings and my language.

Next, I need to begin to synthesise these concepts through the lens of the Teacher Librarian role. To do that, I need to break down and simplify (for this purpose) the collaborative role(s) of the Teacher Librarian. At this point, I believe I have found three main collaborative roles:

1. The Teacher Librarian as a mentor.
2. The Teacher Librarian as a facilitator of professional inquiry.
3. The Teacher Librarian as co-designer and co-facilitator of learning opportunities.

Finally, as I engage in the course discussions and readings, I need to allow my ideas evolve and mesh. Basically, I need to see what happens . . .

Mindmap using Total Recall app on iPad.

General thoughts and responses to Leading Learning

I applaud the clear statement that a school Library Learning Commons is meant to “facilitat[e] knowledge creation” and build a “participatory learning community”  (CLA, 2014, p. 3-4). As well, although standards and sub themes can make many uneasy, everyone has to start somewhere and many people will benefit from having a road map. It is a serious paradigm shift to move from libraries as reservoirs of knowledge and resources to collaborative communities that create rather than uncover knowledge. Any assistance in such a shift is beneficial.

Readings/Resources (used specifically in second mind map)

Canadian Library Association. (2014). Leading Learning: standards of practice for school library learning commons in Canada. Ottawa: ON. Retrieved from http://clatoolbox.ca/casl/slic/llsop.pdf

Halbert, J. & Kaser, L. (2013). Spirals of inquiry: For equity and quality. Vancouver, BC: BC Principals’ and Vice-Principals’ Association.

Stephenson, N. Introduction for inquiry based learning. Retrieved from http://www.teachinquiry.com/index/Introduction.html.

Stokes-Bennett, D. (2014). Just Do It: Designing and Implementing a Digital Literacy Course in a Public High School. Retrieved from http://dspace.library.uvic.ca:8080/bitstream/handle/1828/4727/Stokesbennett_Devon_MEd_2013.pdf?sequence=1

Zachary, L. (2012). The Mentor’s Guide: Facilitating Effective Learning Relationships (second Edition). San Francisco; Jossey-Bass.