Re-search Response : Gentle and Effective Inquiry Integration, can it be done?

With my initial post on the subject of Inquiry Learning I posed three guiding questions to lead me on my trawling of the web. I've gained insight into all of those initial musings, but for this post I want to talk about the final question I asked.

How can a Teacher-librarian best support staff to integrate Inquiry Learning into their curriculum in a gentle yet effective way?

I originally asked the question above as it is something I seem to face everyday as I try to reconcile the new skills I am consolidating in my Masters of Education (Teacher-librarianship) with the current practises of the status quo at work. How can I effect change on the engrained practises in my workplace, and how can I do it without creating conflict and feelings of hardship to my colleagues? 

The murmurs of 'oh we did that back in the 70s' in staff meetings when any 'new' pedagogical direction is discussed makes me realise that Pedagogy is the greatest Inquiry journey teachers are on, often finding themselves back at places similar to those they've been before just with an updated cache of jargon and a new wave of technology. It surprises me that at some point many teachers seem to think that their learning has come to an end and they will just teach from then on, as if Pedagogy is a static art. One particular article in my Scoop.it curation Inquiry Learning across the curriculum Neil Hooley's New Structures to Support Democratic Learning featured in the Australian Education Union's Professional Voice magazine spoke introduced me to Seymor Papert's idea of "Mathetics". Papert "noted that the word “pedagogy” is used to indicate the art of teaching, but for children, there is no corresponding word to mean the art of learning... In order to fill this gap, he advocated the use of the word “mathetics”." (Hooley 2008). Mathetics being derived from the same source as mathematics the Greek word máthēma which translates as “knowledge, study, learning.

I would argue that not only do teachers need to display Pedagogy but also Mathetics in-order to be continually effective and relevant over a long period of time. This marriage between teaching and learning, adapting practise overtime and being reflexive instead of reactionary without advise and new initiatives being seen as a slight against their ability or just 'more work'. My re-search into these matters has only brought up more questions for me and will undoubtedly guide my own 'Spiral of Learning and Teaching' a process I am beginning to imagine as one similar to Judy Halbert & Linda Kaser's model of inquiry but with an added interwoven strands of pedagogy.

References:

Halbert, J., & Kaser, L. (2013). Spirals of Inquiry. Vancouver, BC: BC Principals and Vice   Principals Association.

Hooley, N. (2008) New Structures to Support Democratic learning. Professional voice 5(3), 29 - 33. Retrieved from: http://www.aeuvic.asn.au/pv_vol5_iss3.pdf