4 The Stripling Model of Inquiry
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Barbara K. Stripling
Abstract
The Stripling Model of Inquiry encourages students’ active participation in their own learning and encompasses a six-phase reflective and recursive inquiry process: connect, wonder, investigate, construct, express and reflect; together with a pre-kindergarten to grade 12 (PK-12) continuum of literacy, inquiry, technology, and personal growth skills. The Model leads to the development of an inquiry stance that prepares and motivates students to pursue lifelong learning. The Model is founded on educational theories of John Dewey, authentic learning and assessment, constructivism, digital inquiry, deep reading, and social-emotional growth. The Stripling Model of Inquiry places learners at the core of the library program and situates librarians as instructional leaders, collaborators, and teachers of essential skills in the school. This chapter tracks the author’s personal journey into the development of new ways of thinking about learning and tells the story of the development of the Model of Inquiry.
Abstract
The Stripling Model of Inquiry encourages students’ active participation in their own learning and encompasses a six-phase reflective and recursive inquiry process: connect, wonder, investigate, construct, express and reflect; together with a pre-kindergarten to grade 12 (PK-12) continuum of literacy, inquiry, technology, and personal growth skills. The Model leads to the development of an inquiry stance that prepares and motivates students to pursue lifelong learning. The Model is founded on educational theories of John Dewey, authentic learning and assessment, constructivism, digital inquiry, deep reading, and social-emotional growth. The Stripling Model of Inquiry places learners at the core of the library program and situates librarians as instructional leaders, collaborators, and teachers of essential skills in the school. This chapter tracks the author’s personal journey into the development of new ways of thinking about learning and tells the story of the development of the Model of Inquiry.
Chapters in this book
- Frontmatter I
- Contents VII
- About IFLA XI
- Messages from the Sponsoring Organisations 1
- Preface 3
-
Part I: Developing Models of Inquiry for Teaching and Learning
- 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective 7
- 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University 22
- 3 The Importance of an Inquiry Model in Teaching and Learning 35
- 4 The Stripling Model of Inquiry 48
- 5 FOSIL: Developing and Extending the Stripling Model of Inquiry 62
- 6 Guided Inquiry Design 77
- 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta 89
- 8 Informed Learning: Engaging with Information Enables Learning 102
-
Part II: Implementing Models of Inquiry
- 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset 115
- 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects 136
- 11 Exploring Social Justice Using Guided Inquiry Design 148
- 12 Using the Guided Inquiry Design Model at Shawnee Middle School 162
- 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design 173
- 14 Not the Normal Way: Using Guided Inquiry Design in Australia 188
- 15 Informed Learning and Action Research for Professional Development 201
- 16 Making It Real: Growing Inquiry Learning Instructors 215
- 17 Inquiry Learning Initiatives in Japan 226
- 18 Public School Libraries in Inquiry-Based Learning in Japan 241
- 19 Using the Document de Collecte/ Collection Document with French Secondary Students 253
- 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England 266
- Contributors 280
Chapters in this book
- Frontmatter I
- Contents VII
- About IFLA XI
- Messages from the Sponsoring Organisations 1
- Preface 3
-
Part I: Developing Models of Inquiry for Teaching and Learning
- 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective 7
- 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University 22
- 3 The Importance of an Inquiry Model in Teaching and Learning 35
- 4 The Stripling Model of Inquiry 48
- 5 FOSIL: Developing and Extending the Stripling Model of Inquiry 62
- 6 Guided Inquiry Design 77
- 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta 89
- 8 Informed Learning: Engaging with Information Enables Learning 102
-
Part II: Implementing Models of Inquiry
- 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset 115
- 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects 136
- 11 Exploring Social Justice Using Guided Inquiry Design 148
- 12 Using the Guided Inquiry Design Model at Shawnee Middle School 162
- 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design 173
- 14 Not the Normal Way: Using Guided Inquiry Design in Australia 188
- 15 Informed Learning and Action Research for Professional Development 201
- 16 Making It Real: Growing Inquiry Learning Instructors 215
- 17 Inquiry Learning Initiatives in Japan 226
- 18 Public School Libraries in Inquiry-Based Learning in Japan 241
- 19 Using the Document de Collecte/ Collection Document with French Secondary Students 253
- 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England 266
- Contributors 280
