Information Age Inquiry was developed by Danny Callison, Ed.D, and Annette Lamb, Ph.D. at Indiana University at Indianapolis. It is based on course materials developed for L551: Information Inquiry for Teachers, and on the books Key Words, Concepts and Methods for Information Age Instruction: A Guide to Teaching Information Inquiry by Daniel Callison (2003) and THE BLUE BOOK on Information Age Inquiry, Instruction, and Literacy by Daniel Callison and Leslie Preddy (2006). The Website is organized into the following main sections:

Information Inquiry
This section provides an overview of life-long learning and inquiry, presents several models of the inquiry process, describes Information Fluency and the evolution of Information Literacy Standards.

Student Information Scientist
This section introduces the concept of the student information scientist, presents related educational theory such as constructivism, metacognition, multiple intelligences, and critical thinking, and describes the progression students make as they become increasingly proficient and sophisticated inquirers.

Instructional Specialists
This Section describes the roles of instructional specialists within a community of learners, presents instructional models, assessment tools and strategies, scaffolding approaches, and strategies for teaching and learning. The Instructional Models and Scaffolding for Leaning pages seem particularly useful for providing frameworks for thinking about how to structure online learning experiences.

The Site also offers Snapshots, which are case studies of information inquiry activities, a glossary of Key Words, and a collection of links to other Resources.

Many of the inquiry models presented in the Information Inquiry section seem to be useful frameworks for the interactions we build for users. Some examples include the following:

The 5 As of Information Processing, developed by Ian Jukes.

• Asking - key questions to be answered
• Accessing - relevant information
• Analyzing - the acquired information
• Applying - the information to a task
• Assessing - the end result and the process

The DIALOGUE model

• Define - Explore/Identify the need for the information; Determine the basic question
• Initiate - motivated by "Distressing ignorance"
• Assess - Identify keywords, concepts, and possible resources; Consider information literacy skills; "Tapping prior knowledge" and "Building background"
• Locate - Identify possible sources of information; Develop a search strategy; Locate and retrieve available resources
• Organize - Identify the best and most useful information sources Evaluate the information retrieved
• Guide - Search log or journal Student assistance and review; Educator assistance and review
• Use - Determine presentation format Present results; Communication information
• Evaluate - Evaluate the project/results Evaluate the process; Assess the teaching and learning

The REACTS Taxonomy:

• Recalling
• Explaining
• Analyzing
• Challenging
• Transforming
• Synthesizing

Pathways to Knowledge, developed by Marjorie L. Pappas and Ann E. Tepe

• Appreciation and Enjoyment - examine the world and be curious.
• Presearch - develop an overview; explore relationships
• Search - identify information providers; select information resources; seek relevant information
• Interpret information - analyze, synthesize, and evaluate information
• Communication - Apply information; share new knowledge
• Evaluation - evaluate process and product