Rationale

Support for our rationale:
Inquiry-based learning empowers students and provides rich opportunities for teachers and teacher-librarians to hand “the brainwork of learning back to the kids” (Harvey & Daniels, 2009, p. 57). Fontichiaro (2009) argues that by “embracing inquiry, school librarians demonstrate their commitment to the entire arc of learning” (p. 17). Without a doubt, inquiry provides many solutions in our quest for educational reform.

However, we also know that in order to advocate for rich learning opportunities, we also need to collect the evidence that supports it: "The evidence-based paradigm constitutes a shift in the culture of teaching and learning in schools that has the potential to reform education. If research in school library instruction has a mission, this is it." (Gordon, 2010)

Harada and Yoshina point out that “[s]tandards, no matter how comprehensive and thoughtful, are simply statements of idealistic rhetoric unless school communities transform them into real, purposeful actions.” (2010, p. 3). In keeping with this notion, our evidence-based plan will harness the power of inquiry-based learning and clearly connect the actions of teachers and students to the school's mission, vision and goals. Furthermore, an evidence-based plan “is a way to communicate what students learn through the library to other member of the school community” (Harada, Kam & Marks, 2007). Essentially, it is a tool to advocate for effective learning strategies.

Kulthau (2007) further supports a move away from completely relying on standards when she mentions Keith Curry Lance and his keynote address 'Enough Already.’ Within that address Lance “stressed the need to move beyond studies of correlation with standardized test scores to research ways to assess, intervene in, and improve student learning in school libraries." (p. 10). Our evidence-based plan is supported when Kulthau (2007) asserts that teaching and learning within the 21st century will require educators to take risks, turn from their traditional methods and adopt new ways to intervene with students to promote the best learning and practice.

Attention to evidence, and how when used effectively it might improve student learning, is also discussed in Brian Kenney's interview with Ross Todd (2006). Todd (2006) states that "every school librarian should be able to articulate very clearly and precisely and coherently what are the learning outcomes of their school library programs" (Kenney, p. 47). If qualitative evidence is collected and collated, a school librarian will be able to accomplish this.


 * References**

Fontichiaro, K. (2009). Nudging towards inquiry: Re-envisioning research projects. //School Library Monthly//, 26(1), 17-19.

Gordon, Carol A. (2010). The culture of inquiry in school libraries. //School Libraries Worldwide//, Jan 2010 16(1) 73-88.

Harada, V. H., Kam, L., & Marks, L. (2007). [|School librarians help students achieve: Here's the evidence!]. //Multimedia & Internet@Schools//,14(2), 25-28.

Harada, V. H., & Yoshina, J. M. (2010). What needs to happen in 21st-century schools? In //Assessing for learning: Librarians and teachers as partners// (2nd ed.) (pp. 1-8). Santa Barbara, CA: Libraries Unlimited.

Harvey. S., & Daniels, H. (2009). //Comprehension and collaboration: Inquiry circles in action//. Portsmouth, NH: Heinemann.

Kenney, B. (2006). Ross to the rescue! Rutger's Ross Todd's quest to renew school libraries//. School Library Journal,// (pp. 44 -47)

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Introduction to guided inquiry: What is it, what’s new, why now? In //Guided inquiry: Learning in the 21st century// (pp. 1-11). Westport, CT: Libraries Unlimited.