Librarian Interview 1

Location/Context
Small rural district near the Midlands; Title I middle school with a high Spanish-speaking population

Shared Foundation: Inquire

Questions asked: What are some examples of the ways in which you are implementing this competency in your library program? What are some of the resources in the library program that you are using to implement this competency? Does this competency include collaboration with classroom teachers? Are there any other comments you'd like to share? 

Examples of Implementing Competencies
With 7th-grade students, she facilitated inquiry-based learning through a “reading like a writer” approach. During a spooky narrative unit, she selected passages from horror and suspense texts in the library collection. Students worked collaboratively in groups to analyze author craft, discussing patterns and techniques they could apply to their own writing. Groups then shared their observations with the class. In another set of 7th-grade classes, these same passages were used to focus specifically on analyzing dialogue and how it builds tension and character development.
With 8th grade, she introduced the concept of information ecosystems and “critical ignoring.” Students explored information overload and reflected on which sources were truly valuable in their daily lives. They then identified a specific, actionable change they could make to reduce digital overload and improve their information habits.

Resources to Implement Competencies
She utilized printed texts from the library collection to support literary inquiry and analysis. For digital citizenship and media literacy, she incorporated resources from the Common Sense Education curriculum to guide instruction and student reflection.

Collaboration with Classroom Teachers
At the beginning of the year, she surveyed ELA teachers to identify priority areas, including media literacy, information literacy, digital citizenship, and research skills. Ongoing conversations with 7th-grade teachers about their instructional units led to the development of the narrative writing inquiry lessons.
However, opportunities for collaboration are limited due to the biweekly class schedule and the structure of the middle school day. Additionally, teachers were implementing a new curriculum this year and, due to the school’s performance status, were expected to follow it with fidelity, which further limited flexibility for co-planning and integration.

Challenges
The biweekly schedule makes it difficult to design and sustain multi-day collaborative lessons. She typically has only one full day open per week, which is often affected by testing, school events, or other library needs.
Additionally, a high number of uncertified teachers increases the need for instructional support, placing a greater responsibility on the librarian to lead planning and provide content guidance during collaboration.

Reflection
This interview reinforced the idea that inquiry-based learning depends more on intentional design than on ideal conditions. I saw how inquiry can be embedded in the existing curriculum, even within short time frames, which aligns with my student-centered approach but pushes me to be more strategic. The idea of “critical ignoring” expanded my view of information literacy, emphasizing the importance of helping students decide what not to engage with. It also highlighted the need for flexibility and strong collaboration, reminding me that adapting best practices to fit real-world constraints is essential while still prioritizing inquiry and meaningful engagement.