The Evolution of Inquiry: Controlled, Guided, Modeled, and Free

Defining the progression toward inquiry learning, this book provides an extensive overview of the past five decades and the evolution of inquiry in science, history, language arts, and information literacy studies. Information inquiry is a basic skill for those who examine information as a science, and its principles can be applied across the K-12 curriculum. Built around reflective reviews of more than two dozen articles from School Library (Media Activities) Monthly, this helpful book shows the evolution, adoption, and application of the inquiry learning process to the school library teaching/learning environment. Four levels of inquiry—controlled, guided, open, and free—are explored in association with the emerging national Common Core curriculum and the Standards for the 21st-Century Learner from the American Association of School Librarians. With the growing interest in the concept of inquiry and inquiry learning, you may find yourself needing to distinguish between the existing models and their applications. To help you do that, the book provides you with rich, historical context that clarifies the models, and it also projects future applications of inquiry and learner-centered teaching through school information literacy programs. These new applications, such as graphic inquiry, argumentation for inquiry, and the student as information scientist, offer tangible examples you can use to enrich the expanding information literacy curriculum.

Table of Contents:
CONTENTS Preface Acknowledgments SECTION I: INQUIRY: CONTROLLED, GUIDED, MODELED, AND FREE Chapter 1 : Key Artifacts Reflecting Progression and Evolution Toward Inquiry Chapter 2 : Evolution of Controlled Inquiry Chapter 3: Guided, Modeled, and Mentored Inquiry Enhanced by Cognitive Apprenticeship Chapter 4: Free Inquiry and Student-Centered Learning Chapter 5: Various Perceptions of Inquiry SECTION II: INFORMATION INQUIRY: LEARNING PRACTICES FROM SCHOOL LIBRARY MONTHLY Bibliography of Inquiry Articles from School Library Monthly 1997û2014 Callison, D. and A. Lamb. "Authentic Learning" Callison, D. "The Student Information Scientist, Part I" Callison, D. "The Student Information Scientist, Part 2" Lamb, A. and D. Callison. "Graphic Inquiry for All Learners" SECTION III: INFORMATION INQUIRY ACROSS THE CURRICULUM: ARTICLES FROM SCHOOL LIBRARY MONTHLY Chapter 6: Inquiry in Science and Math Chapter 7: Inquiry in Language Arts Chapter 8: Inquiry in History Chapter 9: Inquiry and the Argument Curriculum Chapter 10: Inquiry and Communication SECTION IV: ADDITIONAL RESEARCH REVIEWS Chapter 11: Challenges & Opportunities for Collaboration, Expanded Roles, and Future Facilities Chapter 12: Research on Inquiry Learning and Teaching Techniques Chapter 13: Student Online Searching and Evaluating Information Chapter 14: A Timeline for the Progression Through Information Literacy to Inquiry Index

About the Author :
Daniel Callison, EdD, is professor emeritus in school media and instructional systems technology, and dean emeritus in online adult education and distance continuing studies at Indiana University, Bloomington, IN.

Review :
Overall, The Evolution of Inquiry is a labour of love showcasing a lifetime of work from an academic and teacher of teachers. In reading this you will gain an understanding of the relevance of inquiry to libraries and media literacy and see the importance of implementing inquiry-based learning in library programs so we can teach our students the important skill of 'how to think rather than what to think.' (p. 34) We wish that other discipline experts would recognize the expertise that Daniel recounts in this book. Perhaps it will stand as evidence of our expertise alongside those outside our discipline who claim that area as their own. An important theoretical addition to the literature. Overall, Callison presents the reader with a historical and comprehensive review of the various education and school library models integral to the concepts of inquiry. The work creates a strong argument for why school librarians can and should be involved in 'the scaffold building toward greater independent learning' (11). Drawing parallels to the author's statement that 'inquiry requires students to be active rather than passive learners' (57), the contents of The Evolution of Inquiry do not lead readers through a controlled story but represent an admirable lifetime of research, which can be interpreted and utilized by those willing to free their minds from the constraints of the library profession.