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Inquiry Phase: Investigate

At the beginning of the Investigate Phase, a student may ask:

  • What are all of the sources that might be used?
  • Which sources will be most useful and valuable?
  • How do I locate these sources?
  • How do I find the information within each source?
  • How do I evaluate the information that I find?


  • Understands the organization of a library.
  • Plans research and follows a timeline.
  • Uses successful information and technology strategies for locating sources of
  • Seeks information from diverse genres, formats, and points of view.
  • Examines sources to determine their usefulness.
  • Understands the organization of information within a resource.
  • Uses information strategies to locate information within a source.
  • Uses reading and thinking strategies to comprehend and make meaning from
    information and monitor own understanding.
  • Uses visual literacy strategies to derive meaning from information presented visually.
  • Evaluates information to determine value and relevance for answering questions.
  • Evaluates information for fact, opinion, point of view, and bias.
  • Identifies inaccurate and misleading information.
  • Selects and records appropriate information in reflective and interactive process.
  • Puts information into own words.
  • Identifies gaps in information.

Before moving to the Construct Phase, a student may ask:

  • Have I located sources with diverse perspectives?
  • Have I found enough accurate information to answer all my questions?
  • Have I discovered information gaps and filled them with more research?
  • Have I begun to identify relationships and patterns and thoughtfully reacted to the information I



AASL Standards for the 21st Century Learner

STANDARD 1: Learners use skills, resources, & tools to inquire, think critically, and gain knowledge.
  • 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
  • 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.
  • 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Dispositions in Action
  • 1.2.1 Display initiative and engagement by posing questions and investigating answers beyond the collection of superficial facts.
  • 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
  • 1.2.3 Demonstrate creativity by using multiple resources.
  • 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information
  • 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
  • 1.2.6 Display emotional resilience by persisting in information searching despite challenges.
  • 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
  • 1.3.2 Seek divergent perspectives during information gathering and assessment.
Self-Assessment Strategies
  • 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
  • 1.4.3 Monitor gathered information, aand assess for gaps and weaknesses.
  • 1.4.4 Seek appropriate help when it is needed.
STANDARD 2: Learners use skills, resources, & tools to draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge.
  • 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
Dispositions in Action
  • 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
  • 2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
Self-Assessment Strategies
  • 2.4.1 Determine how to act on information (accept, reject, modify).
  • 2.4.2 Reflect on systematic process, and assess for completeness of investigation.

STANDARD 3: Learners use skills, resources, & tools to share knowledge and participate ethically and productively as members of our democratic society.

Dispositions in Action
  • 3.2.3 Demonstrate teamwork by working productively with others.
  • 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
  • 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
STANDARD 4: Learners use skills, resources, & tools to pursue personal and aesthetic growth. 
  • 4.1.4 Seek information for personal learning in a variety of formats and genres.
Dispositions in Action
  • 4.2.1 Display curiosity by pursuing interests through multiple resources.
  • 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
  • 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.
  • 4.3.2 Recognize that resources are created for a variety of purposes.
  • 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
Self-Assessment Strategies
  • 4.4.4 Interpret new information based on cultural and social context.
  • 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.


Inquiry Process  |  Connect  |  Wonder  |  Investigate  |  Construct  |  Express  |  Reflect


From the New York City School Library System – Information Fluency Continuum



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