For a lot of people, if they curious about something, they google it. End of curiosity. It’s easy. But there are deeper questions that Google can’t answer. Those are the questions that fuel and grow minds.

Searching for answers to these deeper questions are at the core of the Shared Foundations in AASL’s National School Library Standards for Learners, School Librarians, and School Libraries, Second Edition. As the Framework for Learners states in Inquire. Learners “Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problem.”

In other words, the Learners are growing their minds.

How do you Inspire (the second of the Shared Foundations) students to generate the questions that lead to growing their minds? Tisa Montgomery, in her ASCD/ISTE blog Start with Wonder, provides a route to this deeper thinking.

An experience as a young student inspired Montgomery’s approach. Her seventh grade science teacher held up two freshly fallen green leaves and asked, “What would you want to know if you found these in a forest?” It was wonder rather than content that fueled the lesson. As the article continues, Montgomery quotes a study showing that curiosity is the force that “drives deep learning and meaning-making.” Most importantly it connects to the real world, making the lesson more meaningful and lasting.

Leveraging Curiosity‑Driven Questions – Two examples Montgomery offers are showing an elementary class on the water cycle the condensation forming on a cold soda can and asking, “Where do you think that water came from?” Based on her suggestion, you might ask students to consider how a recent book they read would be different if another character had written it. She points out: “The goal isn’t accuracy; it’s engagement… curiosity reshapes attention and energy in the room.” You also create a situation where there is no wrong answer – only deeper understanding.

Nurturing Student‑Generated Inquiry – The library is the perfect space for some of Montgomery’s suggestions such as posting a Wonder Wall to track evolving questions. Students from different classes can contribute to it making the process collaborative. Another example is to “Classify questions as factual, analytical, or generative.” This will also develop their ability to choose the best AI tool for research. Incorporate reflection, allowing students to refine their original answers as their inquiry grows. An example for middle and high school could be, “What defines a revolution?” Initially, they listed events and leaders. But as their inquiry deepened, they began to ask, “Can revolutions happen without violence?” and “What role does curiosity play in change?” (The last question has me thinking.)

What Leaders Can Do – As leaders we must be models of lifelong learning. Share your curiosity with students, teachers, and administrators. Ask students to identify one way you could have made a lesson more meaningful. Ask teachers where they feel they could use more help. Ask principals how you can give them data in a more meaningful way so they can use clearly and powerfully with their superintendent and Board of Education.

Curiosity didn’t kill the cat. It inspired them to choose an alternate approach. Look for where and how you can inspire it and spark the thinking, leading to a deeper understanding and appreciation of what you contribute to the success of the school community. And look for the places where your curiosity is sparked.