1. Stripling Model of Inquiry C. Carter LIS 532 Fall 2012

2. Inquiry & Research K-12 Stripling Model of Inquiry Explained Stripling Model of Inquiry History Why use this Model? Annotate d Bibliograp -hy Slide template provided by Microsoft: http://preview.tinyurl.com/bp9dx5uhttp://preview.tinyurl.com/bp9dx5u

3. Inquiry & Research k-12 “Inquiry is a process of active learning that is driven by questioning and critical thinking” (Stripling 2). Questioning & Critical Thinking

4. Inquiry & Research k-12 “The goal of inquiry is not the accumulation of information; it is the exploration of significant questions and deep learning” (Stripling 50). Exploring Significant Questions

5. Inquiry & Research k-12 “Increasingly, educators in all subject areas are recognizing the power of inquiry to provoke deeper learning” (Stripling 50). Provokes Deeper Learning

6. Inquiry & Research k-12 “Students have to progress beyond being literate about information, and even beyond being able to use information fluently, to being capable of inquiry that generates new understandings ” (Stripling 19). Generates New Understanding

7. Inquiry & Research k-12 “Teachers are expected to change their roles from providers of information to provokers and guides of student learning ” (Stripling 4). Sage on the Stage or Guide on the Side?

8. Inquiry & Research k-12 “School librarians can be key players in helping establish this type of learning and teaching environment by making use of the resources available” (Berger 17). School Librarians are Key

9. Barbara Stripling Current ALA President Assistant Professor of Practice at Syracuse University Former AASL President 20+ years of experience as a classroom teacher and school librarian Published in professional journals Accomplished author & editor School Librarians are Key

10. Stripling Model of Inquiry Provided by Library of Congress: http://www.loc.gov/teachers/tps/quarterly/inquiry_learning/article.htmlhttp://www.loc.gov/teachers/tps/quarterly/inquiry_learning/article.html

11. Connect Connect to self, previous knowledge Gain background & context Small group discussion / Facilitated conversation Pre-reading aids / Engagement activities Instruction

12. Wonder Develop questions Make predictions, hypothesis Instruction Class brainstorming / Peer questioning /Question Stems

13. Investigate Find & evaluate information to answer questions, test hypothesis Think about information to illuminate new questions and hypothesis Instruction Note taking / Guided practice / Organize sources /

14. Construct Construct new understandings connected to previous knowledge Draw conclusions about questions and hypothesis Instruction Charting / Composing / Questioning

15. Express Apply understandings to a new context, new situation Express new ideas to share learning with others Instruction Selecting format / Teacher conferencing / Peer conferencing

16. Reflect Reflect on own learning Ask new questions Instruction Feedback / Reflection log: I used to think, now I know

17. History of Model 1988 Barbara Stripling & Judy Pitts developed the REACTS Taxonomy & 10-Step research model process model.

18. History of Model Recalling: reporting main facts Explaining: restating, summarizing Analyzing: breaking a subject into parts Challenging: making critical judgments Transforming: combining information Synthesizing: creating original product

19. History of Model Stripling & Pitts Research Model 1.Choose a broad topic 2.Get an overview of the topic 3.Narrow the topics 4.Develop a thesis or statement of purpose 5.Formulate questions to guide research 6.Plan for research and production 7.Find / analyze / evaluate sources 8.Evaluate evidence / take notes/ compile bibliography 9.Establish conclusion / organize information 10.Create and present final product

20. Why use this model? “The Library of Congress follows the popular Stripling Model of Inquiry developed by Barbara Stripling” (Johnson 32)

21. Why use this model? Creates an environment of inquiry where students take charge of their own learning (Stripling 29).

22. Why use this model? “Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners” (Berger 16).

23. Annotated Bibliography Berger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly 26.5 (2010) : 14-17. Print. Pam Berger is a library consultant, adjunct instructor at iSchool, Syracuse University, and editor of Information Searcher Newsletter. She and Barbara Stripling created the Inquiry and Web 2.0 Integration Guide that is provided in this article that connects the phases of Stripling’s Model of Inquiry to teaching and learning strategies, and viable technology tools and resources that reflect a 21 st century learning environment. Berger emphasizes using and learning content and developing information processing and problem-solving skills in a student-centered approach-with the teacher as a facilitator of learning. The importance of asking questions is also addressed and is a central element of Stripling’s Model of Inquiry that allows for reflection and critical thinking, with the ultimate goal being learning how to learn and becoming a lifelong learner.

24. Annotated Bibliography Johnson, Mary J. “Getting Started with Primary Source Teaching.” School Library Monthly 27.2 (2010) : 32-33. Print. Mary J. Johnson is a semi-retired school librarian and an education consultant in Colorado Springs, CO. Her article reveals the Library of Congress’ approval and use of Stripling’s Model of Inquiry. The focus is on the use of primary sources and how they fit into the inquiry model of learning. Johnson refers to Stripling’s model very briefly, in favor of Kuhlthau’s research model instead. The significance of the essential question to the inquiry process is also highlighted, emphasizing scaffolding the questioning process to assist students with developing researchable questions. Tips are offered for primary source lessons and for establishing thinking routines that students use to analyze and synthesize the learned information with a critical eye. This resource was chosen to allow for at least one other perspective outside of Stripling’s Model of Inquiry.

25. Annotated Bibliography Stripling, Barbara. “Teaching Inquiry with Primary Sources.” Teaching with Primary Sources Quarterly 2.3 (2009) : 2-4. Web. 16 Nov. 212..http://www.loc.gov/teachers/tps/quarterly/inquiry_learning/p df/inquiry_learning.pdf Barbara Stripling is the current ALA President and Assistant Professor of Practice at Syracuse University, and has over 20 years of experience as a classroom teacher and school librarian. She is the creator, as her name implies, of the Stripling Model of Inquiry and co-creator of the REACTS Model with Judy Pitts (1988). Stripling addresses ways teachers can use primary sources to facilitate inquiry learning. She emphasizes primary sources as being able to provoke critical thinking. She offers guidelines for each phase of the inquiry process, including, guidelines for selecting primary resources, the skills and strategies to teach them, and cautionary advice.

26. Annotated Bibliography Stripling, Barbara. “Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry.” School Library Monthly 26.8 (2010) : 16-19. Print. Barbara Stripling is the current ALA President and Assistant Professor of Practice at Syracuse University, and has over 20 years of experience as a classroom teacher and school librarian. She is the creator, as her name implies, of the Stripling Model of Inquiry, and co-creator of the REACTS Model with Judy Pitts (1988). Stripling addresses the skills needed to become digitally literate and how to engage in the process of digital inquiry, going beyond fact gathering to deeper understanding and application of knowledge. The Stripling Model of Inquiry is outlined and the role of the school librarian in 21 st century learning is also discussed.