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It explains inquiry-driven pedagogy using Understanding by Design and essential-question principles, contrasting them with instruction that emphasizes disembodied “truths” and a banking model. The discussion also examines constraints in higher education’s business-oriented, neoliberal “skills agenda,” including concerns about employability and misconceptions about students’ capacity for inquiry.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/volume-9-issue-2-thoughts-on-the-framework-a-pedagogy-of-inquiry/598800/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/volume-9-issue-2-thoughts-on-the-framework-a-pedagogy-of-inquiry/598800.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central teaching approach does the author associate with the ACRL Framework?","Question",{"text":112,"@type":113},"The author links the Framework to designing instruction around big ideas and essential questions that guide learners through inquiry rather than emphasizing isolated skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Understanding by Design support the Framework’s inquiry focus?",{"text":117,"@type":113},"Using Wiggins and McTighe’s Understanding by Design, the author explains that essential questions stimulate thought, provoke inquiry, and spark further questions as students uncover a topic’s depth.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges does the author identify for implementing this pedagogy in higher education?",{"text":121,"@type":113},"The author highlights constraints from higher education adopting business models that enforce a skills agenda, alongside anxiety that holistic, big-idea instruction may not lead to jobs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598800,1792164981,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 9, Issue 2, 2015 [THOUGHTS ON THE FRAMEWORK]  \nA PEDAGOGY OF INQUIRY  \nNicole Pagowsky University of Arizona  \nLibrary instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL Framework for Information Literacy, the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The Framework provides an additional push toward designing instruction with big ideas rather than a skillsbased curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the Framework in contrast to changes in higher education presents a challenge. We should consider ways in which the Framework can help us push back against these neoliberal agendas in our pedagogy andreinvent our roles as librarian educators.  \n[PERSPECTIVES EDITED BY ROBERT SCHROEDER]  \nPagowsky, A Pedagogy of Inquiry Communications in Information Literacy 9(2), 2015  \n[W]e’re the children of Dionysus, floating by in a barrel, accepting nobody’s authority. We’re on the side of those who don’t offer final answers or transcendent truths. Our mission, rather, is the asking of questions.  \nNadezhda Tolokonnikova, 2013  \nI think one thing we can all agree on about the ACRL Framework for Information Literacy for Higher Education (2015), regardless of individual feelings on the frames, the elimination of standards, or the notion of “threshold concepts,” is that the Framework is creating larger conversations around pedagogy. Whether we have already been teaching this way, or whether it is brand new, librarian educators are reexamining our practices as a field in the expanding discourse. What I want to focus on through this re-examination is what the Framework can enable us to do with our teaching, and how we can change expectations surrounding library instruction. It is our “mission” to ask questions as Tolokonnikova says, both as teachers and as learners; and the asking of questions should guide our pedagogy.  \nA pedagogical focal point of the Framework is on bigger ideas of information literacy, byway of using Wiggins and McTighe’s Understanding by Design instructional design model (2005) to guide teaching practice. Instructional design via big ideas, uncovered with essential questions, helps lead students to knowledge through inquiry. The philosophy behind essential questions according to the most recent, titular volume by McTighe and Wiggins (2013), is to  \nstimulate thought, to provoke  \ninquiry, and to spark more questions, including thoughtful student questions, not just pat answers…By tackling such questions, learners are engaged in uncovering the depth and richness of a topic that might otherwise be obscured by simply covering it (p. 3) .  \nThis is in opposition to teaching memorization of “disembodied ‘truths’ that are just ‘out there,’” mandated by teachers or texts (Wiggins & McTighe, 2005, p. 122) . Curricula driven by disembodied truths—or a banking model of education 1—in tandem with instilling skills in students that employers deem will meet their demand, can be referred to as a skills agenda. This skills agenda in higher education and the pedagogy it entails invalidates a curriculum designed with big questions.  \nMany extant instructional design models became popular after being developed to efficiently and systematically instill specific abilities in military and industry personnel. The goal was quick indoctrination of procedural skills, not necessarily to develop deeper understanding, and certainly not to engage in inquiry. From my experience in studying instructional design, McTighe and Wiggins’ model is one of the few that are more appropriate for educational settings. L. Dee Fink also has a great model based on“Designing Significant Learning Experiences,” which focuses on creating learning through integrated course design. In other words,","cbCaipsNQPI2LncE","https://ap.wps.com/l/cbCaipsNQPI2LncE","pdf",343893,"English","# Thought on the Framework\n## Inquiry-based pedagogy and big ideas\n## Essential questions and Understanding by Design\n## Skills agenda, banking model, and employability concerns","[{\"question\":\"What central teaching approach does the author associate with the ACRL Framework?\",\"answer\":\"The author links the Framework to designing instruction around big ideas and essential questions that guide learners through inquiry rather than emphasizing isolated skills.\"},{\"question\":\"How does Understanding by Design support the Framework’s inquiry focus?\",\"answer\":\"Using Wiggins and McTighe’s Understanding by Design, the author explains that essential questions stimulate thought, provoke inquiry, and spark further questions as students uncover a topic’s depth.\"},{\"question\":\"What challenges does the author identify for implementing this pedagogy in higher education?\",\"answer\":\"The author highlights constraints from higher education adopting business models that enforce a skills agenda, alongside anxiety that holistic, big-idea instruction may not lead to jobs.\"}]","Volume 9 - Issue 2 - Thoughts on the Framework - A Pedagogy of Inquiry | PDF",1792087622,23]