The ILA was conducted over a six week period. Students were each given a word file which contained the“Historical inquiry booklet”. Five questions generated by the teacher were listed for inquiry. Students individually chose their migrant groups. Once groups were selected, the teacher provided 3 useful URLs relevant to the student’s migrant group, though students were encouraged to look further afield. The task was completed in the computer lab with internet access. The teacher-librarian provided a trolley of books in the library as a source of information for students. The teacher-librarian gave the class 1 lessons over the 6 week period in the computer lab – a refresher lesson on referencing using the school’s online reference generator.

On conclusion of the task, students were required to independently produce a poster and present the information they found to the class in a 3 minute presentation.

I was not the teacher of the class, but was able to observe 50% of the lessons.


The school is large, central to Brisbane and co-educational. Due to its location, a variety of cultures are represented. The surveyed year 6 class has a cultural mix. There are 25 students, 16 girls and 9 boys. The teacher considers her class to be high-achieving with the majority selected to make up academically advanced classes in grade 7. Of the 25 students, all completed the first questionnaire and 22 the second questionnaire. Of these 22 students, 20 completed the third and therefore all 3 of the questionnaires. Data and results have been collected from these 20 students.

Data Collection

For the purpose of analysing the ILA, data was obtained via questionnaires, observation and informal discussions with the teacher and individual students.

The School Library Impact Measure (SLIM) toolkit was the primary method for collecting data. Three questionnaires were given to students. The first questionnaire was completed at the beginning of week one, the second at the end of week 3 and the third at the end of week 6. The only adaptation to the toolkit was the addition of question 7 to questionnaire 3 where students were asked to select from a choice of 4 feelings how they felt about their research. As 20 out of the 25 students completed the three questionnaires, data will be representative of these 20 students.

History lessons were held twice a week over the 6 week period. I was able to observe 1 lesson per week. Further data was collected through informal discussions with the classroom teacher and students over this time.


Todd, R., Kuhlthau, C.C., Heinstrom, J.E. (2005) School Library Impact Measure. A Toolkit and Handbook for Tracking and Assessing Student Learning Outcomes Of Guided Inquiry Through The School Library. Center for International Scholarship in School Libraries, Rutgers University. Retrieved from

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s