Navigating Inquiry in the Library: An Interview with Mrs. Simms, Media Specialist at Wallace Gregg Elementary

At Wallace Gregg Elementary, a K-5 school, Media Specialist Mrs. Simms has seen significant shifts in her role. We discussed the Shared Foundation Inquiry. With an open schedule designed by her administration to accommodate technology troubleshooting, her ability to focus on inquiry-based learning has changed. Our conversation explored how these shifts have impacted the library and student learning.

Guiding Questions

During our discussion, I asked Mrs. Simms:

• How has your library schedule changed?
  
  

• How did your previous schedule support inquiry?
  
  

• What challenges do you face in fostering inquiry now?
  
  

• How does the current focus on ELA and Math impact the library’s role?
  
  

• What strategies do you use to keep inquiry alive?

The Shift in Library Scheduling

Previously, Mrs. Simms had a fixed schedule, with younger students attending storytime and older students participating in a research lab. She introduced students to essential technology skills, such as using a mouse, navigating a desktop, and conducting basic internet searches. This structure allowed her to integrate inquiry-based learning, encouraging students to explore topics in science and social studies.

Now, with an open schedule, she is primarily responsible for troubleshooting technology. While this flexibility allows her to support teachers as needed, it has also reduced her ability to provide structured inquiry opportunities.

Challenges in Inquiry-Based Learning

One of the biggest challenges Mrs. Simms faces is the shift in academic priorities. With a strong focus on ELA and Math, science and social studies receive less emphasis, making it harder to incorporate inquiry-driven learning. Inquiry often stems from students' curiosity about the world, but with limited exposure to social studies and science topics, those opportunities have decreased.

Additionally, the demand for technology support limits her ability to engage in direct instruction. While she continues to provide research assistance and digital literacy support, the time for deeper exploration has been reduced.

Keeping Inquiry Alive

Despite these challenges, Mrs. Simms actively seeks ways to incorporate inquiry into daily learning:

• Encouraging student-led research during library visits.
  
  

• Assisting teachers with digital tools that promote inquiry.
  
  

• Using technology troubleshooting moments as opportunities to teach about computers and research.
  
  

• Finding ways to weave inquiry into reading and literacy lessons to align with the school’s academic focus.
  
  

Her goal is to ensure that students remain curious learners, even within the constraints of curriculum priorities and scheduling changes.

Reflections and Takeaways

Mrs. Simms' experience highlights the importance of adaptability in school librarianship. While structured inquiry-based learning has become more challenging, her commitment to fostering curiosity remains strong.

Moving forward, I want to:

• Advocate for structured time for inquiry within the library schedule.
  
  

• Find creative ways to integrate inquiry into literacy-focused lessons.
  
  

• Use technology instruction as an opportunity to build digital inquiry skills.
  
  

• Support teachers in incorporating inquiry within ELA and Math.
  
  

Mrs. Simms’ work reminds me that inquiry is not just a subject—it’s a mindset. Even with shifting priorities, librarians play a crucial role in keeping students engaged, curious, and eager to explore the world around them.