Inquiry+Skill

"Information inquiry includes the critical and creative skills found in information literacy and media literacy" (Callison, 2006). According to Daniel Callison, there are five components that work together to create information inquiry experiences. Students move through these five elements in a recursive manner so that they are always revisiting, reviewing and reflecting on what they know, need to know and want to know. The five core aspects of all information inquiry models are: **Questioning** **Exploring** **Assimilating** **Inferring** **Reflecting** While these five skills are present, in varying degrees in this inquiry, the main goal is to help students develop the ability to synthesize information so that new ideas, knowledge and initiatives are formed. Synthesis means that "students must draw upon elements from many sources and put them together into a structure or pattern not clearly there before...Synthesis should also include extracting inferences that link selected findings together in a logical and meaningful pattern" (Callison, 2006). Another way to understand synthesis is by using the term "weaving" to describe the process. Weaving is a part of the 8Ws model of inquiry developed by Annette Lamb. She defines weaving as the "...stage [that] focuses on the application and synthesis of information. Students begin to originate new ideas, create models, and formulate plans" (Lamb, Smith & Johnson, 1997). This inquiry gives students the opportunity to weave together prior knowledge and new information in order to create cultural connections. Lamb, Smith and Johnson (1997) write that "A project-based learning environment involves wondering about a social issue, wiggling through information, and weaving elements together." By investigating celebrations from two cultures students are exposed to diverse viewpoints, similarities, differences, shared traditions, background history and modern influences. The ability to extrapolate essential information from a variety of sources and perspectives in order to develop new understandings and awareness is vital to life-long learning. In addition to weaving skills, this unit also offers cultural education so that students begin to build global knowledge and cross-cultural skills. The Business-Higher Education Forum argues that "When the United States becomes a nation of learners, students will be trained to assess complex situations, solve problems, and work with others in response to a range of unpredictable global challenges." As teachers and librarians we have a responsibility to instill life-long learning and critical thinking skills that can cross cultures and technologies of today's world. In addition to addressing Indiana Academic Standards this information inquiry also encompasses Standards for the 21st-Century Learner put forth by the American Association of School Librarians (AASL). Both the 1st grade and 10th grade inquiries involve components that meet the following AASL standards: __ Skills __ 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.5 Connect learning to community issues. __ Dispositions in Action __ 1.2.3 Demonstrate creativity by using multiple resources and formats. __ Responsibilities __ 2.3.1 Connect understanding to the real world.

As students acquire these skills and new knowledge they will be able to move from novice to information experts. The 1st grade study is very controlled so that students are provided resources and guided through every step of the process. These young students have not yet acquired the abilities to determine patterns in information, organize knowledge and facts so that it can be applied to other situations, adeptly solve problems or flexibly work with information (Lamb, 2005-2011). The 10th grade study is more involved. It requires greater student initiative, creative and critical thinking and the synthesis of new knowledge to develop skills that can be applied to real world situations and further inquiries. Although the high school students are not fully information experts, they have developed more skills and are moving towards becoming "Experts [who] develop extensive knowledge that impacts the way they identify problems, organize and interpret data, and formulate solutions. Their approach to reasoning and solving information problems is different than a novice" (Lamb 2005-2011). The maturation from novice to expert is an extensive process that is a continual part of life-long learning. Providing students with rich information inquiry opportunities will assist them in becoming experts in learning, critical thinking and creative skills. Callison, D. & Preddy, L. (2006). //The Blue Book on Information Age Inquiry, Instruction and Literacy. // Westport: Libraries Unlimited.
 * Works Cited**

Educational Broadcasting Corporation. (2004). //How does it differ from the traditional approach? // Retrieved January 11, 2012, from Concept to Classroom: http://www.thirteen.org/edonline/concept2class/inquiry/index_sub1.html

Lamb, A. (2005-2001). //Expert vs Novice Information Scientists.// Retrieved 2012, from Virtual Inquiry: http://www.umuc.edu/library/libhow/apa_examples.cfm

Lamb, A., Smith, N., & Johnson, L. (1997). The 8Ws. //Learning and Leading with Technology//, 7-11.