Global Action for School Libraries : : Models of Inquiry / / ed. by Barbara Schultz-Jones, Dianne Oberg.

• Superior document: Title is part of eBook package: De Gruyter DG Plus DeG Package 2022 Part 1
• MitwirkendeR: Branch-Mueller, Jennifer L.,; Donham, Jean,; Edwards, Buffy,; FitzGerald, Lee,; Garrison, Kasey L.,; Glass, Valérie,; Guillet, Marie,; Harada, Violet H.,; Hoggatt, Liz,; Ito, Shiori,; Iwasaki, Rei,; Jones, Carol,; Kasai, Yumiko,; Lang Froggatt, Deborah,; Limberg, Louise,; Manck, Katy,; Maybee, Clarence,; Nemec-Loise, Jenna,; Noborimoto, Yoko,; Oberg, Dianne,; Ohira, Mutsumi,; Pangburn, Martha,; Pavey, Sarah,; Pennington, Cherity,; Sanders, Joseph,; Schultz-Jones, Barbara A.,; Sheerman, Alinda,; Stripling, Barbara K.,; Todd, Ross J.,; Toerien, Darryl,; Toerien, Jennifer,; Whisken, Anne,
• HerausgeberIn: Oberg, Dianne,; Schultz-Jones, Barbara ,
• Place / Publishing House: Berlin ;, Boston : : De Gruyter Saur, , [2022]; ©2022
• Year of Publication: 2022
• Language: English
• Series: IFLA Publications , 182
• Physical Description: 1 online resource (XI, 285 p.)
• Other title: Frontmatter --; Contents --; About IFLA --; Messages from the Sponsoring Organisations --; Preface --; Part I: Developing Models of Inquiry for Teaching and Learning --; 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective --; 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University --; 3 The Importance of an Inquiry Model in Teaching and Learning --; 4 The Stripling Model of Inquiry --; 5 FOSIL: Developing and Extending the Stripling Model of Inquiry --; 6 Guided Inquiry Design --; 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta --; 8 Informed Learning: Engaging with Information Enables Learning --; Part II: Implementing Models of Inquiry --; 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset --; 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects --; 11 Exploring Social Justice Using Guided Inquiry Design --; 12 Using the Guided Inquiry Design Model at Shawnee Middle School --; 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design --; 14 Not the Normal Way: Using Guided Inquiry Design in Australia --; 15 Informed Learning and Action Research for Professional Development --; 16 Making It Real: Growing Inquiry Learning Instructors --; 17 Inquiry Learning Initiatives in Japan --; 18 Public School Libraries in Inquiry-Based Learning in Japan --; 19 Using the Document de Collecte/ Collection Document with French Secondary Students --; 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England --; Contributors
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9783110772586; 9783110766820; 9783110993899; 9783110994810; 9783110993189; 9783110993103
• ISSN: 0344-6891
• DOI: 10.1515/9783110772586
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Barbara Schultz-Jones, Dianne Oberg.

This book focuses on inquiry-based teaching, one of the five vital aspects of the instructional work of school librarians identified in the second edition of the IFLA School Library Guidelines (2015). Effective implementation of inquiry-based teaching and learning requires a consistent instructional approach, based on a model of inquiry that is built upon foundations of research and best practice. The book explains the importance and significance of inquiry as a process of learning; outlines the research underpinning this process of learning; describes ways in which models of inquiry have been developed; provides recommendations for implementing the use of such models; and demonstrates how the other core instructional activities of school librarians, such as literacy and reading promotion, media and information literacy instruction, technology integration and professional development of teachers, can be integrated into inquiry. Inquiry-based learning is part of “learning to be a learner,” a lifelong pursuit involving finding and using information. Inquiry develops the skills and understandings that learners need in new information environments, whether that be as students in post-secondary institutions, as producers and creators in workplaces, or as citizens in communities. Through inquiry-based teaching, school librarians help students to build the essential skills and understandings needed for dealing with complex learning challenges, including analysis, critical thinking, and problem solving. In this book, special attention is given to the development of students’ metacognitive abilities, which are essential to their becoming life-long and life-wide learners.