Abstract
This article re-examines models of inquiry through a learner-centered lens, challenging traditional notions of how information fluency is taught in school libraries. Drawing from decades of inquiry research and current developments like artificial intelligence, design thinking, and student motivation science, the authors advocate for a more personalized, visual, and student-driven approach to inquiry instruction. Key examples include student-generated inquiry models and visual representations of learning journeys as tools for assessment and reflection. The article also explores the librarian’s role in embedding inquiry across disciplines and collaborating with educators to foster critical, creative, and self-directed learners. Practical proposals include the use of visual artifacts as longitudinal indicators of learning sophistication and the integration of motivation research into inquiry-based pedagogy. The authors call for a shift in focus from institutional outcomes to individual learner growth, positioning librarians as vital contributors to personalized education and long-term learner development.
Recommended Citation
Loertscher, David Vickers and YOUNG, MICHELLE
(2025)
"Models of Inquiry and the Learner: A Fresh Look,"
Learning Hub: Vol. 1:
Iss.
2, Article 2.
Available at:
https://scholarworks.sjsu.edu/learning-hub/vol1/iss2/2
Article History
Article History:
Submitted: April 25, 2025 Revised: May 2, 2025 Peer-Reviewed and Approved: May 3, 2025 Published Online: May 3, 2025
