Blog 2: INQUIRE

  

   At Moncks Corner Elementary, Dr. Brevard-Hines implements the AASL Shared Foundation Inquire by infusing her library lessons with STEAM education.  She finds fun and engaging STEAM activities for her learners and emphasizes identifying problems, critical thinking, problem-solving, and strategy development.  In her Lego team, the students are addressing the problem of plastic waste. They will have to formulate questions to further explore the problem such as: What is the impact of plastic waste on the environment? What are alternatives to plastic?  The students then demonstrate inquiry by researching and building solutions. 

Critical thinking is important in the Moncks Corner Elementary Library.  Dr. Brevard-Hines shares: “Critical thinking is a cornerstone of STEAM. In any STEAM discipline, students need to assess information, evaluate different perspectives, and consider various solutions before deciding on the best course of action. Encouraging students to think critically helps them avoid simply accepting answers at face value and prompts them to delve deeper into problems and solutions.”  She does a lesson with her younger learners that asks them to build Turkey Cages out of Marshmallows and Toothpicks.  They are told that the turkey must be able to stand up but not fly out.  They work in small groups where they discuss the goals and think about how they could build a design that would make it happen.  Even though the activity is simple, it requires the students to think about how to share their vision with others and how to make the group’s collective vision a reality. 

Infusing STEAM into the library also allows students to practice developing strategies and learning through trial and error.  Dr. Brevard-Hines is a big fan of engineering style challenges because they teach persistence. Unlike their other classes, library is not a grade, so it's an environment that allows and encourages them to think outside of the box.  Students might find themselves in small groups designing and building a bridge with unconventional materials.  She will give them a set of requirements such as the bridge must hold the weight of a marble, be X inches high, and span a set width.  The students develop strategies and test solutions.  The first bridge might not work and that is okay. 

Dr. Brevard-Hines shares that a diverse selection of books in the library media center plays a crucial role in promoting inquiry by encouraging students to explore a wide range of perspectives, ideas, and topics. Being exposed to different cultures and viewpoints encourages curiosity and empowers students to challenge assumptions and seek answers.  A well-rounded collection helps spark a lifelong love of learning.

Although collaboration can be difficult due to the fixed schedule, Dr. Brevard-Hines reaches out and creates opportunities for collaboration.  She believes that it is essential to work with teachers to help foster a culture of inquiry and critical thinking across curriculum areas.  One recent collaboration had fourth graders build a cardboard roller coaster to demonstrate potential and kinetic energy to go along with their classroom unit on force and motion. Third graders made tornados and rain clouds to support the classroom unit on weather.  

I spent my internship at Moncks Corner Elementary and I was able to observe Inquiry in action many times.  I got to assist with one class on a roller coaster work day and it was really neat to see how the students were planning out their designs and how no two groups came up with exactly the same coaster.  I wholeheartedly agree with Dr. Brevard-Hines on the importance of STEAM infusion and how it can really help students with persistence.  I also love how many of her lessons don’t rely on expensive or specialized materials.  I got lots of great ideas from her and the other librarians for STEAM lessons at the elementary and middle level that I really think will be helpful in my future media center.