In today’s world, where information seeking is not a simple task anymore, with a wide range of sources, differing in quality, the demands on students and their learning outcomes keep on increasing. All students should acquire extensive knowledge and skills in order to become effective users of information.

Inquiry learning, rooted in constructivist theories, focuses on students, using a wide range of skills and abilities, including higher order thinking skills, to complete a task.  Guided Inquiry is a ‘practical way of implementing an inquiry approach that addresses the 21st-century learning needs’ and its goal is ‘to make a student’s vague thinking into a deep, personal understanding’ (Kuhlthau, Maniotes & Caspari, 2012, p.20).

Guided Inquiry is a framework based on Kuhlthau’s Information Search Process (ISP), which not only identifies six stages in information seeking, but also deals with the role of feelings and thoughts within this process. One of the most important implications of the ISP research is that it identifies the zone of intervention – a point at which the student might experience increased uncertainty and would highly benefit from the intervention.  This zone is a potential opportunity for a teacher or a teacher librarian to make a difference to the student’s experience in the search process, and ultimately to make a difference to the student’s learning.

Implementing a Guided Inquiry approach is not a simple task. It is a collaborative effort of the teacher librarian and the classroom or specialist teacher, ideally extending the team further to provide additional guidance for students (Kuhlthau & Maniotes, 2010).

Guided Inquiry takes student learning to a higher level, in which the experiences of students are deeper and longer lasting, as they make connections between their learning and the ‘real world’. These connections create the third space, where the deep learning takes place and the students become actively and personally engaged in their learning.

The approach presents many challenges for the teachers involved, as they need to acquire full expertise in the information process itself, and in different techniques and tools related to its implementation. Extending the time spent on planning and evaluation stages, proficiency in the use of technology tools and their integration into the projects, and additional staff training needs, should all be carefully considered. The intervention of the instructional team needs to be carefully planned and closely supervised, while providing a range of high quality digital and print resources. All of these challenges are outweighed by the benefits the Guided Inquiry approach brings into student learning, in particular the variety of different competencies and knowledge the students develop (Kuhlthau & Maniotes, 2010).

As evidenced in the works of Sheffers (2008), FitzGerald (2011) and Sheerman (2011), the authentic learning experienced in the Guided Inquiry approach results in higher levels of student motivation and engagement, and in construction of deeper knowledge, leading to independent learning.

Getting started with the implementation of Guided Inquiry is not all simple and easy, but the focus on the benefits for students should keep the educators motivated about embarking on this exciting journey of opportunities.

References:

Kuhltau, C.C. (2013). Information Search Process. Retrieved from: http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

Kuhlthau, C.C., Maniotes, L.K. (2010). Building guided inquiry teams for 21st-century learners. School Library Monthly, 26(5), 18-21.

Kuhlthau, C.C, Maniotes, L.K., & Caspari, A.K. (2012). Chapter 2 – The research behind the design, in Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited, available CSU Library Reserve.

FitzGerald, L. (2011). The twin purposes of guided inquiry: Guiding student inquiry and evidence based practice. Scan, 30(1), 26–41.

Scheffers, J. (2008). Guided inquiry: A learning journey. Scan, 27(4), 34-42.

Sheerman, A. (2011). Accepting the challenge: Evidence based practice at Broughton Anglican College. Scan, 30(2), 24-33.

Sheerman, A., Little, J., & Breward, N. (2011). iInquire… iLearn… iCreate… iShare: Guided Inquiry at Broughton Anglican College. Scan, 30(1), 4-5.