This newly updated and expanded second edition of Collaborating for Inquiry-Based Learning explains effective IBL scaffolding and the school librarian's role as the lead in the collaborative process of inquiry-based teaching.
Want to learn how to easily put inquiry theory into practice in your school library? This newly revised and expanded practical resource links pedagogical theory, research, and practical application of Inquiry-Based Learning (IBL). An important resource for school librarians, classroom teachers, and school library preparation programs, this thoroughly updated second edition of Collaborating for Inquiry-Based Learning explores Inquiry-Based Learning in greater depth and addresses new educational insights.
Readers will learn the new research model PLAN and understand how the steps Prepare, Learn, Analyze, and New Discoveries define a deliberative, metacognitive process that offers simplicity and flexibility. This step-by-step guide moves new and experienced educators seamlessly from assessment of students’ needs and prior knowledge through formative and summative assessments to reflection. It offers practical applications for immediate use by educators with students and makes it clear why the school librarian is ideally suited to be the lead in the collaborative process of inquiry-based teaching. This comprehensive guide to IBL is appropriate as a main text or supplementary reading for courses in instructional design and curriculum.
Features
- Positions the librarian as a key leader and collaborator in the inquiry process
- Offers educators an alternative resource and tech-based approach for integrating inquiry into instruction
- Presents a research-based methodology with step-by-step instructions that ease real-world implementation
- Introduces the research model PLAN that can be used with all grade levels and is built on educational theory
Virginia L. Wallace, MLIS, PhD, is a consultant to public schools and institutions of higher education. Her areas of emphasis cover technology and learning, knowledge management, information literacy, and advocacy. Wallace has presented at regional, state, national, and international conferences, and her work has been published in five professional journals. Her book publications include School News Shows: Video Production with a Focus and Libraries Unlimited's Collaborating for Inquiry-Based Learning: School Librarians and Teachers Partner for Student Achievement, First Edition. She earned her MLIS from the University of South Carolina and her doctorate in information technology and distance education from Nova Southeastern University.
Whitney N. Husid, MLIS, PsyD, is a presenter at state conferences and a consultant to public schools and home education organizations. Her current emphases are makerspaces, transformational space, and eportfolio creation. Her articles have appeared in Library Media Connection, School Media Connection, Knowledge Quest, School Library Monthly, and Teacher Librarian. With Dr. Virginia Wallace, she coauthored Libraries Unlimited's Collaborating for Inquiry-Based Learning: School Librarians and Teachers Partner for Student Achievement, First Edition. Husid earned her doctor of psychology degree from Rutgers University and her MLIS from the University of South Carolina.
Reviews
"This practical guide to inquiry-based learning outlines the PLAN (Prepare, Learn, Analyze, and New Discoveries) research model, provides detailed instructions to facilitate implementation, and highlights the leadership role of the teacher librarian in the collaborative inquiry process."—Canadian School Libraries Journal, March 19, 2019
