End of Year Reflection: “We do not learn from experience... we learn from reflecting on experience.” Thank you, John Dewey
End of Year Reflection: “We do not learn from experience... we learn from reflecting on experience.” Thank you, John Dewey, by Christine M Smith
Looking to the past to lead us into the future has inspired many of us who have been thinking strategically about Wheeler values and visioning for this past school year. While embracing the ideals of inquiry, student centered learning, authentic process and product we have also recognized the added challenge of being "future-ready." The U.S Department of Education's "Future Ready Librarian" initiative outlines areas where librarians can contribute to the instructional ecosystem of the school as instructional leaders, supporters of student creativity, advocates for access, professional growth leaders and digital curators and collaborators (Foote).
With the promise of co-constructive leadership and teacher collaboration, librarians understand that “future-ready” school leaders want to know how our program impacts student learning. If they review data, they want to see numbers that are contextualized and illuminate the work we do.
Much of our impactful work happens in the planning stages of curricular unit and project changes. Since Information Literacy to Inquiry has been the logical trajectory of school library standards, the role of school librarians is that of coach, counselor and sometimes “spirit guide” as they encourage teachers and students to“embark upon student-centered inquiry-based research projects” (Jaeger and Nesi, p.61).
Much of our impactful work happens in the planning stages of curricular unit and project changes. Since Information Literacy to Inquiry has been the logical trajectory of school library standards, the role of school librarians is that of coach, counselor and sometimes “spirit guide” as they encourage teachers and students to“embark upon student-centered inquiry-based research projects” (Jaeger and Nesi, p.61).
This process also ensures a richer view of the work of the school librarian beyond that of curator of resources at the beginning and arbitrator of works cited at the end of the project. It also happens in the recursive process, of examining, along with the teacher and other collaborators, what went well and discerning the stumbling blocks for students which prevented them from extending their thinking and questioning and ultimately creating, beyond the checklist of requirements or the rubric.
How does a school librarian quantify these coaching, guiding sessions and measure the impact they have on the students?
The Library Department has spent this academic year reading about inquiry and finding opportunities to integrate and reflect upon the AASL standards which were introduced earlier in 2018 as they relate to our own practice in the library program. We know that school librarian leaders need to have a “growth mindset” which includes dedicating time to professional reading daily, providing collaborative spaces, building instructional partnerships, encouraging student creators, curating digital resources and tools and cultivating relationships with colleagues. We also need to be encouraged and supported in leading beyond the library.
We must build in time for self-reflection to determine what worked this year and, of course, what didn’t. How can we improve for next year? What did we do well? Reflection can be re-energizing for the mind and feed our own intellectual growth as we challenge ourselves to be "future-ready."
We have planned together with teachers who were interested in transforming their projects and taught collaborative lessons that included digital and media literacy skills. We have also offered to work through new ideas for projects and have learned we cannot wait to be asked. We need to reach out and frequently we have to go more than halfway to make the connection. (Harland).
Reflection is also not just about the numbers but about the program, always focusing on a growth mindset, personalized learning and innovation.In school year 2017-2018, have we transformed “old information units into student centered, inquiry based learning opportunities that encourage students to build knowledge rather than merely collect information” (Jaeger and Nesi, p.60)? Our goals included support of teachers developing inquiry-based units of study, in which students asked their own questions, were supported in the curation of information and shared their stories to a wider audience.
We have planned together with teachers who were interested in transforming their projects and taught collaborative lessons that included digital and media literacy skills. We have also offered to work through new ideas for projects and have learned we cannot wait to be asked. We need to reach out and frequently we have to go more than halfway to make the connection. (Harland).
While circulation statistics were important numbers to ascertain the value of library service 25 years ago, our programs have become so much more than that and need new metrics by which to measure the impact on our school community and student learning (Harland).The goal for school year 2018-2019 is to focus our energy on inquiry, collaboration, exploration and engagement.Determining how to measure these goals in a way that helps administrators and others see how the library program and we as librarians impact student learning is part of that challenge.