AASL Foundation Interview #4: Explore with Mrs. Riske

The AASL Shared Foundation of Explore encourages curiosity, creativity, and hands-on learning. After speaking with Amanda Riske, the librarian at Duncan Elementary School in Spartanburg School District Five, I saw firsthand how this works in an elementary library.

Mrs. Riske works with around 700 students from K4 to fifth grade. Her library program uses a mixed schedule depending on the grade. Younger students have a set schedule, while older students alternate between week A and week B. She plans her program so students can explore, create, and engage in hands-on activities, even in a short class period.

To guide my interview, I asked the following questions:

• How do you encourage curiosity and exploration of new ideas?
• What hands-on or creative experiences do you provide?
• How do students use exploration to solve problems or create?
• How do you help students reflect on their growth?
• Can you describe a project where students built or experimented?

What stood out to me most was how intentional she is about encouraging curiosity. She shared that she tries to make the library “a place where kids feel comfortable being curious, asking questions, and trying new things without worrying about being ‘wrong.’” Even with just 30 minutes, she includes “quick, hands-on activities that spark exploration,” showing how thoughtful her planning is. She also gets students interested through book talks and lets them explore topics they like, making the library a place where “wondering, creating, and exploring are part of the everyday experience.” Her second-grade book club is another example, giving students a chance to ask questions, share ideas, and talk about what they are reading.

Hands-on learning is a big part of her library, especially for younger students. She said she tries to “pack in as many hands-on activities as I can during our 30-minute time together.” With K4 to first grade, she uses crafts, playdough, and storytelling activities after reading to help students “create something from the story or imagine their own ideas.” These activities help students connect with what they learn. For older students, she uses the makerspace for “more structured STEM activities,” like LEGO challenges where students might “build something to solve a problem” or show a part of the story they read that day.

She also uses “mystery challenges” to help students explore and solve problems. For example, students might “create something that helps a character from our story” or “design a way to protect an egg from a fall.” These activities let students “test ideas, fail a little, and try again,” which helps them build confidence and resilience. She also uses “what if” questions to help students rethink stories or improve their designs, giving them more opportunities to be creative.

One example that stood out to me was a student-driven project connected to a Titanic unit in fourth grade. Students became so interested in the topic during class that they wanted to learn more in the library. Their curiosity led them to a group project in which they built a large cardboard model of the Titanic using paint and poster paper. As they worked, they asked questions about “why the ship sank” and “what safety features could have been different,” showing deeper engagement with the topic. The finished model is now displayed on top of the shelf with the Titanic books, celebrating their work and encouraging others to explore the topic. What stood out most to me is that this project “wasn’t a planned, step-by-step lesson, it grew naturally from their interests,” making it a strong example of real, student-driven exploration.

She also explained that exploration is not always about big projects. Even choosing a “just right” book is a form of problem-solving, which made me see daily library routines in a new way. Reflection matters too. She keeps it simple with quick questions like “What did you try today that was new or challenging?” and “What would you do differently next time?” She also emphasizes that “trying, adjusting, and learning from mistakes is part of growing,” which helps students recognize their progress.

Her advice to future librarians stayed with me: “Stay flexible and student-centered.” She said the best lessons often come from students instead of strict plans. She also stressed building relationships and making sure all students feel welcome and excited to learn. This interview showed me that exploration does not just happen; it needs support. In my future library, I want to create a place where students feel safe to try new things, be creative, and grow as learners.

AASL Foundation Interview #3: Inquire with Dr. Childs

The AASL Shared Foundation of Inquire helps students learn to ask questions, find information, and think critically about what they learn. After speaking with Dr. Natalie Childs, a school librarian at Dorman High School in Spartanburg School District Six, I better understand how inquiry works in a high school where research is a big part of learning.

Dr. Childs works with about 2,800 students in grades 10 through 12 and is one of two librarians at the school. She said that, due to the academic demands placed on high school students, “most of our lessons are on research, so they would fall under Inquire.” This made me realize how important inquiry-based learning is in high school. Students do more than just find information; they are expected to evaluate it, use it well, and apply it to their assignments.

Rather than participating in a traditional interview, Dr. Childs shared responses she had previously written for another MLIS student. I had hoped to ask more questions, but her responses still gave me useful insight into her program and how the Inquire foundation works in a high school. Her answers matched the questions I wanted to ask and showed her main teaching priorities.

Here are the questions she provided responses to:

• What are some examples of how you implement these competencies?
• What resources do you use to support them?
• Do these competencies involve collaboration with teachers?
• What challenges do you face when implementing them?

One of the most important takeaways from her responses was the focus on teaching students how to evaluate sources. Dr. Childs said students learn “how to determine if resources are reliable,” which is an important skill, especially at the high school level, where research expectations are higher. Students are shown DISCUS databases and are encouraged to use them as trusted academic resources. Librarians help students pick databases that align with their research topics, helping them move beyond simple Google searches. For example, a student studying a historical event or scientific topic might be directed to a specific database that provides peer-reviewed or checked information, which improves their research and helps them understand what makes a source credible.

Another important part of her program is collaboration with teachers. Dr. Childs said that teachers share what students are learning and what they need for assignments, and librarians create lessons to address those needs. These lessons teach students to “locate, use, and cite resources that are reliable and relevant,” which ties library instruction to what happens in the classroom. For example, a librarian might visit an English class during a research unit to demonstrate how to find sources, take notes, and cite sources. This teamwork makes sure inquiry skills are practiced in real assignments, not just taught separately.

She also addressed some of the challenges of implementing inquiry-based instruction. One major challenge is time. With only one 90-minute class block per day dedicated to instruction, there is a large amount of content to cover in a limited timeframe. This requires lessons to be focused, efficient, and meaningful. Another challenge is not always knowing how each student learns best. Since librarians work with many classes, they have to make lessons that are accessible to a wide range of learners. This might mean using a mix of teaching methods, practice, and independent work so everyone can take part.

This interview helped me see that inquiry in high school is organized and intentional. Students are expected to take charge of their learning by asking questions, doing research, and evaluating information on their own. It also made me realize how important it is to explicitly teach these skills directly, instead of assuming students already know how to find and use information effectively.

When I become a school librarian, I want to help students go beyond simply locating information to truly understanding and evaluating it. I also want to collaborate closely with teachers so that library lessons support what happens in the classroom. Even with limited time, I hope to create lessons that are meaningful, efficient, and help students build strong inquiry skills they can use in school and later in life.

AASL Foundation Interview #2: Curate with Mrs. Scott

Students today have access to more information than ever, but learning how to evaluate and use it is essential. The AASL Shared Foundation of Curate guides students in selecting, organizing, and understanding information. My interview with Nicole Scott showed how this process works in a middle school library.

Mrs. Scott works as a librarian at Fairforest Middle School, serving about 1,100 students in grades 6-8. The school is a Title I school with a diverse student body. Her library program mainly supports English/Language Arts classes, which visit every three weeks. During these visits, she leads short lessons or activities, then gives students time to check out books. She also runs a morning makerspace, where students can explore and create before school starts.

To better understand how she implements the Curate Shared Foundation, I asked the following questions:

• How do you teach students to choose appropriate and reliable sources?
• How do you help students gather and organize information?
• How do students present the information they’ve curated?
• How do you help students reflect on the quality of information?
• Can you give an example of a lesson involving evaluating information?

A key theme from our conversation was the need to teach students directly how to evaluate sources. Mrs. Scott said she often uses SC Discus, which she called “our state-sponsored collection of databases,” and works with classroom teachers to help students learn how to choose reliable information. She also uses the CRAAP method, which helps students judge sources based on “Currency, Relevance, Authority, Accuracy, and Purpose.” This gives students a clear way to check if information is trustworthy.

I also noticed how much collaboration goes into curation at her school. Mrs. Scott mentioned that students “have gathered and organized information with their ELA teachers,” while she mainly helps students find and evaluate good resources. This shows that information literacy is a shared goal, not just something taught in the library. It made me realize how important it is for librarians and teachers to work together so students get a consistent experience.

One strong example of this was her lesson on the CRAAP method. Students worked in groups to review printed articles from different sources, looking at things like when they were published, who wrote them, and how credible they were. Each group had to decide if their source was reliable and explain why before sharing their results. This activity made students think carefully and talk more deeply about the material.

Mrs. Scott also stressed the importance of discussing information quality regularly. Instead of making source evaluation a single lesson, she regularly discusses “why some sources are not accurate or trustworthy, and why other sources are more reputable and reliable.” By repeating these conversations, she helps students feel more confident about handling information independently.

She also shared helpful advice for future librarians. She said it is important to “always be flexible” and to treat students with compassion, since librarians often see different sides of students than classroom teachers do. She also pointed out that setting boundaries and standing up for yourself in the school is important.

This interview challenged me to think more intentionally about how I will teach information literacy to my students. I learned that it is important to give students clear tools, like the CRAAP method, and to keep practicing those skills over time. I also realized how valuable it is for librarians and teachers to work together, not just for students to collaborate.

Looking ahead, I want my library program to give students chances to actively evaluate, talk about, and think about information, instead of just taking it in. This conversation showed me that curation is more than collecting resources; it is about helping students become thoughtful, critical users of information, which is a skill they will need long after school.

AASL Foundation Interview #1: Collaborate with Mrs. Koon

When I think about the AASL Shared Foundation of Collaborate, I see more than just students working together. I picture a place where everyone shares ideas, every voice counts, and learning feels social. After talking with Elizabeth Koon, a school librarian at Abner Creek Academy in Spartanburg District Five, I saw how this happens in real life.

Mrs. Koon has been the librarian at Abner Creek Academy for 18 years and was there when the school opened. She works with about 830 students from K4 to fifth grade and mostly uses a flexible schedule. She said, “classes in grades 1–5 sign up to do projects or lessons with me,” which makes it easier to work closely with both teachers and students. I noticed that this flexible setup allows for real partnerships, not just squeezing collaboration into set times.

To guide our conversation, I asked these questions based on the Collaborate Shared Foundation:

• How do you encourage students to work together to deepen understanding?
• How do you use tools or strategies to support collaboration?
• How do you help students give and receive feedback?
• How do you build a learning environment where collaboration is valued?
• Can you describe a successful collaboration with a teacher or class?

One thing that stood out to me from our conversation was how much collaboration is part of daily learning. Mrs. Koon said, “we do a lot of project based learning in the library, which often requires students to work together,” and she encourages students “to share ideas and create products that showcase their learning.” I also noticed that collaboration starts early. She mentioned, “even our youngest students work together with STEM bins…practicing their communication skills and sharing and building together.” This showed me that collaboration is a skill students need to learn, practice, and get comfortable with over time.

Mrs. Koon also shared different tools and strategies that help students work together. They might use Google Slides or Canva, make multimedia projects with WeVideo, or do group activities like scavenger hunts and jigsaw learning. I like how she balances structure and independence. Sometimes she assigns roles, and other times she lets students choose for themselves. This helps students learn both accountability and teamwork.

Another key idea from the interview was how feedback helps students work together. Mrs. Koon said, “feedback is an important part of the collaborative learning process” and uses strategies like “Partner Feedback” and “6 Question Detectives.” Students give responses such as “Bravo” and “Next Steps,” which helps them give more thoughtful feedback. I like her view that “everyone’s work is good, but no one is perfect and we can learn from others.” This helps create a safe place where students feel comfortable sharing and improving their work.

One of my favorite examples was a fourth-grade podcasting project. Students researched someone they were interested in, wrote interview-style scripts, and made their own podcasts. Mrs. Koon said that while teachers worked together to make the project happen, “the student collaboration was what made the whole project shine.” This showed me that collaboration can go beyond the library and make classroom learning more connected and meaningful.

This interview made me think more about what collaboration should look like in my own future library. I realized that collaboration is more than just putting students in groups. It needs clear structures, expectations, and a supportive space where students feel safe to take risks. I also saw how much collaboration depends on relationships. Mrs. Koon’s advice to “build relationships: both with students and with other teachers” reminded me that strong partnerships are the key to a successful library program.

As I reflect on this conversation, I see that collaboration is not just an extra part of learning; it is essential. In my future library, I want to be more intentional about making collaboration part of everyday routines, not just big projects. I also want to use structured peer feedback strategies like “Bravo” and “Next Steps” to help students engage more with each other’s work. Most of all, I want to create a library where students feel comfortable sharing ideas, learning from others, and seeing that learning is something we do together.