Culturally Responsive Inquiry Curriculum Map

Article

by Barbara K. Stripling, May 2022

The skills and attitudes of cultural responsiveness can be integrated and taught throughout the inquiry process to lead to the development of an independent learner who draws upon his own personal and cultural identity and develops an understanding of and empathy for the perspectives of others.

The following chart provides a brief glimpse of the alignment between the skills of inquiry and cultural responsiveness. The inquiry skills are excerpted from the Empire State Information Fluency Continuum (https://slsa-nys.libguides.com/ifc); the cultural responsiveness skills and attitudes are drawn from the New York State Education Department's Culturally Responsive-Sustaining Education Framework (http://www.nysed.gov/common/nysed/files/programs/crs/culturally-responsive-sustaining-education-framework.pdf).

INQUIRY PHASE	PRIORITY INQUIRY SKILL	CULTURAL RESPONSIVENESS SKILL
Connect	Connect to own identity, interests, assumptions, prior knowledge, and biases	Draw upon your past learning, prior experiences, and the richness of your cultural background to make meaning of new concepts and apply learning on an ongoing basis
Wonder	Formulate questions that would lead to an independent inquiry based on key ideas or areas of focus	Ask questions about self, community, and society that may serve as opportunities to connect in-school learning with the world outside the classroom
Investigate	Seek and analyze the effect of alternative perspectives, points of view, and formats	Assess bias, power, and privilege
Investigate	Engage in civic online reasoning by verifying information that is presented as the truth, recognizing the impact of social-media format on information, and actively seeking multiple perspectives	Challenge yourself to learn about people, cultures, languages, orientations, abilities, and socioeconomic backgrounds different from your own
Construct	Display self-confidence in forming and sharing own opinion and ideas and questioning ideas that are different from or conflict with own, but also in changing ideas when appropriate	Acknowledge and try to incorporate the ideas of peers respectfully, recognizing that other students may have vastly different perspectives, experiences, strengths, needs, and opinions
Express	Share research information on authentic problem or issue to raise awareness of the issue or the changes needed, identify effective ways to address the issue, and collaborate to advocate or take action	Strive and take pride in producing high-quality work, using feedback to revise work, continuously improve, and set new goals
Reflect	Display self-confidence in own ability to take risks in learning, fail, learn from failure, and change approach, conclusions, or opinions	Develop or sustain the mindset that having high expectations means caring about more than just a grade, but also personal growth and character development

About the Author

Barbara K. Stripling, DPS, is recently retired from a long career in the library profession, including positions as Director of Library Services for the New York City schools, a school library media specialist and school district director of libraries in Arkansas, a library grant program director in Tennessee, and Senior Associate Dean and Associate Professor of Practice in the School of Information Studies, Syracuse University. Barb has written or edited numerous books and articles and is the creator of the Stripling Model of Inquiry. Stripling has recently developed and published (in April 2019) a re-imagined version of the Empire State Information Fluency Continuum, a PK-12 continuum of the skills that librarians teach to empower students to be lifelong learners (https://slsa-nys.libguides.com/ifc). Stripling has served the profession as president of the American Association of School Librarians (1986-1987), president of the New York Library Association (2016-2017), president of the American Library Association (2013-2014), and current president of the Freedom to Read Foundation (2020-). Email: bstripli@syr.edu, Twitter: @barbstripling, LinkedIn: barbarastripling

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Stripling, Barbara K. "Culturally Responsive Inquiry Curriculum Map." School Library Connection, May 2022, schoollibraryconnection.com/content/article/2280566.

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Stripling, Barbara K. "Culturally Responsive Inquiry Curriculum Map." School Library Connection, May 2022. https://schoollibraryconnection.com/content/article/2280566.

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Stripling, B. K. (2022, May). Culturally responsive inquiry curriculum map. School Library Connection. https://schoollibraryconnection.com/content/article/2280566

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