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ERIC Number: EJ1045937
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: ERIC
Reference Count: 16
ISSN: ISSN-1094-9046
Elements of Information Inquiry, Evolution of Models & Measured Reflection
Callison, Daniel; Baker, Katie
Knowledge Quest, v43 n2 p18-24 Nov-Dec 2014
In 2003 Paula Montgomery, founding editor of School Library Media Activities Monthly and former branch chief of school media services for the Maryland State Department of Education, published a guide to teaching information inquiry. Her staff also illustrated the elements of information inquiry as a recursive cycle with interaction among the elements occurring each time the inquirer encounters new information. This cycle is centered on a need or task, no matter how small or large, or how complex or simple. This cycle recurs with each information interaction, whether a portion of a project or culmination of the greater inquiry experience. In 2003, one of the author's defined five elements as a consistent core found in the many models for information searching and use emerging at the time from a variety of academic educators and researchers, as well as from leading school library professionals. These five elements have remained central while there has been evolution in several of the leading information literacy instructional models. Application of constructivist educational theory, as well as refinement of school library instructional practice, resulted in an evolution toward inquiry. While these advancements have moved toward a more student centered teaching approach, the core information inquiry elements continue to provide the framework for inquiry-based learning. The five elements are described in this article: (1) Questioning; (2) Exploration; (3) Assimilation; (4) Inference; and (5) Reflection.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A