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Guided Inquiry: Learning in the 21st Century
This dynamic approach to an exciting form of teaching and learning will inspire students to gain insights and complex thinking skills from the school library, their community, and the wider world.
• Identifies and explains the five kinds of learning accomplished through guided inquiry
• Includes a new chapter on how to meet current curricular standards throughout inquiry learning
• Introduces the Guided Inquiry Design framework
• Describes guided inquiry's unique approach to transforming learning in today's schools
• Discusses how to embed student research in the inquiry process at all grade levels
429 pages, Kindle Edition
First published October 1, 2007
10 people are currently reading
85 people want to read
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Displaying 1 - 13 of 13 reviews
August 14, 2018
Read for my own grad class that I’m taking and to prepare for a grad class that I will be teaching this fall. It’s a challenging text in terms of the content, vocabulary, and length. I found it getting easier the further along I got in the book. Everything was so new and overwhelming initially and then things started connecting. I’m thankful to be done with my first read of it and I hope the next ones will be easier.
I’m definitely looking forward to putting into practice the ideas explored. I do think Guided Inquiry can be an answer to making sure that students are diving deep into their learning and that they are, in the words of my district’s mission statement, “college, career, and life-ready.”
I’m definitely looking forward to putting into practice the ideas explored. I do think Guided Inquiry can be an answer to making sure that students are diving deep into their learning and that they are, in the words of my district’s mission statement, “college, career, and life-ready.”
February 5, 2018
This continuation of Guided Inquiry highlights motivation in education, information literacy, information technology, and teaching and learning in a friendly reference guide. “Part 1: “Theory, Research, and Design Framework” focuses on the Information Search Process (ISP), research supporting this model, the value of digital learning, and the impact of students thinking for themselves. Preparing students for “living and working in an information-rich technological environment” by utilizing multifunctional mobile devices is updated in this companion. The proven Guided Inquiry Design is intertwined with learning and supported with foundational research and enhanced with transformative quotes.
Approaches and theories by Dewey, Vygotsky, Piaget, Bruner, and Gardner stengthen “Guided Inquiry Design: Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate.” By addressing today’s issues with established concepts and accepting present technology and open-minded collaboration technology, educators can launch a community of inquiry. Fact finding does not parallel deep understanding just as a literature circle does not provide the rich conversation an inquiry circle provides.
“Part II: Information Literacy: A Concepts Approach” highlights the benefits of having a fully certified expert in a library, includes connections to information transfer skills, and dovetails into independent learning and social responsibility. Information searching strategies, the impact of school librarians on student learning, and the influence of library funding on student performance are significant pieces of this section. Since librarians provide a wealth of dependable resources, innovative programs, and interesting events, the library has been coined “the heart of the school!” Students are encouraged to read, discover, experiment, and become information literate.
“Part III: Teaching and Learning” implements “museum learning and object-based learning” enriching the inquiry process. Guided Inquiry models team building for “student-centered success” prompted by innovative, creative, and flexible strategies and interventions. Since students typically appreciate tactile scenarios, objects make “an abstract idea concrete.” Community resources and local experts can instill intrinsic interest beyond the memorization of facts. Encouraging open-ended questions, supporting collaborative efforts, and incorporating whole class, small group, and individual instruction and conversations assist in meaningful exploration. Co-teaching among Science, Technology, Engineering, and Mathematics (STEM) teachers and librarians demonstrates “Interventions for Learning: Five Kinds of Learning: Curriculum Content, Information Literacy, Learning How to Learn, Literacy Competence, and Social Skills.” Students are prepared for a variety of future endeavors and potential careers.
Guided Inquiry is complete with solid teaching practices, differentiated learning strategies, and useful toolkits. This dynamic approach integrates curricular standards throughout inquiry learning and embeds student research in the process. Informative figures, charts, frameworks, flow charts, indexes, and references transform learning. Guided Inquiry currently benefits students, educators, and administrators; in addition to future beneficiaries: parents, citizens, employers, and organizations.
Book Review by Carmaine Ternes
Librarian, Researcher, Writer, Presenter
February 2018
Approaches and theories by Dewey, Vygotsky, Piaget, Bruner, and Gardner stengthen “Guided Inquiry Design: Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate.” By addressing today’s issues with established concepts and accepting present technology and open-minded collaboration technology, educators can launch a community of inquiry. Fact finding does not parallel deep understanding just as a literature circle does not provide the rich conversation an inquiry circle provides.
“Part II: Information Literacy: A Concepts Approach” highlights the benefits of having a fully certified expert in a library, includes connections to information transfer skills, and dovetails into independent learning and social responsibility. Information searching strategies, the impact of school librarians on student learning, and the influence of library funding on student performance are significant pieces of this section. Since librarians provide a wealth of dependable resources, innovative programs, and interesting events, the library has been coined “the heart of the school!” Students are encouraged to read, discover, experiment, and become information literate.
“Part III: Teaching and Learning” implements “museum learning and object-based learning” enriching the inquiry process. Guided Inquiry models team building for “student-centered success” prompted by innovative, creative, and flexible strategies and interventions. Since students typically appreciate tactile scenarios, objects make “an abstract idea concrete.” Community resources and local experts can instill intrinsic interest beyond the memorization of facts. Encouraging open-ended questions, supporting collaborative efforts, and incorporating whole class, small group, and individual instruction and conversations assist in meaningful exploration. Co-teaching among Science, Technology, Engineering, and Mathematics (STEM) teachers and librarians demonstrates “Interventions for Learning: Five Kinds of Learning: Curriculum Content, Information Literacy, Learning How to Learn, Literacy Competence, and Social Skills.” Students are prepared for a variety of future endeavors and potential careers.
Guided Inquiry is complete with solid teaching practices, differentiated learning strategies, and useful toolkits. This dynamic approach integrates curricular standards throughout inquiry learning and embeds student research in the process. Informative figures, charts, frameworks, flow charts, indexes, and references transform learning. Guided Inquiry currently benefits students, educators, and administrators; in addition to future beneficiaries: parents, citizens, employers, and organizations.
Book Review by Carmaine Ternes
Librarian, Researcher, Writer, Presenter
February 2018
February 23, 2020
Great to revisit this seminal work in my information literacy instruction.
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December 5, 2019This is an overall good introduction to an inquiry model based on Kuhlthau’s understandings of the Information Search Process (ISP), the Writing Process, and the concept of Third Space. The beginning sets up rationale for using Guided Inquiry. It digs into the research behind, the benefits, and the power of this model. The final chapter recaps these ideas breaking it down into what various stakeholders serve to gain as a result of implementing an inquiry model.
If a reader already accepts and understands these concepts, then these chapters may seem superfluous, but do give research to back it up when one encounters resistance to the idea.
The authors share their conceptualization of the stages of inquiry, which is tied to a model of writing, state standards, assessments and five kinds of learning, among other concepts.
In this sense, the text cuts a wide swath. It breaks things down and then attempts to pull them together for the reader in the later chapters.
One of the later chapters creates links to content standards. This portion of the text draws many of the pieces together and helps the reader see how one might approach any content standard using BIG questions to guide the students rather than minutia in the form of a worksheet with teacher dictated content questions.
The readers’ understanding of what inquiry is will be enriched by the text, but the second book, to which the authors regularly refer, seems to have more specific information about how to implement this framework for inquiry.
Without having read the second book, I am not sure how necessary this book is for a person who already buys into Inquiry as a method for teaching. It may be that the second book skips the content in the introductory chapters, highlights the most significant underpinnings of this model, and then dives into all a school needs to successfully implement the program.
If a reader already accepts and understands these concepts, then these chapters may seem superfluous, but do give research to back it up when one encounters resistance to the idea.
The authors share their conceptualization of the stages of inquiry, which is tied to a model of writing, state standards, assessments and five kinds of learning, among other concepts.
In this sense, the text cuts a wide swath. It breaks things down and then attempts to pull them together for the reader in the later chapters.
One of the later chapters creates links to content standards. This portion of the text draws many of the pieces together and helps the reader see how one might approach any content standard using BIG questions to guide the students rather than minutia in the form of a worksheet with teacher dictated content questions.
The readers’ understanding of what inquiry is will be enriched by the text, but the second book, to which the authors regularly refer, seems to have more specific information about how to implement this framework for inquiry.
Without having read the second book, I am not sure how necessary this book is for a person who already buys into Inquiry as a method for teaching. It may be that the second book skips the content in the introductory chapters, highlights the most significant underpinnings of this model, and then dives into all a school needs to successfully implement the program.
August 2, 2013
There are several go-to books on inquiry-based learning, but this one approaches it from the librarian's point of view. Unlike Harvey and Daniel's "Comprehension and Collaboration", this book leans toward the theory behind the approach rather than illustrated models. As a librarian, I appreciated the slant that this book presents. It always disappoints me when I read about inquiry happening and there is no mention of the library or librarian. I realize in this day and age of budget cuts that is a sad reality for many campuses. Kuhlthau, with her daughters Leslie Maniotes and Ann Caspari, does a great job of breaking the process down into small chunks that are appropriate for primary grades through high school. If you are a librarian looking for your place in this method, this book will help you define your role. If you are an educator looking for more information then this book will help you understand your role and the resource that your school librarian can be for you!
December 5, 2019
Overall I found this book to be an uplifting and ambitious take on the model of inquiry based learning in a school setting. I did feel like the authors spent a great amount of time trying to convince the reader that inquiry was feasible and standards based, and I am not sure someone would even read this if they didn't already have buy-in. I do appreciate having back up stats in place when considering advocating for this change in the classroom or library, but it was overkill.
They did include lots of graphics and suggestions for a variety of lesson plan templates. However, they referenced another book (Guided Inquiry Design: A Framework for Inquiry in Your School) quiet a bit, and I believe that book may be more what you are looking for if you are ready to start implementing and do not require so much front loading. Overall, this book was well written and informative.
They did include lots of graphics and suggestions for a variety of lesson plan templates. However, they referenced another book (Guided Inquiry Design: A Framework for Inquiry in Your School) quiet a bit, and I believe that book may be more what you are looking for if you are ready to start implementing and do not require so much front loading. Overall, this book was well written and informative.
December 31, 2014
Wow! That took me forever to finish. I think that this was more an indication of where my head was at than the quality of the book itself. I started reading the book because I thought that I should. I finished it because the ideas are becoming more and more essential to my daily practice.
May 9, 2008
Don't let the thin looks of this book fool you - it is a slow read. It has a lot to digest; it would be great to put it into practice.
October 6, 2008
fine. I'll keep it, which is saying something.
May 10, 2009
not quite a full read, but i'm not counting it as a couldn't finish either. i find guided inquiry to be fascinating, although trying to keep up with my learning theory class was pretty impossible.
October 27, 2010
This book has a lot of useful information in it. If your school's librarian was laid off though, you'll never be able to implement it.
(I'm sort of kidding.)
(I'm sort of kidding.)
January 7, 2014
This book makes me want to be a librarian. It is putting the language to my teaching style. Its hard to put down. Full of rich examples on using great books and guiding inquiry in classrooms.
April 24, 2015
Useful theory, and a great model for inquiry in schools. On to the "sequel," which I hope is more practical and how-to. I also love the idea of "third space" learning.
Displaying 1 - 13 of 13 reviews