Canadian Resources to Support Inquiry Learning
(Updated June 2022)
Instructional Resources
The British Columbia Teacher-Librarians鈥� Association (BCTLA) provides a model of inquiry based learning for classrooms and school libraries plus integration tips and planning guides. Posters in English and French and other supports are available to download from the BCTLA website.
British Columbia Teacher-Librarians鈥� Association (BCTLA). (2011). The points of inquiry-inquiry-based learning for classroom and school libraries. Retrieved from
Award-winning British Columbia teacher and author proposes a scaffolded approach to student-centred learning in a downloadable poster identifying 鈥淭ypes of Student Inquiry: Structured, Controlled, Guided and Free Inquiry鈥�.
Mackenzie, T. (2021). Sketchnotes. Retrieved from
This document (one of the Capacity Building Series produced for Ontario schools) guides teachers into getting started with student inquiry, outlines the four fluid phases of student inquiry, describes what the cycles of inquiry look like in student engagement and educator鈥檚 support, and includes references/related resources.
Ontario Ministry of Education. (2011). Getting Started with Student Inquiry. Retrieved from
Teacher-librarians in Medicine Hat, Alberta, School District 76 created support resources for inquiry with specifics for elementary/secondary practice.
Mueller, L., Donauer, B., Hunter, R., Marshall, K., Thompson, M. & Rogers, A. (2011). Inquiry skills and search help livebinder. Retrieved from
Teacher and student roles in the inquiry process are outlined. Black-line masters for a 鈥淕uided Planning Model鈥� are provided.
Manitoba Education and Training. (2004, 2007). Learning Through Integrated Inquiry. Retrieved from
OSLA Discovery and Guided Inquiry cyclical inquiry model, founded on exploring, investigating, processing and creating, is published in (Appendix A, p 44). Ontario鈥檚 Together for Learning document was a collaboration between the government, the Ontario School Library Association (OSLA), and school library leaders in response to the forces of change affecting society and schools, 鈥渁ll while ensuring students emerge with the skills they need not only to survive, but to thrive 鈥� development of a Learning Commons addresses this challenge鈥�. The English and French PDF documents are available on the . Together for Learning is also available in print format in English and French from .
Ontario School Library Association (2010). Together for Learning: School Libraries and the Emergence of the Learning Commons. Retrieved from
This joint project between the Ontario School Library Association (OSLA) and The Association of Library Consultants and Coordinators of Ontario (TALCO) includes examples about the role of the teacher-librarian in supporting the student and teacher in the curriculum-based student inquiry process. The print poster reflects an online graphic with hyperlinks to supporting resources appropriate for teachers and teacher-librarians, Grades 1-8. (English and French.)
Ontario School Library Association (OSLA) and The Association of Library Consultants and Coordinators of Ontario (TALCO). (2011). The Student Inquiry Process [Poster], English & French versions. Retrieved from
The former Saskatchewan School Library Association (now a member of the Literacy Educators’ and Resources Network _ LEARN) partnered with the Saskatchewan Teachers Federation and Ministry of Education to create understanding and use of inquiry in teaching and learning. This digital archive of their work is complete with video examples, templates and tools for professional learning.
Saskatchewan LEARN (2016). Inquiry. Retrieved from
This non-profit organization centered in Vancouver, British Columbia, has provided resources and professional development for teachers 鈥渇or the infusion of critical, creative and collaborative thinking as an educational goal and as a method of teaching and learning鈥� since 1993 in partnership with a variety of school districts, schools, and other educational organizations.
The Critical Thinking Skills Consortium (TC2). (2020). The Critical Thinking Skills Consortium (TC2) [Home Page]. Retrieved from
Selected 91精选 Journal Articles
A teacher-librarian and grade 5 teacher in Ontario collaborated on an inquiry project focusing on assessment for learning exploring some aspects of the Inuit way of life. Learning goals are shared followed by a description of the co-teaching process, resources used, and outline of five days of co-teaching with reflective findings.
Ainsworth, L. (2017, May 10). Teacher/Teacher-Librarian Collaborative Inquiry. 91精选 Journal 1(1). Retrieved from
Enjoy and be inspired by these key selected annotated resources on 鈥淓ngaging with Inquiry Approaches鈥� curated by the Toronto District School Board (TDSB) Professional Library in the Library Learning Resources and Global Education Department of the Toronto District School Board.
Ameline, J. & Chyung, J. (2019, March 18). Engaging with Inquiry Approaches. 91精选 Journal 3(1). Retrieved from
Expert educator Carol Koechlin, whose favourite saying is 鈥淓mpower students to own the question鈥�, outlines the role of questioning in learning and shares strategies for learning to question including the Q-Wheel resource developed by Koechlin. Includes the poster 鈥淏uild Questions at Every Stage of the Inquiry Process鈥� (PDF).
Koechlin, C. (2019, March 18). How Do We Nurture Student Questioning? 91精选 Journal 3(1). Retrieved from
Ontario teacher-librarian Lyons details the creation of inquiry provocations in the elementary school LLC with the example of using a giant Canadian geographical map on loan from the school division. Includes challenges, observations, photos, methodology, and resources.
Lyons, B. (2019, March 18). Inquiry-Based Learning Provocations. 91精选 Journal 3(1). Retrieved from
Award-winning British Columbia teacher and author (Dive into Inquiry; Amplify Learning and Empower Student Voice and Inquiry Mindset; Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners with Rebecca Bathurst-Hunt) details why teacher-librarians are the ideal partner for inquiry practice for teachers and students.
Mackenzie, T. (2019, March 18). Classroom Inquiry鈥檚 Secret Weapon: The Teacher-Librarian. 91精选 Journal 3(1). Retrieved from
An elementary teacher-librarian in Peel District School Board, Ontario, outlines an examination of a school鈥檚 documentation and reflection processes in the study of A Secret Path, a text that can enable difficult conversations in the safety of schools and classrooms dealing with Canada鈥檚 controversial history regarding residential schools and the treatment of our indigenous people, that must be broached with consideration and respect to the readiness of learners.
Mulcaster, M. (2019, May 21). Tearing Down and Building Back Up: An Assessment of a Learning Experience. 91精选 Journal 3(2). Retrieved from
The editor of this former journal of review and evaluation of Canadian resources for children and young adults notes that many picture books focus on some aspects of nature, science, history and mystery which can inspire young minds to ask questions and want to find out more information about topics in which they might have an interest. This sampling of reviews can provide a starting point for introducing these kinds of books to young readers. Thematic links included.
Pennell, V. (2019, March 18). Resource Links Highlights: Picture Books That Spark Inquiry. 91精选 Journal 3(1). Retrieved from
An Ontario teacher-librarian outlines how to design a VLLC to engage at-risk learners and promote literacy – to become 鈥渁 hub for learning at the very heart of school culture鈥�, in this case a high percentage of ELL learners. The design follows leading research (Loertscher and Woolls, 2013) that identified five 鈥減ortals鈥� that should be present in a VLLC.
Reid, L. (2019, March 18). Virtual Library Learning Commons Inquiry. 91精选 Journal 3(1). Retrieved from
An elementary Ontario teacher-librarian shares the processes, stories, videos and resources depicting the continuity of tending a learning garden of Indigenous medicinal plants in front of the library during the pandemic, connecting students with nature and helping them see the connections all around them, no matter where they are physically located.
Spence, K. (2020, November 11). The Four Branches of Natural Curiosity: Persisting Through a Pandemic. 91精选 Journal 4(3). Retrieved from
Recent Canadian Research TMC – Inquiry Based Learning
The paper documents a co-planned, taught and assessed grade five social studies project between teacher and teacher-librarian. The collaborative inquiry project鈥檚 goals, implementation, findings, resources, and assessment criteria are detailed with illustrated artifacts of learning photographed throughout. Findings include the impact on student learning and how teacher and teacher-librarian professional growth benefited from the collaborative practice.
Ainsworth, L. (2017). Teacher / Teacher Librarian Assessment Collaborative Inquiry Project: Exploring Aspects of the Inuit Way of Life. Paper presented at the Treasure Mountain Canada 5 Symposium, Winnipeg, Canada. Retrieved from
Using an action research approach the author begins to map out her own understanding of collaboration in her library learning commons practice. Looking back at her first experience as a teacher librarian almost 10 years ago she ventures to document and share how collaborative learning opportunities impact student learning and educator practice expressed through creating and continuing her Google Site 鈥淩eflections from the LLC鈥� with new podcasts, resources and documentation slides.
Brown, J. (2020). Reflections in the Library Learning Commons: Collaboration. Google Site presented at the Treasure Mountain Canada 6 Symposium, Toronto, Canada. Retrieved from
Teacher-librarian Jennifer Brown writes and reflects about the potential of the library learning commons design and practice to address equity and social justice in co-planning learning and teaching experiences, as well as shares the developed concept of an 鈥渙pen maker forum鈥� for students. Brown includes reflective questions and resources for teacher-librarians to help build capacity in addressing equity and social justice, and provides two recent library learning commons project examples accompanied by illustrative photos: 1) a staff wide inquiry into embedding First Nation, M茅tis and Inuit perspectives in practice, and 2) a daily open learning opportunity for student voice in the makerspace movement.
Brown, J. (2017). Equity and Social Justice in The Library Learning Commons. Paper presented at the Treasure Mountain Canada 5 Symposium, Winnipeg, Canada. Retrieved from
This paper is an exploration of the potential of infusing assessment and instructional practices. Noted Canadian educators and authors Garfield Gini-Newman and Laura Gini-Newman name their approach the 鈥淒ouble Helix of Learning鈥�. In their discussions they introduce the concept that, 鈥淧owerful assessment occurs at the intersection of three essential goals for learning 鈥� inspire learning, inform learning and sustain learning.鈥� The authors share the application of ongoing assessment practices and the active participation of students in this process through strategies of sustained critical inquiry for deep learning.
Gini-Newman, G. & Gini-Newman, L. (2020). Powerful Instruction and Powerful Assessment: The Double-Helix of Learning. Paper presented at the Treasure Mountain Canada 6 Symposium, Toronto, Canada. Retrieved from
In this engaging paper you can read about one school鈥檚 successful journey of implementing Phenomenon Based Learning 鈥� 鈥渞eal-world phenomena providing the starting point for learning鈥�. Students experience continuous, deep learning and the Ontario author includes an interesting selection of student projects as exemplars. Successes, challenges and steps to implementation are provided.
Harris, G. (2020). Participatory Learning through Phenomenon Based Learning: Moving from the Learning Commons into the Classroom. Paper presented at the Treasure Mountain Canada 6 Symposium, Toronto, Canada. Retrieved from
This teacher inquiry relates to three of the four pedagogies of (NPDL) – learning partnerships, learning environments and pedagogical practices – to learn and confirm better ways to have students work and learn together. A key finding was learning would be most relevant when students could make choices regarding their own learning. Regular feedback to students (individual and partners) and whole class discussions and pre-meeting planning further demonstrated to students that teachers observed and listened to them to be responsive to what they were working on. Contextual stories and evidence explain conclusions and recommendations.
Harris, G. & Ma, K. (2017). Inquiry Buddies. Paper presented at the Treasure Mountain Canada 5 Symposium, Winnipeg, Canada. Retrieved from
Maker. Space. Inquiry. Place. What might be the connection?
Follow this Ontario teacher-librarian as she describes and reflects upon the pedagogical and practical challenges and successes of co-planning and designing maker learning with students, leading to the creation of 鈥淕enius Carts鈥�. Links to illustrate practice are shared throughout the paper.
Lyons, B. (2020). Maker. Space. Inquiry. Place. What might be the connection? Paper presented at the Treasure Mountain Canada 6 Symposium, Toronto, Canada. Retrieved from
Presented in three parts, Mulcaster shares background, theory and an accompanying website project that investigates emerging research on makerspaces in learning and pedagogical documentation. Part 1 provides discussion on pedagogical documentation literature in connection with emerging makerspace literature. Part 2 focuses more closely on the maker movement historically in education and pedagogical documentation in the Reggio Emilia approach, tying the underpinnings of both together and succinctly charting them. Part 3 details the action research components of the project and introduces the project鈥檚 professional learning website, summarizing the researcher鈥檚 reflections and providing an extensive reference list. The co-planned and taught project professional learning website illustrates makerspaces and pedagogical documentation in the learning commons at Ms. Mulcaster鈥檚 school using award-winning new fiction (primary grades) and non-fiction (middle grades) as maker gateways.
Mulcaster, M. (2017). Visible Learning: Pedagogical Documentation in the Makerspace. Paper presented at the Treasure Mountain Canada 5 Symposium, Winnipeg, Canada. Retrieved from
The Ontario School Library Impact Project (OSLIP) is an initiative of the Ontario Library Association. The mandate of OSLIP is to conduct a research study that investigates the impact of school libraries on the development of key information literacy skills in students entering postsecondary education. The OSLIP strategy consists of three main elements: a literature review to determine where the current research gaps exist and to inform the study design; a questionnaire for first year post-secondary students in order to gauge their information literacy skills; and focused interviews of staff and students to determine what is being taught and how it is being taught.
Oberg, D. (2020). Ontario School Library Impact Project (OSLIP): Information Literacy from High School to University. Paper presented at the Treasure Mountain Canada 6 Symposium, Toronto, Canada. Retrieved from
The Coordinator for Libraries and Information Services from Richmond School District 38 in Vancouver, British Columbia, provides an overview of how two elementary and two secondary school schools implemented district innovation grants around new BC curriculum and student needs through school library learning commons collaborative projects. The exemplary projects motivate and inspire replication.
Rubio, R. (2020). Innovation Grants: Supporting Professional Learning and Collaborative Inquiry in the Library Learning Commons. Paper presented at the Treasure Mountain Canada 6 Symposium, Toronto, Canada. Retrieved from