A description of the search process was sought through the data collected from . . . students’ journals, search logs, and writings as well as the case study subjects’ interviews, timelines and flowcharts . . .
Six categories of characteristics were sought for each stage:
Task, thoughts, feelings, actions, strategies and mood.
Common patterns in the experience of this small, specialized group were noted when they were articulated and could be documented.
Guided Inquiry is carefully planned, closely supervised targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.
Effective inquiry through the school library is shared.
Specific interventions are determined by the stage of the search process, the affective, cognitive and behavioral needs of the learners, and the curriculum standards and goals to be achieved
Guided Inquiry is an opportunity for the school to provide some comprehensive evidence of how the teaching and learning focus of the school library improves student learning outcomes
Learning Centered Model Third Space in Guided Inquiry Third Space first space ←←←←← ->->->->-> second space personal Merger curriculum student centered ←← learning centered ->-> teacher centered From: Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided Inquiry: Learning in the 21 st Century. Westport, CN: Libraries Unlimited, p. 32.
Neil Mercer (2000) refers to ‘interthinking’ occurring when people talk and develop ideas together. He proposes an Intermental Development Zone which we can imagine as the area between us when we talk together and combine our ideas. New knowledge is created.
“ Dialogue and Reflection ,” ProDAIT
Mercer, N. (2000). Words and Minds: how we use language to think together. London: Routledge.