Description
Writing for pre-kindergarten to grade 12 teachers and librarians, Kuhlthau (library and information science, Rutgers U.) et al. examine Guided Inquiry as a way for developing information literacy. They describe Guided Inquiry and its importance and its basic theory and research, including Kuhlthau's Information Search Process. Then, they discuss new work on motivating students by connecting the curriculum to their world, building instructional teams for Guided Inquiry and the different roles of those involved, and a concept approach to information literacy that develops and reinforces practical information-seeking skills. Subject area curriculum standards that are best met through Guided Inquiry are detailed, as well as promoting deeper learning using the approach, assessment, and resources in and outside the school. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)
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The authors set forth the theory and rationale behind adopting a Guided Inquiry approach to PreK–12 education, as well as the expertise, roles and responsibilities of each member of the instructional team.Based on Kuhlthau's six stage Information Search Process, the authors present a convincing argument for recasting Guided Inquiry as a dynamic, innovative way of developing information literacy. Part I discusses the theory and rationale behind adopting a Guided Inquiry approach, as the authors elucidate the expertise, roles, and responsibilities of each member of the instructional team. Part II presents the model in terms of its component parts. PreK-12.Noted researcher Kuhlthau has teamed up with a curriculum specialist and museum educator to create this foundational text on Guided Inquiry, a dynamic, integrated approach to teaching curriculum content, information literacy, and strategies for learning. Grounded in Kuhlthau's Information Search Process from her classic text Seeking Meaning and built on solid professional practice, this innovative team approach inspires students to gain deeper understandings and higher order thinking using the rich resources of the school library, the community and the wider world. This book provides the vital tools for educators to create collaborative environments where students experience school learning and real life meshed in integral ways—learning in the 21st century.
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