Scripts for Dispositions of Inquiry
Article
Dispositions must be modeled and practiced in order to become habits of mind. One way to model is to consistently use “scripts”—consistent language that represents thinking aloud behaviors. Below are scripts that can be used by teachers and librarians consistently when thinking aloud to model each disposition of inquiry. Posting these scripts in the library is another way to help them become patterns of behavior for inquiring minds.
Open-minded: “Yes, but” or
“On the other hand…” or
“Why might someone disagree?”
Curious: “I wonder…”
Metacognitive: “Did I remember to…”
Strategic: “What are my facts? …my thoughts? ...my questions?”
Investigative: “What more do I need to know?”
Skeptical :“Says who?” or
“How can I be sure?”
About the Author
Jean Donham, PhD, has taught in the area of school librarianship at both the University of Iowa School of Library & Information Science and at the University of Northern Iowa in the School Library Studies program. Earlier, she worked in the Iowa City Community School District where she coordinated the school library program for thirteen years. She also served for eight years as library director at Cornell College, a selective liberal arts college. Dr. Donham holds an master's in library science from the University of Maryland and a doctorate in educational leadership from the University of Iowa. She has authored numerous articles, book chapters, and books, including her most recent book, Enhancing Teaching and Learning: A Leadership Guide for School Librarians.
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MLA Citation
Donham, Jean. "Scripts for Dispositions of Inquiry." School Library Connection, February 2016, schoollibraryconnection.com/content/article/2004819.
Chicago Citation
Donham, Jean. "Scripts for Dispositions of Inquiry." School Library Connection, February 2016. https://schoollibraryconnection.com/content/article/2004819.
APA Citation
Donham, J. (2016, February). Scripts for dispositions of inquiry. School Library Connection. https://schoollibraryconnection.com/content/article/2004819
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Entry ID: 2004819