Teaching Inquiry as Conversation

Reviews / Votes

This inspiring book redefines inquiry as an engaging, conversation-driven journey that supports the whole child-academically, personally, socially, and culturally-while empowering learners to think critically and act with agency. Based on both the Stripling Model of Inquiry and the FOSIL Inquiry Cycle, it offers educators practical, school-wide strategies for building cultures of curiosity where students become reflective, engaged, and responsible members of their communities. -- Melissa Jacobs * Director of Library Services, New York City School Library System, USA * A timely and energizing reminder of the skills that matter most for students-now and in the future. Stripling and Toerien bring curiosity, critical thinking, and authentic, self-driven learning to the forefront, offering a vision of inquiry that feels both accessible and transformative. Ultimately, this is a necessary primer for librarians who seek to frame their instruction through inquiry. -- Dr. Chris Haeffner * Director of Library Services, Lincoln Public Schools, Lincoln, Nebraska, USA * Stripling and Toerien share their wisdom and real-world experiences, as well as ready-to-use models and practical tools for building the essential skills necessary for inquiry. Join the conversation-your journey to becoming a confident inquiry leader starts here. -- Dr. Jennifer Branch-Mueller * President, the International Association of School Librarianship (IASL) * Stripling and Toerien have written an accessible, thoughtful, practical and inspiring guide to inquiry learning and its place in the liberal education of the whole child in an age of artificial intelligence and information unreliability. -- Lee Fitzgerald * adjunct Lecturer to the Master of Education (Teacher Librarianship) in the School of Information and Communication Studies at Charles Sturt University, Australia * Inquiry is a stance of wonder and puzzlement that gives rise to a dynamic process of coming to know and understand the world and ourselves in it as the basis of responsible participation in community." This far-reaching definition of inquiry emerged from authors Stripling (USA) and Toerien (UK)'s multiyear conversations across the Atlantic. Their collaboration brings together the best of inquiry-based theory and practice and offers guidance for increasing its joy and power. This book is essential reading for those committed to the educational and moral purposes of school libraries, improving teaching and learning for all and making a life-wide and life-long difference in the lives of young people. -- Dr. Dianne Oberg * Professor Emerita, Faculty of Education, University of Alberta, Canada, and Co-Editor of Global Action for School Libraries: Models of Inquiry *