I think perhaps sometimes labelling the inquiry stages isn't always helpful and can alter what is an organic process into something more restrictive in terms of 'shoe horning' into boxes? Clearly from a planning /procedural/teaching point of view it is vital to realise the stages that students need to go through but for teenagers not so much?

I'm unsure as to how helpful the Harry Potter analogy is. It certainly simplifies the idea that by finding out for yourselves you discover exactly what you personally require to solve a problem; answer a question; conquer the Dark Lord... However, the dismissing of rote learning is, as others have mentioned, not conducive to encouraging teachers to engage with inquiry based learning. Again the target audience is key here - I think if i showed this clip to my Sixth Form students there would be much eyerolling and an almost instant tune out. What is useful and is partially conveyed is the idea that in inquiry based learning there is no 'right formula' you learn and adapt as necessary to achieve your aim. However, the lack of guidance or any kind can be dangerous, some kind of scaffolding is necessary to motivate and stay on track.

Any progress that can be made to get away from the librarian means "books and shushing" is helpful. As @micwag comments, as professionals we know so much more than this stereotype. By indicating to teachers that we can lighten the load - prepare materials in advance as well as leading lessons, which will only be to there advantage. I often feel that by not being a 'teacher' in the academic sense that as librarians we are more approachable to students who might therefore be less afraid to admit confusion/the need for help. Similarly by not being attached to one specific department the library presence encourages the inquiry skills to be seen as bigger than a small sector of the curriculum

Echoing other comments, the EPQ is a good route in, but many teachers are unaware of what the qualification is trying to enable - inquiry skills. Without the big conversation and the backing from Senior management encouraging departments to share/communicate then any cohesive approach is a non-starter. If students problem solve in maths/physics they don't necessarily understand that this process of examination and reflection (retrying) is actual central to gaining more from other subjects - being engaged rather than passive in their learning styles.

@Elizabeth Exactly right - pupils need to practice these skills actively, by being given extension/project work not just be taught them once to tick a box

I especially like how the Alberta model has reflection in the centre of their model as this is the one thread that needs to be present throughout. Alberta and FOSIL both show that successful inquiry needs to be systematic as indicated by their staged visuals. Each section needs to be completed fully before moving on to the next. Many students think they can research and then write a successful essay but without the true metacognition aspects then no 'deep learning' takes place. Aside from the structured EPQ that our students can opt in to, much of our learning to learn skills are quite disparate taught by different departments with little time to process an overview of how they fit together

I think students are quite often scared by the prospect of getting it wrong, so the idea of completely constructing a project from the ground up is very daunting. As mentioned in other comments, much of learning is spoon feeding/learning to the exam, so to be left to really reflect on what actually interests you is alien and at times stressful. Students often second guess themselves/their teachers trying to adopt a topic that will show off their academic prowess when as stated in this chapter, the best research projects are those that contain the most passion. To carry out effective research you need to have a drive that comes from a personal desire to learn, to know. Obviously the more niche topics require more work (often by the librarians) but this is really the fun bit! As Elizabeth suggests, the short attention span/one-click generation of students may well be disheartened if their inquiry request warrants few results, but these alterations/adjustments are part of their 'journey'

Up until recently the library has not had the opportunity to become involved directly with the independent learning undertaken. However, the EPQ has been adopted this year which allows us to follow a fairly similar scheme of work as the FOSIL plan. Students have to plan, research, write, present and evaluate their work. All of which is very alien to them as very little independent research is undertaken. I think in particular the reflective evaluation is not considered

I think metacognition is vital as part of the thought process that we all go through. By understanding our own unconscious input into what/how we approach certain problems we can begin to acknowledge that there might be a change to make in how we interpret/refine and digest the information. In the EPQ we try and generate discussion about bias - this is generally felt to be of a political nature of the author, but few really chose to self-reflect on why personally we feel certain sources are 'better' - by finding information that challenges our ideas we come to a fuller understanding.

I think inquiry is fundamentally a problem solving approach - a skill to deal with the unexpected. This hopefully capitalises on an individual's innate curiosity to find something out for themselves. In this way you are taking control of your own learning journey, not just simply being a passive consumer of information. It is more than just simply finding a fact it is allowing yourself to go further into the realms of comprehension - the why not the what.

I think that librarians should make themselves aware of the legislation so that they are adhering to it in their own dealings, but to police an entire school's academic output especially in these times of remote teaching would be unattainable and make quite a few enemies.

That in particular the use of VLE's to disseminate lessons although perhaps viewed as OK due to password security restrictions can and does prove problematic for licensing agreements

I think a basic reminder overview of what is permissible in terms of copying/uploading with an introduction in to trickier ground with discussion of using images

Almost certainly not - although I think most teachers are aware of the using for educational purposes idea, which they tend to exploit.

Last time I enquired about the general licenses I was told that it is taken care of by the finance department. As far as I'm aware there is no specific guidance for teachers

I would be comfortable encouraging teachers to use the options for accessing copyright free resources to use. And encouraging them to always credit sources used

Yes it definitely increased my knowledge of the digital copyright mindfield