1. Teacher-Librarian Supported Inquiry-Based Learning
Prepared by Jo-Anne Gibson
Acadia Junior High

2. What is Inquiry?
Inquiry is the PROCESS of asking a question or a series of questions and seeking information to satisfy the questioner’s needs.

3. What is Inquiry-Based Learning?
Inquiry-based learning involves learners in choosing among alternatives, wondering, predicting, experimenting, asking questions, gathering more information, observing, making connections, learning in-depth, considering other perspectives, reflecting and taking new action based on what has been learned.

4. How are curriculum outcomes met in inquiry-based learning?
Curriculum outcomes are met by investigating curriculum content based on students’ real lives, needs, interests, experiences and curiosities.
“I have no special gift. I am only passionately curious.”
Albert Einstein

5. What is an inquiry-based lesson?
Involvement that leads to understanding
Structured process of figuring “it” out
Student-centered
Powered by a question or problem that has many perspectives

6. What inquiry-based learning is not
A student “free-for-all” where students make all the decisions
Cut-and-paste answers
Passive
Teacher as expert
Product-orientated
Using the computer for research

7. How can teacher-librarians help?
With their extensive knowledge of inquiry-based learning, resources, technology, lesson planning and assessment practices, teacher-librarians can collaborate with teachers to develop authentic and engaging assignments that require students to think, synthesize information and demonstrate their learning in a variety of ways.
As a knowledgeable facilitator, teacher-librarians stay with the class or group of students throughout the process and work with the classroom teacher to support and assess student learning.
Teacher-librarians can provide “mini lessons” on various information literacy or technology-related topics throughout the inquiry process.

8. What is the inquiry process?
The inquiry process is a spiraling continuum that teaches students of all ages the process of asking essential questions, finding, interpreting and sharing information, and reflecting on their learning. The stages include:
Planning and questioning
Gathering and making sense
Producing to show understanding
Communicating and sharing findings
Evaluating learning
Reflecting on the process

9. Inquiry Model
Focus on Inquiry, p. 17

10. Plan and Question What will I study? What will my question be?
Identify a topic area for inquiry
What will I study?
What will my question be?
Identify possible information sources
What kinds of resources will I use?
Where will I find the information?
Identify audience and presentation format
Who will see my finished product?
How will I present my information?
Establish evaluation criteria
How will I know if I’ve done a good job?
Outline a plan for inquiry
Where should I start?
What is my timeline for completion?

11. Gather and Make Sense Find and gather the resources I need
Develop an information retrieval plan
Where will I find my information?
How do I plan to take the information from my sources?
How will I keep track and show my sources?
Locate and collect resources
Find and gather the resources I need
Only choose resources I understand
Select relevant information
Find and gather the information I need in my resources
Evaluate information
Is this the information I need?
Do I believe this information to be accurate, reliable, balanced, current?
Review and revise the plan for inquiry
Can I still do as I planned?

12. Produce to Show Understanding
Make connections and inferences
Does this information help me answer my question?
How do I turn it into an answer?
Organize information
Put together my answer to the question
Create a product
Can I create what I had planned to create?
How do I create this?
Put it together
Think about the audience
How will they understand best?
How do I get my point across?
Revise and edit
Is this the best it can be?
Have I followed the evaluation criteria?
What could be improved?
Make any changes that need to be made

13. Communicate (Share) Communicate with the audience
How will I explain so that everyone will understand?
Practice my best presentation skills
Present new understandings
Teach others what I learned
Make sure it’s interesting
Demonstrate appropriate audience behaviour
Listen to others when it’s their turn
Participate appropriately in their presentations

14. Evaluate Evaluate the product Did my product answer my question?
Did people understand and learn from it?
Was my product the best it could be? Why or why not?
Evaluate the process and plan
Did I follow the steps properly?
Did I follow through on my plan? Why or why not?
Transfer learning to new situations
How can I use this learning in “real” life beyond the classroom?
Do I want to investigate my question further?

15. Reflect How do I feel at this stage?
Reflect before inquiry
How do I feel at this stage?
How do I feel about starting this project?
What will be easy?
What might be difficult?
Reflect during inquiry
What were my successes?
What were my difficulties?
What do I want to keep doing the same way?
What can I do differently?
Reflect after inquiry
What went well?
What will I do the same way next time?
What can I do differently next time?
What did I learn about myself?
What did I learn about the inquiry process?

16. Why bother with inquiry?
When students ask questions that are important to them, motivation and a sense of ownership of the learning process occurs
In this age of information, no one can know it all so it’s the process of learning that becomes vital
Our world needs creative individuals who can “think outside the box”
Knowing how to find and interpret information empowers students and allows them to participate in the world around them
Collaborating with others is an essential skill for the 21st century

17. Can the inquiry model be used in all subjects?
Yes, but it shouldn’t be used all the time. Inquiry-based learning should complement other teaching and learning styles in the classroom
With your teacher-librarian, set aside a specific time of day or periods to work on inquiry
Students need time to process information and skills so spacing over several weeks is important

18. It’s about seeking appropriate resolutions to questions and issues.
Inquiry is not so much about seeking the “right” answer.

19. References
Alberta Education. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Alberta Education. Retrieved Aug. 27, 2010 from