The Lighthouse Diary #78: From Curiosity to Inquiry: How the Library Can Help

 I am a Louise Rosenblatt bias and a KWL junkie. It’s not surprising that I anchor my library skills and ATL sessions on Transactional Theory, Metacognitive Awareness, and Constructivist and Inquiry-Based Learning. The recent integration of the BA Library’s research services and reference program shows how theory, approach, and strategy converge. Helping students move from curiosity to inquiry, and inviting teachers to collaborate with the library in guiding authentic research.

Using a KWL chart as a springboard for crafting research questions is grounded in constructivist and inquiry-based learning. The chart activates prior knowledge (K), surfaces curiosity (W), and guides learners to frame meaningful, researchable questions. This practice also nurtures metacognitive awareness, as students reflect on how their own knowledge connects to what they want to explore. In line with Rosenblatt’s transactional theory, it positions learners as co-constructors of meaning, with the teacher scaffolding their movement from curiosity to inquiry.

In this Grade 8 skills class, students were tasked with drafting research questions on the theme of colonization by the Spanish, American, and Japanese. Using the KWL chart (except for L), I guided them in framing their questions. Their drafts already show a move beyond recall; many are asking about legitimacy, effectiveness, impact, and influence—questions that invite deeper critical engagement. To sustain this trajectory, I recommend that Grades 7–8 be given more opportunities to read widely and intentionally select subject-related texts and materials. For Individuals & Societies (Group 3), a layered reading strategy can help:

• First pass: textbooks and timelines (to establish the big picture)

• Second pass: short essays and secondary readings (to explore causes, effects, and interpretations)

• Third pass: primary sources—diaries, posters, speeches, documents (to engage with authentic voices and perspectives)

This progression ensures that students move from broad context to deeper analysis, ultimately developing the skills and confidence to frame thoughtful research questions and pursue authentic inquiry.