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Notes on: Inquiry: Inquiry Minds Want to Know Barbara Stripling Barbara starts out her article with this, “Both experience and research tells us that students engaged in inquiry are more motivated to pursue learning on their own than students who are fed pre-organized information that they are expected to remember” (Stripling, 2008). The inquiry process is driven by questioning, thoughtful investigating, making sense of information, and developing a new understanding of information gained (Stripling, 2008). John Dewey provided us with a learning style that allowed us to learn through experiences and draw a connection from one experience to another and the future by reflecting on and organizing our ideas. Educators are recognizing that the inquiry process creates a deeper learning. ·  Tap into prior knowledge ·  Generate intriguing questions ·  Develop a plan ·  Select resources ·  Organize information ·  Create demonstration of learning (presentation) ·  Reflect on process  The mentioned above inquiry process correlates with the AASL standards. (TN)
 * Why focus on inquiry? **
 * What is the underlying process of inquiry and what skills are most important? **

Because of the process of inquiry being an active inquiry discovery, LMS and teachers can employ formative assessment to track progress (Stripling, 2008).  The inquiry process remains the same in many content areas, the emphasis maybe on a different types of thinking skills. Math: problem-solving and reasoning Science: question, hypothesize, and investigate History and social sciences: people and interactions with the world Reading: Interpretation of evidence (main idea, point of view, author’s purpose) Skills required will vary by subject (Stripling, 2008). <span style="color: blue; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: 'Times New Roman';"> The goal of inquiry is that students will know how to find the answers by asking good questions than finding the answers (Stripling, 2008-Cochran-Smith and Lytle 1999). The inquiry process should start with a good question by the students. Questions that relate to the lives of the student will be more intriguing and authentic. This will ignite student motivation. The LMS role in the inquiry process includes collaborating with teachers, teaching and collection development with leadership and providing professional development. A learner-centered environment that fosters active and reflective learning for students while focusing on AASL standards created by teachers and the LMS is crucial for success. LMS should be a model of leadership in the 21st century by providing and participating in professional development opportunities related to inquiry based learning. <span style="color: blue; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: 'Times New Roman';"> Each time a student is involved in the inquiry process skills to develop learning for discovery; the library has fostered a culture for learning in the 21st century using AASL standards.
 * <span style="color: blue; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: 'Times New Roman';"> How does inquiry differ across curriculum? **
 * <span style="color: blue; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: 'Times New Roman';"> What is the role of the library media specialist in inquiry-based teaching and learning? **
 * <span style="color: blue; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: 'Times New Roman';"> Again, why focus on inquiry? **

Stripling, Barbara. "Inquiry: Inquiry Minds Want to Know." //School Library Media Activities Monthly// XXV.1 (2008): 50-52. Print.