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.
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