Maeve E Cunningham LSIS 5645; Core Assessment 4 Please excuse that this is not perfect! Putting these slideshows and audio files was a lot more difficult than I thought.

1. INFORMATION LITERACY: GUIDED
INQUIRY DESIGN
Maeve E. Cunningham
http://ubiquitousthoughts.files.wordpress.com/2006/10/infolit.jpg

2. Many students think this is an okay thing to do because
they don’t know better!

3. WHAT IS GUIDED INQUIRY DESIGN?
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By Carol C. Kuhlthau & Leslie K. Maniotes
“Prepares today’s learners for an uncertain future
by providing the education that enables them to
make meaning from myriad sources of information
in a rapidly evolving world.”

4. SIX CS OF GUIDED INQUIRY
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Collaborate
Converse
Continue
Choose
Chart
Compose
All of these applied
together will enhance the
student’s ability in the
inquiry process

5. GUIDED INQUIRY PROCESS
Image by:
http://darkarchive.wordpress.com/tag/guided-inquiry/

6. WHY IS GUIDED INQUIRY IMPORTANT?

7. GUIDED INQUIRY
“Administrators who realize
that the ability to evaluate
and use information from a
variety of sources is a
necessary life skill for
students to understand that
the library is essential in the
information age of school.”
This realization is
important for all
individuals in the
student’s life.

8. WHY IS GUIDED INQUIRY ESSENTIAL?
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Betters student’s research skills, applies outsideclassroom knowledge, consider other’s ideas, etc.
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Teaches students to think outside the box.
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All of the skills learned can assist the student in
higher education & their career.

9. THROUGH HIGH SCHOOL
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Freshmen
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Sophomore
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Being to understand it after practice and implementation
Junior
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See guided inquiry as a requirement
Have a sense of ownership
Think guided inquiry is a life skill
Senior
Have the confidence to implement guided inquiry
singularly
 See guided inquiry as an integral skill
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10. WHAT CAN I DO?
…as a teacher, parent, community member…

11. WHAT CAN YOU DO FOR YOUR STUDENT?
Help establish a safe environment for students to
learn
 Consider all ideas carefully
 Accept different points of views
 Bring outside experiences to learning environment
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12. WHAT DO STUDENTS NEED?
High quality resources
 A variety of resources (databases, books,
newspapers, etc.)
 Community resources: museums, government
buildings, businesses, etc.
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13. EXAMPLES
Going to the museum

Students are able
participate in fieldwork
by working with experts
and museum artifacts
Going to a business
building
Students can interview
employees in a field
they may be interested
in pursuing a career in
 Learn from first hand
experiences
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14. IS ALL THE WORK WORTH THE
OUTCOME?

15. YES!!!

16. WHY IS IT WORTH IT?
Students will develop skills they can take through
their education to their career
 Students will become more creative
 They will be able to utilize and understand different
outlets for information
 Students will know WHERE and HOW to get the
information they need
 The evaluation process of guided inquiry teaches to
students to process what is appropriate and what is
not
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17. HTTP://WWW.SMITHSONIANMAG.COM/SPECIALSECTIONS/40TH-ANNIVERSARY/VINTON-CERF-ONWHERE-THE-INTERNET-WILL-TAKE-US.HTML?C=Y&PAGE=1
“The problem is—and this is true of
books and every other medium—we
don’t know whether the information
we find [on the Web] is accurate or
not…So we have to teach people how
to assess what they’ve found. That’s a
skill…which is important no matter
what the medium. It’s just more
dramatic in the World Wide Web,
where there’s so much juxtaposition
of the good stuff and not-so-good stuff
and flat-out-wrong stuff or deliberate
misinformation or plain ignorance. ”

Vinton
Cerf

18. THE END
Presented by Maeve E. Cunningham

19. Kuhlthau, C. , Maniotes, L. K. &
Caspari, A. K. (2007). Guided inquiry:
Learning in the 21st century. Westport,
CT: Libraries Unlimited
BIBLIOGRAPHY
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