Inquire

Building on inquiry-learning theory and research, this text explores how inquiry process models and questioning protocols can be used and modified to develop curious and reflective lifelong learners and problem solvers while simultaneously fostering a school-wide inquiry culture.
Building on inquiry-learning theory and research, this text explores how inquiry process models and questioning protocols can be used and modified to develop curious and reflective lifelong learners and problem solvers while simultaneously fostering a school-wide inquiry culture. Part of the Shared Foundations series, this book examines effective implementation of the Shared Foundation Inquire from the National School Library Standards. By studying Inquire through the Domains, readers will see how the Competencies and Alignments support and demonstrate learner growth in the inquiry process and can reflect on their practices in a variety of K-12 settings. Loaded with ideas and strategies to grow critical, systematic thinkers who design solutions to authentic problems, this book features

• theoretical discussion of the research framing Inquire and strategies for cultivating inquiry cultures that extend beyond the school library;
• application of common process models and questioning techniques aligned with the Inquire Domains, showing learner growth in the inquiry process through personalized inquiry paths;
• no-tech, low-tech, and high-tech tools and examples for supporting inquiry learning in school library settings with various levels of support;
• lesson plans contributed by K-12 school librarians demonstrating integration of the Inquire Competencies with core content areas; and
• figures and tables to illustrate more complex ideas in both theory and practice.

This deep dive into Inquire supports school librarians working with other educators to design inquiry-based learning experiences that improve learner outcomes, personalize inquiry paths, and engage learners with core content.

Examination copies are available for instructors who are interested in adopting this title for course use.

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