news iconBook Launch: October 27 - 30 AASL 15th National Conference & Exhibition in Minneapolis, MN


The authors all appeared at the Neal-Schuman Publishers, Inc. booth at AASL where they signed books for the newly released Teaching for Inquiry: Engaging the Learner Within.


Visit the publisher online at


Authors also made other presentations at the conference.


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Website banner and book cover designed by Marguerite Chadwick-Juner. All other images on this Web site are licensed, in the public domain, or owned by the authors.

Cute insect chirping





"What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit
of the child."
--George Bernard Shaw





Note: We will be starting off each Chapter with Chirps. A little like a Twitter stream, Chirps are short conversations among some or all of the authors about critical topics covered in each chapter.

TOPIC: Recognizing that both inquiry teaching and inquiry learning are essential.

Photo of Barbara Stripling Barbara: When the librarian or classroom teacher is able to ask just the right question, it will motivate students to investigate a problem. Good questions are such a critical part of the inquiry process.


Photo of Pam BergerPam: Sometimes those motivating questions come from the students themselves when they are curious about something.




Photo of Marilyn Arnone Marilyn: In our research, we found that curiosity does not automatically result in well-developed interest and engagement in learning. In many cases, it requires some type of intervention to encourage the student to go beyond just simple curiosity and then to support their developing interest.


Photo of Ruth Small

Ruth: Technology is just such an intervention that kids can use to pursue their interests both in school and out. Today's librarian has a range of powerful tools at their fingertips for fostering inquiry.

TOPIC: Understanding the requirements of the learning task.


Photo of Ruth SmallRuth: I remember when I was a school librarian, how often students would come to the library with only a vague idea of what their teacher wanted them to do. This just sets them up for failure.



Photo of Marilyn Arnone Marilyn: Yes, it is essential that librarians work with teachers even before the assignment is given to determine exactly what outcomes they expect from their students.



Photo of Barbara Stripling Barbara: And how to clearly communicate those expectations to students before they come to the library. It's really important for the librarian to be part of that process.