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Inquiry and learning: What can IB show us about inquiry?

Volume 26 Issue 2 (June 2012)

Abstract: Inquiry learning is a core responsibility for all teacher librarians. It is often the most challenging part of the role, requiring many skills including intuition, insight, collaboration, flexibility and, at times, enormous amounts of persistence. For many teacher librarians, inquiry learning can become a little formulaic in terms of its implementation. Essentially the learning intervention is centred on 'research' often using a model to drive an investigation. The focus becomes based on gathering information, a degree of synthesis and possibly referencing of the data. This research role is, and will always be, vitally important. However, inquiry is much more than simply finding and using information. As educators, we need to continually explore the broader margins of our role in schools in order to meet the demands of dynamic and differentiated curriculums. The International Baccalaureate (IB) approach to inquiry is an interesting one that has the learner firmly at the centre of the inquiry. This paper will look at some of the guiding principles that underpin IB approach inquiry with specific reference to the Middle Years Program (MYP).

To cite this article: Green, Gary. Inquiry and learning: What can IB show us about inquiry? [online]. Access, Vol. 26, No. 2, June 2012: 19-21. Availability: <;dn=584095992235805;res=IELHSS> ISSN: 1030-0155. [cited 23 Jun 17].

Personal Author: Green, Gary; Source: Access, Vol. 26, No. 2, June 2012: 19-21 DOI: Document Type: Journal Article ISSN: 1030-0155 Subject: Inquiry-based learning; Teacher-librarians; Activity programs in education; Teacher-student relationships; Constructivism (Education); Peer Reviewed: Yes Affiliation: (1) Head of Library, Presbyterian Ladies' College (PLC)

Database: Humanities & Social Sciences Collection