My goal over the course of this year is to experiment with how to authentically embed MISO into our existing LES Social Studies and Science units.
MISO – not that delicious Japanese soup, though MISO should warm your soul!
Inspired by Cathy Berger-Kaye, MISO, in our learning context at ISB, is a way of structuring and thinking about the sources we use for researching with students.
M – media
I – interview
S – survey
O – observation
For the LES students, MISO is nestled inside the research process model we call Super 3, based on the work of Mike Eisenberg and Bob Berkowitz.
The back story to choosing my goal
Of course, I have seventy million professional goals and choosing just one was always going to be a problem. Prioritise, me? What? Surely not.
I want, and need, to be better at everything I do.
Talking with my critical thinking partner, I realised that I needed to narrow it down to something more scaleable and measurable. Start small and get bigger if the initial goal is met.
Extremely challenging for me. This required some soul searching – what work would make the most long term impact on teaching and learning that stems from the library?
Eventually I narrowed my thinking down to these three main points:
- I want the research process to have a higher visibility and priority for our youngest learners
- I believe research needs to be made more explicit and scaffolded for all learners, but especially our youngest
- Librarians have many talents with book pushing being high on the list. However, teaching research is what takes our job to the level of a profession – it’s what makes us a specialist and what we hang our proverbial hat on. If we want to be valued for more than ‘just’ the sharer of books (even if that is a big, juicy, important, essential, fabulous JUST), we have to work research into everyday teaching and learning – it can’t be an extra.
Wish me luck!