Inquiry+Skill

Callison states that Information Fluency has many levels depending on factors such as audience and experiences. Skills are needed to become fluent in information inquiry. For my audience of 3rd graders who are more novice information scientist, a visual literacy skill such as the ability to understand and use images are addressed. For the older, more experienced audience of 5th graders, information literacy skills such as the ability to locate, evaluate, and effectively use information is expected to complete the assignment.
 * Inquiry Skills:**

The students in grade three are just beginning the discovering process and are not yet ready to exhibit some of the expert characteristics to carry out inquiries with less structure. The fifth grade students, having the background knowledge, may exhibit some "expert" characteristics as noted by Lamb from multiple experts displaying traits such as (Glaser) effectively organize knowledge, (Wineburg) self-questioning and self-monitoring, and (Cleary and Zimmerman) learning with forethought and planning.
 * From Novice to Expert**

The nature of the inquiry for the 3rd grades has much more structure and less openness due to the novice status of those student scientist. It is believed that too much freedom in choice of subject, etc. would confuse and confound the novice learner. On the other hand, the evolving expert student scientist in grade five is given choices and asked to plan, organize, and self-monitor during the inquiry process. The lessons, although different in nature, are very different in expectations of students as Information Scientist moving from the novice 3rd grader to the developing expert fifth grader.

Callison, D., & Preddy, L. (2006). **The Blue Book on Information Age Inquiry, Instruction and Literacy**. Wesport, Connecticut: Libraries Unlimited.
 * Works Cited:**

Cleary, T., & Zimmerman, B.J. Self-regulation differences during athletic practice by experts, non-experts, and novices. **Journal of Applied Sport Psychology**. 13. 2000. 61–82.

Glaser, R. Expert knowledge and processes of thinking. In D. Halpern (Ed.), **Enhancing thinking skills in the sciences and mathematics**. Hillsdale, NJ: Erlbaum. 1992. 63-75.

Lamb, A. Expert vs Novice Information Scientist. Information Age Inquiry. Retrieved at @http://virtualinquiry.com/scientist/scientist1a.htm Nov 5, 2010.

Wineburg, S. Reading Abraham Lincoln: An expert-expert study in the interpretation of historical texts. **Cognitive Science**. 22(3). 1998. 319-346.