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Inquire with Mrs. Laura Smith, Alston-Bailey Elementary School

 

Elementary school, for many students, is their first experience in a structured learning environment. For the school librarian at this level, much effort is put into the Shared Foundation of Inquire as the beginning blocks of learning. Inquire promotes curiosity, helping students ask questions and become problem solvers. Elementary aged students are introduced to materials and resources available for personal interest and for research. With the youngest students (K-2nd grade), Mrs. Laura Smith, the School Librarian at Alston-Bailey Elementary School, intentionally incorporates the activation of prior knowledge into her lessons, allowing students to feel connected to and generate additional opportunities for learning. Older students continue their path of inquiry through lessons on Discus and the school digital catalog. Providing lessons that allow students to be curious promotes inquiry and critical thinking. Makerspaces are another tool that promotes inquiry. At Alston-Bailey Elementary School, the makerspaces are temporarily set up to allow students the opportunity to build, tinker, and create. The school library can be a place of exploration but requires the school librarian to show intentionality in the use of physical space and when lesson planning.

Research is an area of inquiry historically involving the school librarian. With the shift to digital research on one-to-one devices, the library/librarian should still have a role. A difficulty identified by Mrs. Smith is in collaboration. She shares that though collaboration does take place, it is limited due to scheduling conflicts. Opportunities to work with teachers on lesson planning and delivery are limited to quick conversations that might take place when classes are in the library during their library/book checkout time. There seems to be an idea that the librarian must deliver all lessons in the library setting. In contrast, the school librarian should advertise the opportunity to push into the classroom setting as that can preserve instructional time and allow for additional opportunities to interact with students outside of the scheduled circulation time. School librarians must be innovative to counter teachers’ perceptions of library services and the school librarian’s role. 

In my discussion with Mrs. Smith, there was obvious concern about the implementation of the AASL Standards. Mrs. Smith has served as the school librarian at Alston-Bailey Elementary School since it opened in 2016, with this library being her first and only place of employment in this role. As a result, she is comfortable with her routine and position within the school. Through conversation about the AASL Standards and specifically the Shared Foundation of Inquire, she acknowledges the need to become more aware and intentional again in her lesson planning, collaborative efforts, and menu of services to match what she considers the “new” expectations as set forth by our professional organization. It is not unexpected to become comfortable with routine and to not question what is not questioned – the thought that if teachers are not asking for more, why should we offer more. As a new school librarian, I realize the need to become a life-long learner, ensuring I stay abreast of changes within our standards and profession. I also realize that we have to engage staff regularly, forming relationships with our teachers, to ensure we impact every student. From my time in this program - in classes, internship, and in conversation - the term that I leave with is intentionality. Being intentional will serve as an advocacy tool for our professional role, create opportunities for student learning, and connect with each student's needs.

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