Isn't inquiry inherently critical? What distinguishes a critical approach to inquiry from other types of inquiry? When you ponder these questions, you engage in one of the basic activities of a critical mind—questioning. However, critical inquiry is much more than simply asking questions. Rather, it deals with an understanding of the meaning and significance of the questions asked in relation to larger social issues. Yet, as Shulman (1981) points out, in the field of education there is no clear definition or methodology of inquiry. As such, there is no clear (or agreed upon) understanding of what constitutes inquiry. Consequently, critical inquiry is often articulated in complex ways. To address this challenge, this column describes some of the key concepts and strategies of critical inquiry that are relevant to the work of school library media specialists in secondary settings. This approach to inquiry is rooted in critical theory and calls upon library media specialists to become change agents who provide spaces for students to openly question, challenge, and investigate social and cultural issues.

Inquiry as a Contextual Practice

Even if educators agreed upon a definition of inquiry, the classroom instructional strategies used to implement inquiry-based learning would vary across the curriculum. Each discipline has its own set of concepts, methods, and procedures. For instance, in science classrooms, disciplined inquiry generally involves using some aspect of the scientific method (McPherson 2001). In disciplines such as history, teachers ofen rely upon logical reasoning and role-playing to help students understand the actions and decisions made by historical figures (Foster and Padgett 1999). Since library media specialists are not bound to teach a particular content area, they have a unique opportunity to forge a new kind of inquiry within the library media center that can both complement and extend the efforts of classroom teachers. Critical inquiry is well suited to the work of the library media specialist because it strikes a balance between substantive information problem-solving and the reflective, process-oriented approaches to inquiry that are familiar to librarians. A critical perspective on inquiry (and literacy) presumes that knowledge is value-laden and that no information problem is neutral, but is embedded within issues of power and privilege (Giroux 1998). The goal of critical inquiry in the library media center is to help students understand relationships between power and domination underlying various information problems, and to help students develop creative ways to work toward social justice (Slater, Fain, and Rossatto 2002).

Exploring Critical Inquiry and the Role of the Library Media Specialist

Traditional approaches to inquiry in the library media center have been problem-based and process-oriented but have not necessarily been critical. For example, Mike Eisenberg and Bob Berkowitz's Big6™ inquiry model, which has become closely tied to school library media instruction, is described as an information problem-solving strategy or process model that can be used to "handle any problem, assignment, decision, or task" (Eisenberg and Berkowitz). Yet, within this model, the information problem itself does not always come under scrutiny, and the library media specialist often takes on a peripheral role as resource support staff rather than teacher. A student may identify a seemingly mundane, noncritical information problem such as "how to build a garden" and never be challenged to investigate important social issues related to that problem, such as who can build a garden and who cannot. In contrast, a critical approach to inquiry would challenge the library media specialist not only to help students identify resources to solve mundane informational problems, but also to help students identify inquiry topics that are rooted in macro-level societal concerns that deal with issues of race, class, and gender (among others).

The critical-inquiry approach benefits library media specialists by expanding their role to new and exciting possibilities for working with students. Students also stand to benefit greatly, especially those students whose culture and history have been marginalized in schools. Research suggests that when educators design curriculum and instructional activities that affirm the home and community literacy practices of students of color, these students are more likely to perform better academically and become more engaged with school (Ladson-Billings 1995).

If you are still unsure of what critical inquiry might look like in your library media center, the following is a brief set of activities, suggestions, and ideas for making it real.

Define Critical Inquiry for the Learning Community

Given that the terms "inquiry" and "critical" are used in so many different contexts, it is important for the library media specialist to help students, teachers, and parents understand how critical inquiry is used in the learning community and how it differs from other learning strategies. The library media specialist should convey that critical inquiry is about educating students as scholars who disseminate their ideas in various scholarly and community forums. Also, critical inquiry can be presented as a shift in the traditional roles and expectations of students. Instead of thinking of students strictly as receivers of information, students become teachers who are capable of raising important questions and investigating real life concerns and, in turn, educate their community.

Making it real: Prepare a handout or newsletter for staff and students that explains the library media specialist's role in preparing students to think critically and to utilize the library media center as a resource for investigating real-life issues. Invite the staff to visit the library media center and share examples of students engaged in critical inquiry.

Demystify the Concept of Inquiry and Make Critical Inquiry Relevant for Students

The idea of "doing" research may be off-putting for many students. Likewise, inquiry may be seen as an academic chore if it is not introduced skillfully. The library media specialist should take time to demystify the concept of inquiry and make it relevant for students. One approach is to draw from students' real-life experiences to help them see that they already engage in inquiry in their daily lives.

Making it real (a scenario): A group of African American youth, who attend a predominately white high school, are overheard complaining about their teachers' and administrators' perceived lack of support and cultural sensitivity. The library media specialist, in collaboration with several classroom teachers, recognizes this as an opportunity to explore the concept critical inquiry with students. After visiting the library media center, students learn that critical inquiry is about educating their communities and participating in social change. With this new understanding, students share examples of critical inquiry in their communities and surmise that social and political activism is key to critical inquiry. Classroom teachers and the library media specialist plan a set of curricular activities that culminate in a written proposal that outlines their plans to establish an African American student organization. In addition, the library media specialist organizes the schools' first annual African American Read-In (see http://www.ncte.org/prog/readin/107901.htm ) as a way to allow students the opportunity to continue to explore additional information while celebrating the African American literary tradition.

Rethink the Library Space

Critical inquiry is not simple and often involves facilitating group discussions and other learning activities that require noisy behaviors. In order to support these kinds of learning experiences, the library media specialist should relax policies that may preclude these activities from occurring in the library media center.

Making it real: Prepare signs for your library media center that indicate "Critical Inquiry=Good Noise in the Library Media Center!"

Integrate Literature and Audio-Video Resources

Novels are a great way to engage in critical inquiry projects while utilizing the library media center's resources. The library media specialist can select one or two pieces of children's and young adult literature that address complex social issues and use them as the basis for helping students address real-world issues. Utilizing a variety of audio-visual materials (CD's, music videos) and online multimedia resources (e.g., http://www.Youtube.com ) can be a great way to evoke conversations and help students see how larger social issues connect to real-life situations and those that play out in popular culture.

Making it real: Host an after-school book club and bring in music and videos that tie into the novels' theme. For example, in reading the novel Born Blue by Hans Nolan, the library media specialist can extrapolate on the theme of Blues music within the novel by bringing in music by artists like Etta James and Billy Holiday. Also, because the novel deals with issues of African American culture and identity, students may conduct extended research on identity and the issues many African American girls face, particulary those relating to hair and skin complexion. The video documentary A Girl Like Me (2006) is an example of an electronic resource that might be used for this topic.

Integrate Social and Cultural Questions into the "Information Environment"

Information inquiry has been described as the process of searching for information and applying information to answer questions. Callison (2002) suggests that these questions tend to be tied to one or more of three information environments: personal, academic, and workplace. While this description of information provides a useful overview, it does not include two very important areas from which students, particularly students of color, tend to generate questions—social and cultural environments. A critical approach to inquiry would bring to the foreground students' social and cultural informational concerns and has the potential to reach a large population of students whose literacy resources are often marginalized in schools (Mahiri and Sablo 1996; Osborne 1996).

Making it real: Talk to students about the questions and issues related to their cultural identity and ethnic background that they are struggling with. Create opportunities for critical inquiry and social action in the library media center around these issues.

Provide Scaffolding, Social Action, and a Community Forum

A critical inquiry approach to library instruction can help offset the perception among some administrators that library media specialists do not directly impact student learning (Hartzell 1997). The library media specialist, in collaboration with teachers, should allot time for students to come to the library media center for brainstorming sessions that encourage them to raise questions and engage in social action related to real-world issues. Critical inquiry in the library media center will help other educators, parents, and community members see that the library media specialist can impact student achievement and influence social change. Also, critical inquiry can provide a forum for students in which to share their ideas with their community. These culminating events should not be seen as school presentations, but rather as scholarly forums where students articulate their ideas, entertain questions, and engage in critical dialogue.

Making it real: Examples of culminating inquiry projects might include a political demonstration; a video documentary; a panel session; or a literary reading/performance.

These suggestions for implementing critical inquiry in the library media center require a shift in the way inquiry is perceived and discussed by the school library media profession. If library media specialists, as critical educators, provide spaces for students to critically engage, investigate, and act on pressing issues in the world around them, then they are effectively working toward becoming agents of social change.

References:

A Girl Like Me. http://www.youtube.com/results?search_query=a+girl+like+me&search=Search (accessed December 18, 2006).

Callison, D. L551 Information Inquiry for Teachers. 2002 course syllabus. http://www.slis.indiana.edu/syllabi/fall_2002/l551_callison.html (accessed December 21, 2006).

Eisenberg, Mike, and Bob Berkowitz. Big6™: Information Skills for Student Achievement, 2001-2005. http://www.big6.com/ (accessed December 15, 2006).

Foster, S. J., and C. S. Padgett. "Authentic Historical Inquiry in the Social Studies Classroom." Clearing House 72, no. 6 (1999): 357-363.

Giroux, H. "Literacy and the Pedagogy of Voice and Political Empowerment." Educational Theory 38, no. 1 (1998): 61-75.

Hartzell, G. "The Invisible Librarian: Why Other Educators Are Blind to Your Value." School Library Journal 43, no. 11 (1997): 24-29.

Ladson-Billings, G. "Toward a Theory of Culturally Relevant Pedagogy." American Educational Research Journal 32, no. 3 (1995): 465-491.

Mahiri, J., and S. Sablo. "Writing for Their Lives: The Non-School Literacy of California's Urban African American Youth." The Journal of Negro Education 65, no. 2 (1996): 164-80.

McPherson, G. R. "Teaching the Scientific Method." The American Biology Teacher 63, no. 4 (2001): 242-45.

Osborne, A. B. "Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized." Anthropology and Education Quarterly 27, no. 3 (1996): 285.

Shulman, L. S. "Disciplines of Inquiry in Education: An Overview." Educational Researcher 10, no. 6 (1981): 5-12, 23.

Slater, J. J., S. M. Fain, and C. A. Rossatto. The Freirean Legacy: Educating for Social Justice. P. Lang, 2002.