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How do you/could you teach learners to display curiosity and initiative when seeking information?

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How do you/could you promote the generation of new knowledge?

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How do you/could you guide learners to maintain focus throughout the inquiry process?

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How do you/could you implement and model an inquiry-based process?

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Think critically, identifying problems, developing strategies for solving problems, curiosity and initiative.

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Ask questions to further thinking, look at other points of view, narrow subject/topic, and build background knowledge with resources.

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Explore various topics through books, online resources, and museums.  Discuss learner's interest in topic.  Recommend appropriate variety of materials.  Encourage learner to share new knowledge. Provide feedback throughout process and informal reflection questions.

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Curiosity, Questioning, Self-Directed, Evidence Based, Communicate New Knowledge with Others, Fill Knowledge Gaps, Reflection

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Curiosity, Questioning, Self-Directed, Evidence Based, Communicate New Knowledge with Others, Fill Knowledge Gaps, Reflection

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Scaffolding the questioning process: guided questioning, question stems

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Scaffolding the questioning process: guided questioning, question stems

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Open-ended discussion time to discover prior knowledge and real-world connection

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Open-ended discussion time to discover prior knowledge and real-world connection

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Identifying problems, acquiring new information, curation of information, applying information to problem

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Foster curiosity by asking questions, think outside the box to diversify, have an open mind

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Foster curiosity by asking questions, think outside the box to diversify, have an open mind

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Amy & Faye

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Use guided/scaffolding questions to lead students to have authentic questions they want to answer

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Use guided/scaffolding questions to lead students to have authentic questions they want to answer

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Ask questions, guide discussions

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Provide guiding questions so students have a "path" to follow if they are not use to the self-directed inquiry process 

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Provide guiding questions so students have a "path" to follow if they are not use to the self-directed inquiry process 

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Chunks of inquiry time with guided breaks in between

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Chunks of inquiry time with guided breaks in between

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Have a variety of formats to engage in order to break the monotony of accomplishing  task only one way; set time limits for students to reach certain milestones,; encourage active participation; remove distractions

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Have a variety of formats to engage in order to break the monotony of accomplishing  task only one way; set time limits for students to reach certain milestones,; encourage active participation; remove distractions

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Amy & Faye

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It starts with curiosity and a desire to learn new things. The method of learning starts with asking questions, thinking, finding and using resources and evaluating.

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Having discussions, valuing the learner's interests, starting them on the path towards finding information. Teacher models process of metacognition.

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Interpreting and putting forth their own understanding of what is learned.

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Breaking it down into to doable steps. Modeling, feedback and support is given.

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Reflecting, extending new knowledge and making real life connections.

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Model curiosity and what it means to be inquisitive. Ask open ended questions.

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Create projects that require students to use multiple resources to develop solutions to problems. Narrow focus and look at all points of view.

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Create a timeline that has frequent opportunities to share their progress. Use of checkpoints.

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Set up a research program schoolwide such as Big 6 and have all classes implement this to do research. Introduce and support in the library program

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It starts with curiosity and a desire to know or learn. Students have questions/problems they need to answer/solve. We need to be there to help them think them through and find the info they need.

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Allow students to be able to solve their OWN questions/problems. Ask them questions about it and discuss it to help them discover what they really want to know.

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Engaging students in discussion about topics of interest, encouraging them to delve deeper into the topic. Allow students to research their own topics of interest and present their new knowledge through their desired channel.

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Brainstorm, collect ideas on graphic organizer. Give them the freedom to present the info in the way they want. Let search topics they want to search as long as they using the desired model and it fits within the assignment framework.

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Give them a thinking model. Use Big 6 or I-Search as a research model. Constantly and consistently model aloud thinking/problem processes even when not teaching research.

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Have or use a Wonder Wall, use Wonderopolis as a means of writing about random questions, generate random ideas, keep asking students questions to boil down to other questions, with older students use Socratic seminars

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Research process often reveals that the student needs new knowledge to answer the original question.

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Have an accountability partner, use a grid or guide as a check list, chunk up the research process into smaller tasks,

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Again, the Wonderopolis site is an awesome way for kids to "see" inquiry. Use Big6 or the IB Action Cycle or the I-Search model -- any inquiry -research model.

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Learning through open-ended questioning; using clues to discover more on a topic based on questions. It is "wondering" and the active pursuit of the "wonder" through continuous exploration.

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Learning through open-ended questioning; using clues to discover more on a topic based on questions. It is "wondering" and the active pursuit of the "wonder" through continuous exploration.

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Learning through open-ended questioning; using clues to discover more on a topic based on questions. It is "wondering" and the active pursuit of the "wonder" through continuous exploration.

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Learning through open-ended questioning; using clues to discover more on a topic based on questions. It is "wondering" and the active pursuit of the "wonder" through continuous exploration.

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Model curiosity (perhaps a think-aloud), and provide the diverse avenues for exploration. For instance, curate different resources depending on the task at hand. Show students both good and bad sources of information to show the difference.

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Display different products (two books, two poems, two paintings, two videos, or a short story and a math problem, anything), and have students look for relationships/non-relationships between the two juxtaposed items. That way, they create their meaning based on the comparison, leading to generated knowledge and connections they did not have before.

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Inquiry is activating learners curiosity about prior knowledge, interests and curricular topics to deepen understandings . This is done by having learners create questions, discuss and reflect on discoveries to form new questions and deepen understanding.

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Chunk the research process. Provide specific goals for the session. For instance, on one session, the goal is to list at least 10 different facts from at least 3 different sources.

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Model curiosity and provide opportunities and resources for questions.

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How do you/could you promote the generation of new knowledge?
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Letting them search for books/resources of their own choosing .

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Breaking it down and introducing one piece at a time.

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Building background knowledge and personal prior knowledge. If not, then acquire new knowledge

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Warm and welcoming environment.
Movement and talking should take place.

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NW E/S
Allowing students to share in collection development process by giving them opportunity to request books for purchase.

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Not quick to answer but guide them to where knowledge can be found

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Guide them to appropriate age resources.
Librarians could order nonfiction resources for K-2 and 3-6 levels.

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the search for information or answers to a question, hypothesis or query. The process is the critical piece.

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Problem solving, investigating a topic of an interest to obtain the knowledge of information seeking.

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Modeling

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question
allowing students to wonder and help them find the answers to their wonderings

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minimize
distractions active monitoring

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Guide students towards an essential question with real world connections.

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Teaching how to direct students to question with other questions to self direct

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Give time to create and let them share with peers.

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Collaborate-share-implementation-by comparing research models- Super 3 Research

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It involves wondering, thinking, the 5 Ws (Who, What, When, Why, Where?) that is student driven...

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By starting with what interests them, what is their why, focusing on what is important to them to start...

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Structure learning to include opportunities to generate new knowledge

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Break it down to maintain engagement

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Model a real world connection when using a tried and true process like Big 6, etc.

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acting on curiosity and imagination by questioning,

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modeling as a habit. I wonder why? What if? etc.

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allowing and encouraging students to explore.

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By providing research templates that guide the students based on age.

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Model a very short research project and break the process into steps.

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Critically thinking about problems and coming up with solutions to solve them

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Critically thinking about problems and coming up with solutions to solve them

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Create opportunities in the library that will force students to think critically and use skills that are not normally taught

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Role modeling in the library.

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Create a bookmark that will give the steps of the of the inquiry process.

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Model the process using real-world situations.

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Have a timeline for sharing information, submitting work and staying on task. Amy, Fabiola, Marvin

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Have a timeline for sharing information, submitting work and staying on task. Amy, Fabiola, Marvin

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- Build knowledge
- Think critically
- Problem Solve
- Intrinsically Motivated

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Use a template where students express a topic of interest.

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Provide students with opportunities throughout the year to share their inquiries and acquire knowledge with peers, parents, and/or teachers. Examples: School displays, programs, campus events, website, etc.

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Provide them with models, anchor charts, and/or a template.

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Genius Hour - provide lessons

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searching for answers...

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encourage students to think what interests them

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encourage students to think what interests them

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Making sure that our libraries are a welcoming environment.  Also, make sure the students feel like the environment is non-threatening so they feel like they can ask questions.

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Making sure that our libraries are a welcoming environment.  Also, make sure the students feel like the environment is non-threatening so they feel like they can ask questions.

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By facilitating the research process and providing required tools.

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By facilitating the research process and providing required tools.

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Starting slowly by teaching students to research at their level.  We need to make sure the teachers are aware of our resources.

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Starting slowly by teaching students to research at their level.  We need to make sure the teachers are aware of our resources.

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process of thinking, developing strategy, problem solving, interest about something. 

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process of thinking, developing strategy, problem solving, interest about something. 

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thinking, learning, developing strategy, problem solving, interest about something.

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1. Plan a lesson that involves teacher and librarian co-teaching. Teacher leads whole group instruction and librarian provides support through various forms of resources.

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Keep them engaged and focused on their topic.  Have them ask theirselves, "Is this about my driving question?"

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Information seeking process

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Reading a good book, introducing a topic, encouraging them to research something that they love

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you could create a checklist or rubic to fill out. Write down the fun interesting things that they learn. It MUST be purposeful and intentional.