By Beth Bence Reinke,Kathleen Petelinsek

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Another big impediment is non-flexible scheduling. With flexible scheduling of the librarian, the library can become a learning center open to students at all times. Another impediment is that, unfortunately, many teacher-librarians are without vision or access to professional development in a field where not only pedagogy but content can change daily, unlike some of the subject teachers. Lack of active administrative support from the governments can be disempowering. Leaders must lead the way to inquiry learning; you need a climate of inquiry in the school to have an inquiry library.

Taking leadership in developing authentic pedagogy is a role for the teacher-librarian. Interventions: The Journey’s Events 25 Oberg feels that teachers and teacher-librarians need to be explicit about the research process and its importance to learning so that students can see patterns and connections, and so they can see that learning inside the school connects to learning outside. She gave examples from the world of work: Is this the type of research project a nurse would do in helping a patient?

McGregor thinks that the largest impediment to this active learning center is “status quo”—continuing on as we always have is just easier. S. Department of Education. McGregor will investigate this further. McGregor believes that too many stakeholders involved do not understand the role or potential of the school library, including many teacher-librarians themselves. Sometimes, this negative influence can seem stronger than the positive. ” Stakeholders must see what is in it for them, which McGregor referred to as educating others either formally or informally.

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