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Share your take-a-ways from this article. Click the PLUS button at the bottom right and put your name on your post along with your take-a-ways from the article.

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Obviously we all know that inquiry is about questioning. For me this article and graphic reinforced the idea that inquiry isn’t about asking a single question, it’s about asking questions that naturally lead to more questions. I appreciated the circular design of the graphic because it captures how authentic inquiry never really “ends”; each conclusion should spark new curiosity and possibilities.

It also brought back a memory from a PD years ago on using higher order questioning during instruction. We were given a poster of question stems to hang in our classrooms so that when discussions stalled, we had prompts ready to push thinking further. I relied on that tool constantly as a classroom teacher. It makes me wonder whether I should create something similar, maybe a clean, visual set of inquiry stems tailored for the library, that I could use whenever I’m partnering with teachers on research‑focused lessons.

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Thinking about this article and how it applies to our purpose as librarians go hand in hand. As librarians, one of the things we are seeking to do is to equip students with the skills to navigate information, whether they are looking for specific things, or just exploring on their own. Teaching them how to use inquiry and questioning across a variety of subjects shows how these skills can be utilized in their everyday life, which is ultimately our goal! We want students to ask the W questions and dig deeper than surface level. We want them to build connections to prior knowledge and learning from different areas. We want them to desire knowledge and understanding. If we can get them involved in the process with ownership and excitement, they will internalize so much more than when information is just thrown their way.

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Inquiry-based learning really intrigues me because it relies so heavily on the student guiding the learning process, with the help of the teacher and school librarian. I love the idea that it is more personalized for the learner, and leads to stronger connections. It guides the student to be naturally curious and act on that curiosity. It feels like an intimate learning experience but also encourages students to consider other diverse perspectives.

I really enjoyed how the article gave instruction of how inquiry-based learning can be used in not just math and science, which lends itself naturally to this style of learning, but also to history and social sciences.

I also liked how the article outlined the ways in which the school librarian plays a pivotal role in this type of learning. Due to the nature of the school librarian as a teacher who is not bound by the constraints of the curriculum, the school librarian has the opportunity to be a leader in the school for inquiry-based learning.

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Seeing the inquiry model alongside the article really helped everything click for me. It shows that inquiry isn’t a straight line. It is all connected and constantly looping. You can be wondering while you investigate and reflect, as you are still constructing understanding, and that feels realistic.

As someone with 12 years in the elementary classroom, this feels very familiar. This is already how learning happens with kids. It is just not always labeled. The article helped put language to that messy middle we see every day.

From a school media lens, this really highlights why the library matters. The media center supports every part of the inquiry cycle, not just research. Students can enter at any point, move back and forth, and keep asking questions. That flexibility feels like a huge strength of inquiry and of librarianship.

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One idea that really stood out to me is the shift from finding answers to asking better questions. Stripling makes the case that inquiry isn’t about accumulating information, but about developing deeper understanding that often leads to even more questions. That feels especially relevant in a time when information is easy to access but harder to make sense of. Inquiry is learning how to learn, which feels like one of the most important skills to teach students. It is basically teaching critical thinking skills, which is what the goal of education should be. I like the graphic a lot and plan to post it up in my library. It is a good reminder that inquiry is circular and messy.

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I really enjoyed this article and it's practical applications to inquiry-based learning both in the library and in other subject areas of the school. This style of learning feels so active and engaging. It feels like you're taking the traditional goals of learning (knowledge, application, meaning), and making it personal. Barbara Stripling also notes that it's "cyclical," meaning that questions lead to learnings, which lead to more questions. This allows for expansion of the knowledge, like a web of opportunity! And yes, while this process as a whole can be messy - it's a good life lesson for teachers and students alike, that the process of being curious (and understanding) isn't always a straightforward, clear path.

Lastly, I appreciated the step-by-step approach, as I'm someone who loves a plan! This is a resource that I would most definitely place next to my desk in my future library as I develop inquiry-based learning plans.

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Inquiry learning is all about students asking questions to deepen their understanding of a topic. In the article, it says, "that the questioning, critical thinking, and creative generation of new knowledge are as important to students’ learning as their information finding." Inquiry shows that letting the students be curious and investigate that curiosity to find an answer, and reflect on those answers. Another big part of inquiry is active discovery. Active discovery is student-centered and wants the students to discover the information themselves rather than memorize it from a teacher. Inquiry is not just for one subject but rather can be used in all subjects, and teachers are encouraged to use it in all subjects. As a librarian, how we can help this process is through collaboration and professional development. By collaborating with teachers, library media specialists are able to provide resources that foster active and reflective learning for the students. Overall, inquiry is not a solution to solve every problem students have with learning. However, when used correctly, it can help students be successful 21st-century learners.

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One of the greatest takeaways I got from this article is that the inquiry process is a cycle with a goal of deeper learning. Inquiry reframes how we may think of education as having a goal of knowing everything; with inquiry, we are instead encouraged to constantly ask questions. The emphasis isn't on having the right answer, but rather how the student found the answer and what that answer means. This creates an environment where students feel safe to speak up in the classroom, ask questions, and construct their own understanding.

Students also are able to more freely explore their interests, which leads to a more positive association with school and learning. When students feel that they are directly involved in the learning process, there is a sense of agency and empowerment over their own learning. Inquiry also encourages collaboration with peers to understand different viewpoints. This is why the inquiry model is important for school libraries, as it contributes to one of our goals of creating a lifelong love for learning.

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Inquiry based learning is an invaluable process. As the article said, it teaches students how to learn, not just what to learn. With the abundance of information available today on the internet, it is crucial for students to develop critical thinking skills to learn how to sift through it all. Inquiry based learning teaches these lifelong skills and can be applied to all subjects and topics. Because inquiry based learning is non linear and never ending, it can feel overwhelming to teach. This is where collaboration between librarians and classroom teachers can be so beneficial. School librarians must be familiar with the curriculum at every grade level in their school in order to work with teachers to foster active and reflective learning. Librarians have the opportunity to make connections across different curriculum topics and guide students through the inquire process using age appropriate resources.

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This article notes how important it is to teach students how to learn, and how school librarians tend to teach this in their lessons. By knowing how to learn and inquire, students are better able to succeed in the classroom and in a future career. I believe that students who know how to learn are the students who are more successful at grasping knowledge on their own and are more likely to be successful in college. Inquiry based learning is rooted in allowing the student to guide their learning themselves and to learn to ask good questions. School librarians can help implement inquiry-based teaching in several ways. Through collaboration, school librarians help by supporting the teacher in creating lessons that are inquiry-based. I found it interesting that school librarians can also help by creating a collection that supports inquiry-based learning. Often, I think of guided inquiry as a way of teaching. Having a collection that has resources that allow for multiple points of view is also a way of supporting guided inquiry because it helps support teaching.

The Stripling Model of Inquiry shows me that the process of inquiry is a continuous process. Asking questions, constructing understandings, and reflecting on new learning will bring forth new questions. Through all of this, students will gain new knowledge and develop background information about a subject. I think this process is an excellent way to teach students the skills they will need to be successful.

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I thought this article clearly explained the basics and focus of inquiry-based learning in a way that's easy to understand and inspiring. The focus on learning how to ask good questions is something I could personally benefit from. I immediately started thinking about how to incorporate this into every grade level of students who visit the library. Even during or after read-alouds, I could challenge students to come up with questions about specific characters or situations, or encourage them to wonder about what happens next in the story. Questions like these are simple to develop and can spark ideas and curiosity among classmates. As I work on my collection development plan for my job, I appreciate the tips on building the digital collection, especially focused on inquiry. Right now, my students don’t use these tools for in-depth research, but I believe we will get there! The calls to action to be a leader in inquiry-based learning with administrators and parents were convicting but might similarly engage the attention of these stakeholders as it does students.

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While reading this article I had to get out of the teacher mind frame. I LOVE the idea of inquiry based learning and allowing autonomy to the students to dig into what interests them. I believe from the librarian's point of you it opens up a good resource to collaborate with colleagues on staring it and helping it make full circle with the research.

This opens up the doors for creating an online platform for teachers and students to use in the library to help further their questions and/or research. This allows them to continue when not in the library. I truly love the idea of having a question board for students to share their learning when entering the library. So many ideas, but getting started can be tedious without the help of a teacher. Collaboration is key.

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As a middle school special education teacher (for the moment!!), Stripling's emphasis on inquiry really resonates with my classroom experience. Inquiry-based learning values curiosity, questioning, and reflection. All of these help my students feel ownership of their learning, especially since they often have to share their knowledge in different ways due to their various disabilities. Processing delays and difficulty with short and/or long-term memory often prohibit them from recalling details, processes, or events. Inquiry supports diverse learners by focusing on growth rather than the "just right" answers.

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This article really talks about the process of inquiry-based learning and how to ensure this type of learning is taking the forefront in the classroom. Teaching students how to inquire in a way that expands their knowledge and their learning creates stronger learners. Asking thoughtful questions that help students to make sense of information, which in turn leads to new questions. Inquiry-based learning is a buildable type of learning and a way of gaining knowledge. Inquiry-based learning also leads to motivational learning that helps students be engaged as they are learning for themselves. This article was super interesting to read, as I really love this type of learning and teaching. Especially in the library, because we are facilitators of learning with access to information, but we have to teach students how to ask the questions to get the information they seek!