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Experiences from a School Librarian Series: AASL Standards - Shared Foundation of Inquire

  Welcome to part four of a four part series on how practicing school librarians implement the AASL (American Association of School Librarians) National School Library Standards for Learners, School Librarians, and School Libraries. This series will delve into four of the standards for school librarians: Explore, Collaborate, Engage, and Inquire.  

Shared Foundation: Inquire (Standard 1)

The AASL standards are unique in that each shared foundation can apply to all grade-levels, thus easily adapting to student needs at each level. At the high school level, students are going beyond learning foundational concepts of information, but are instead preparing to enter into the “real-world” of life after graduation. High school librarians like Anne Lemeiux, therefore, have the opportunity to create experiences that allow for real-world problem solving and inquiry. Engaging students with the “inquire” standard is thus critical in high school since the skills within this standard are essential to a successful college or career experience. 


Through library programming events throughout the year, Mrs. Lemieux engages students in the research and inquiry process. Projects like the “wax museum research” and the “WWII coffeehouse” require students to collaborate with their teachers and with Mrs. Lemieux who take them through the research process (A. Lemieux, personal communication, November 19, 2020). These experiences prepare students for the real-world by activating inquiry skills like critical thinking and problem solving (American Association of School Librarians

[AASL], 2018).  

Having quality resources for students to engage in inquiry is vitally important. Mrs. Lemieux is thankful for a variety of resources that include state databases and district provided online sources (A. Lemieux, personal communication, November 19, 2020). Having access to digital resources is important for preparing high school students for higher education and life after K-12 schooling. Inquiry can occur in a number of modalities, but today’s students are often more engaged with digital formats. As Mrs. Lemieux does, having a combination of print and digital resources allows for a wide-range of opportunities for students as they research and create products to show their learning. For example, students enjoy makerspace activities that allow for more hands-on inquiry, but they also engage in digital breakout activities on their one-to-one devices (A. Lemieux, personal communication, November 19, 2020).


As Mrs. Lemieux’s high school library program demonstrates, older students can benefit from creative inquiry-based projects just as much as younger students. With collaboration with teachers and students, and a multitude of quality resources, meaningful inquiry instruction can do more than just help students meet a library standard, it can also help prepare them for the real-world.  


References 

American Association of School Librarians (2018). National school library standards for learners, school librarians, and school libraries. Chicago: American Library Association.



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