Reflective Questions through the Process of Inquiry
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Reflective Questions through the Process of Inquiry

INQUIRY PHASE: CONNECT

At the beginning of the Connect phase, a student may ask:

  • What interests me about this idea or topic?
  • What do I already know or think I know about this topic?
  • What background information would help me get an overview of my topic?

Before moving to the Wonder phase, a student may ask:

  • Do I know enough about the idea or topic to ask good questions?
  • Am I interested enough in the idea or topic to investigate it?

INQUIRY PHASE: WONDER

At the beginning of the Wonder phase, a student may ask:

  • What intriguing questions do I have about the topic or idea?
  • Why am I doing this research?
  • What do I expect to find?

Before moving to the Investigate phase, a student may ask:

  • Can my question(s) be answered through investigation?
  • Will my question(s) lead me to answers that will fulfill my assignment or purpose for research?6

INQUIRY PHASE: INVESTIGATE

At the beginning of the Investigate phase, a student may ask:

  • What are all of the sources that might be used?
  • Which sources will be most useful and valuable?
  • How do I locate these sources?
  • How do I find the information within each source?
  • How do I evaluate the information that I find?

Before moving to the Construct phase, a student may ask:

  • Have I located sources with diverse perspectives?
  • Have I found enough accurate information to answer all my questions?
  • Have I discovered information gaps and filled them with more research?
  • Have I begun to identify relationships and patterns and thoughtfully reacted to the information I found?

INQUIRY PHASE: CONSTRUCT

At the beginning of the Construct phase, a student may ask:

  • Have any main ideas emerged from the research?
  • Did I find enough evidence to form an opinion or support my thesis?
  • What organizational patterns or tools will help me make sense of my information?

Before moving to the Express phase, a student may ask:

  • Have I drawn conclusions that are supported by the evidence?
  • Have I organized my conclusions and evidence to present them effectively?

INQUIRY PHASE: EXPRESS

At the beginning of the Express phase, a student may ask:

  • What type of product or presentation will allow me to present my conclusions and evidence effectively to the intended audience?
  • What technology will help me create a product or presentation?
  • How will I get help to revise and edit my product?

Before moving to the Reflect phase, a student may ask:

  • Have I organized the product/presentation to make my major points and present convincing evidence?
  • Does my product/presentation fulfill all the requirements of the assignment?

INQUIRY PHASE: REFLECT

At the beginning of the Reflect phase, a student may ask:

  • Is my product/presentation as effective as I can make it?
  • How well did my inquiry process go?
  • How can I get feedback on my final product to use in my next inquiry project?

Before moving to another assignment or personal inquiry, a student may ask:

  • What new understandings did I develop about the topic or idea?
  • What did I learn about inquiry?
  • What new questions do I now want to answer about the topic or idea?

About the Author

Barbara K. Stripling, DPS, is recently retired from a long career in the library profession, including positions as Director of Library Services for the New York City schools, a school library media specialist and school district director of libraries in Arkansas, a library grant program director in Tennessee, and Senior Associate Dean and Associate Professor of Practice in the School of Information Studies, Syracuse University. Barb has written or edited numerous books and articles and is the creator of the Stripling Model of Inquiry. Stripling has recently developed and published (in April 2019) a re-imagined version of the Empire State Information Fluency Continuum, a PK-12 continuum of the skills that librarians teach to empower students to be lifelong learners (https://slsa-nys.libguides.com/ifc). Stripling has served the profession as president of the American Association of School Librarians (1986-1987), president of the New York Library Association (2016-2017), president of the American Library Association (2013-2014), and current president of the Freedom to Read Foundation (2020-). Email: bstripli@syr.edu, Twitter: @barbstripling, LinkedIn: barbarastripling

MLA Citation

Stripling, Barbara K. "Reflective Questions through the Process of Inquiry." ABC-CLIO Solutions, ABC-CLIO, 2022, educatorsupport.abc-clio.com/TopicCenter/Display/2272911?productId=2002&topicCenterId=2257524&subId=2275091. Accessed 4 Oct. 2022.

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