Serena Ramirez

GLMS 606

Professor Lambert

8/17/21

Final Reflection

According to Oxford Languages, the definition of inquiry is “an act of asking for

information.” Inquiry is an innate natural process. From very young, children question

everything around them. What is that? Why is it the way it is? How does it work? Humans are

programmed to be inquisitive. After taking Inquiry and School Libraries, my perspective lens has

shifted and modified to the librarian being a major asset in student inquiry.

Prior to this class, I have always embraced inquiry based learning. I always felt inquiry

learning was important for students to understand the importance of taking a question and

exploring resources to satisfy their curiosities. A challenge I frequently faced when I

implemented inquiry activities within my classroom, was the students relied heavily on my

support with their research. This frequent challenge was resolved early on during this course.

Students needed to gradually build independence with proper modeling. This method of learning

not only needs to be modelled but inquiry learning is a process. It was when I became

familiarized with the ESIFC I learned how each stage of the inquiry process is essential in

helping students solve their question or hypothesis. The unpacking of the ESIFC is so beneficial

because students need to learn how to inquire in a sequential model (connect, wonder,
investigate, construct, express, reflect). Through each stage in this process, students are able to to

take their inquiry, research and share their findings.Through this gradual process students are

able to explore a topic.

I will definitely incorporate the ESIFC Standards of framework into my teaching as well

as my future library. Each stage is so beneficial for all learners. Each area has expectations for

each grade level that are developmentally appropriate. It was during the inquiry lesson planning

when I realized students of all abilities need accessibility to materials to help lead to successful

outcomes. It was during this time I was able to research different resources to support the

students' learning styles for their research. I also learned how to differentiate their assessment of

the focus skill to be adjusted to student needs but assess the objective of my lesson. Although it

may be challenging to find different resources whether it be print, ebooks, audio,videos and

materials translated into student native languages each student needs to have equity in their

learning process. Looking towards the future, I know I have to thoroughly go through each

component of the ESIFC and each grade level's incoming expected skills as well as the

objectives I am setting for the students, but by being familiar with this content I can be an asset

to both the students and their teacher.

Another key component needed to provide students with beneficial inquiry skills is

developing partnerships with classroom teachers. The classroom teachers are the experts in the

grade level curricula. The classroom teachers are the direct link to the students. Librarians are an

extension to support student inquiry success. When I become a librarian it is essential to build

trusting collaborative relationships as well as creating opportunities to reach out to the staff. One

way I will make myself available to my colleagues is by providing newsletters, professional

workshops, tech blasts and outreach regarding inquiry background and new technology teachers
would benefit from. This is how I will be able to share my knowledge with students and

colleagues and possibly spark their interest to work with me. As a librarian I need to have a

wealth of knowledge. I have to be an expert of the AASL and ESIFC standards and have a strong

familiarity with the standards my teachers are working with by also being a tech expert.

Between our readings, I was amazed at the student inquiry process across grade levels.

The librarian has the opportunity to work with all grades and if she has a flex schedule she can

collaborate to scaffold student inquiry across the grades. As a future librarian, my goal is to set

my students up for success and if I can expose the students to inquiry based learning throughout

the grades - they will be successful in the upper grades. A challenge I may face is teacher buy-in

but making sure I am available, reliable and supportive and prove that I can be an asset to their

teaching program will help me collaborate with them for future units and maybe recommend me

to other teacher colleagues.

The final take away that I will definitely incorporate into my library program is applying

Robotics, Makerspace and Genius Hour to provide students with the opportunity to use engaging

technology to reinforce inquiry skills. I feel these opportunities for creative inquiry gives

students the opportunity to see inquiry from a different perspective. Each of these activities

engage students to solve or create and follow a process to reach their end goal. Challenges I may

come across are teachers interested in incorporating this technology into their classes and

schedule flexibility but I will definitely bring this goal up to my administration so I can create a

program reinforcing STEM inquiry whether it is during school hours or as an extracurricular

activity.
 Aristotle one said, “The things about which we inquire are equal in number to the things

we understand.” Through inquiry based learning we are opening a world of curiosity and what

better way to learn when you have control of what you want to learn more about! As a future

librarian I look forward to participating in this amazing thinking and learning process with many

students.