Learning Objective

• Learn about the different dimensions that comprise INFOhio's inquiry model.

Download the What is Inquiry? Checklist and Notes from the exercise files at the bottom of the page to help you with this lesson. You will continue to use the What is Inquiry? Checklist and Notes in other lessons throughout this class.

Research vs. Inquiry

Many research models follow a similar process:

1. Students are given a topic by the teacher to research.
2. Students collect background information and facts about their topic. 
3. Students organize information after it is collected and add citations.
4. Students write a rough draft. 
5. Students edit and revise the draft.
6. Students submit the final essay or project to the teacher.

Many research models follow a linear structure with little time for reflection and student choice.

Student choice is critical to the inquiry process, as students are encouraged to ask questions, make connections, and reflect throughout the process on their learning and inquiry skills. Although the inquiry process is more fluid, it is not without a structure. Several different models of inquiry exist. As discussed in the previous lesson, Barbara Stripling and The Big 6 both developed inquiry models popular among school librarians and teachers. Based on research on inquiry-based learning, INFOhio established a unique inquiry model, INFOhio's Dimensions of Inquiry.

INFOhio's Dimensions of Inquiry

INFOhio's Dimensions of Inquiry was designed to support students and teachers through the inquiry process. As a student-centered approach to learning, the inquiry process is how students construct meaning and arrive at new understandings. INFOhio's model of inquiry is unique in that the process is neither linear nor cyclical. INFOhio takes a real-world approach to inquiry, understanding that all of the "dimensions" of inquiry can happen at any time throughout the process and may be repeated. The different dimensions that comprise INFOhio's inquiry model lay the foundation for many INFOhio tools created for student learning.

INFOhio's inquiry model includes six dimensions:

Questioning: Whether developed by the teacher, the student, or in partnership between both, establishing essential questions to guide the inquiry process is important for successful inquiry. Read the INFOhio blog post, Inquiry and INFOhio: Questioning to learn how to maximize powerful questioning strategies and resources to spark student curiosity.

Locating Information: Locating information within reliable, trustworthy, and quality resources is only one aspect of this dimension. Students learn how to explore relationships among ideas, recognize when more information is needed, and take notes. Read the INFOhio blog post, Inquiry and INFOhio: Locating Information to understand how this dimension of the inquiry process helps students select the best resources to answer their questions. 

Evaluating Information: Got the fake news blues? Teaching students how to evaluate information is a vital skill to navigate a digital world of suspect texts. Whether evaluating the contents of a contract or reading an article from a website, evaluating the quality of information is a life skill students will continue to use beyond the classroom. Review the INFOhio blog post Inquiry and INFOhio: Evaluating Information to learn how to foster in students the ability to evaluate information.

Applying Information: Students need instruction and support to apply learned information as they construct new meaning and understandings. Skim the INFOhio blog post Inquiry and INFOhio: Applying Information to learn how to support students as they use the information to build, create, and deepen their learning.  

Sharing Information: Transform students into educators and advocates as students share their learning. Scan the INFOhio blog post Inquiry and INFOhio: Sharing Information to discover digital tools students can use to share their learning to make an impact on their communities.

Reflecting: Reflecting is sometimes an overlooked dimension in other inquiry models. In INFOhio's Dimensions of Inquiry, reflection happens continually throughout the inquiry process, allowing students to re-examine both the content they learned and the inquiry skills they are developing. Reflection enables students to solidify their learning and apply their newly acquired knowledge and skills to new experiences. Review the INFOhio blog post Inquiry and INFOhio: Reflecting to learn more about how to integrate meaningful reflection practice into your classroom. 

Although listed linearly, remember that INFOhio's model of inquiry is fluid. Below are some examples of the fluidity of the inquiry process.

• Begin the inquiry process by asking students to reflect on what they already know about a topic. Based on prior knowledge, students can begin to draft good questions to guide the inquiry process. 
• As students locate information, encourage them to revisit the questions that guide the inquiry and reflect on the different types of resources they can use to find the information they seek.
• Students often struggle to locate information they need. Remind students that this is the challenge researchers in the real-world face and support them as they revise the questions to help them locate information they need.

Reflecting on Your Learning

1. After learning more about each dimension of the inquiry process, which dimension do you feel is a strength for both you and your students? Which of the dimensions do you feel is a weakness for both you and your students?
2. What is your role, as the teacher, in the inquiry process? This question can be answered in the INFOhio Resources for Research Open Space group Discussions. Find the Educator Role in the Inquiry Process reflection question. Reply to the thread and review other participants' responses.
3. Can you think of colleagues that would be interested in learning more about the inquiry process?