Green, Gary

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 center 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).

总 结：

1、探究性学习是所有老师的核心责任，往往是最具挑战性的部分的作用，需要很多技巧，包括直觉，洞察力，协作，灵活，有时，大量的持久性。

2、基本的学习干预主要集中在“研究”经常使用模型驱动的研究，重点是基于收集信息，合成和参考数据。然而，探究不是简单地找到和使用更多的信息的。

3、国际文凭（IB）的探究方式最有趣的是以学习者为中心。

4、作为教育工作者，我们需要不断地探索我们的学校秩序的作用更广泛的满足动态需求和分化的课程。

来源：Access. Jun 2012, ISSN 1030-0155, p19-21. 3p.