guided inquiry

Kuhlthau’s Kuhlthau’s Information Information

Search Process Search Process and Guided and Guided

InquiryInquiry

Johan KorenMurray State University

LIB 601 Libraries and Learning LIB 601 Libraries and Learning Fall 2008 Fall 2008

http://www.scils.rutgers.edu/~kuhlthau

April 11, 2023April 11, 2023 Information Search ProcessInformation Search Process 22

Carol Collier KuhlthauCarol Collier Kuhlthau

• ProfessorProfessorSchool of Communication, Information and Library School of Communication, Information and Library StudiesStudiesRutgers, The State University of New JerseyRutgers, The State University of New Jersey

• Seeking Meaning: A ProcessSeeking Meaning: A ProcessApproach to Library and Approach to Library and Information ServicesInformation Services11stst ed. 1993. ed. 1993.22ndnd ed. Westport, CT: ed. Westport, CT: Libraries Unlimited, 2004.Libraries Unlimited, 2004.


An empirically-based An empirically-based theorytheory

• A qualitative beginningA qualitative beginning– The initial study addressed the problem of

understanding the user’s experience in the process of seeking information.

– The study was conducted in a large eastern [United States], suburban high school with a group of 25 academically capable high school seniors (1983).

– The qualitative methods used were journals, search logs, short written statements, case study interviews and conceptual maps, and the teacher’s assessment of focus in the students’ papers.


Grounded TheoryGrounded Theory

• A description of the search process was sought A description of the search process was sought through the data collected from . . . students’ journals, through the data collected from . . . students’ journals, search logs, and writings as well as the case study search logs, and writings as well as the case study subjects’ interviews, timelines and flowcharts . . .subjects’ interviews, timelines and flowcharts . . .

• Six categories of characteristics were sought for each Six categories of characteristics were sought for each stage:stage:– Task, thoughts, feelings, actions, strategies and

mood.• Common patterns in the experience of this small, Common patterns in the experience of this small,

specialized group were noted when they were specialized group were noted when they were articulated and could be documented.articulated and could be documented.


Pattern of 6 stages: Pattern of 6 stages: Stage 1Stage 1

• Task initiationTask initiation

– Feelings of uncertainty and apprehension

– Preparing to select a topic within the assigned problem

– Need to understand the assignment and relate it to personal experience


Stage 2Stage 2

• Topic selectionTopic selection

– Optimism once topic selected

– Apprehension if topic not selected quickly


Stage 3Stage 3

• Exploration to gain a focusExploration to gain a focus

– Feelings of confusion grow with the discovery of the complexity of the topic

– For some, a desire to abandon the topic and find another one


Stage 4Stage 4

• Focus formulationFocus formulation

– Feelings of relief: the turning point now reached

– When focus not found, the student had difficulties throughout the assignment


Stage 5Stage 5

• Collecting information on the focusCollecting information on the focus

– Sense of direction and feelings of confidence

– Increased interest in the topic


Stage 6Stage 6

• Conclusion of the search and start of the Conclusion of the search and start of the writing processwriting process

– Sources found diminish in relevance

– Sources found begin to be repetitive

– Feelings that enough effort has been made to find sources

– Time constraints


Studies to verifyStudies to verify

• Large-scale studiesLarge-scale studies– 147 participants from diverse backgrounds and

abilities in 6 New Jersey high schools (1988)– 385 academic, public and school library users at

21 sites (1989)• Longitudinal study (1989)Longitudinal study (1989)

– Quantitative: 25 from first study; survey at beginning of last year in high school and at last year of university, 5 years later

– Qualitative: in-depth case studies of 4 of the above students during the 4 years of university study.


Six stages of the final Six stages of the final model:model:Stage 1Stage 1

• Task initiationTask initiation

– Essential element: presence of an information need, generally from an imposed assignment

– Feelings: uncertainty

– Actions: exploring information within parameters of the assignment/project


Stage 2Stage 2

• Selection of a topicSelection of a topic

– Criteria for selecting a topic:• Personal interest, requirements of the

assignment, information available and time allotted

– Feelings: optimism

– Thoughts: vague

– Actions: exploratory seeking


Stage 3Stage 3

• ExplorationExploration

– Searching from general to specific, though often without a clear plan

– Feelings: confusion/frustration/doubt

– Thoughts: still vague, but becoming clearer

– Actions: exploratory seeking


Stage 4Stage 4

• FormulationFormulation

– Development of a focus that provides direction for the collection of information

– Feelings: clarity

– Thoughts: becoming increasingly clearer

– Actions: searching becoming progressively more directed to selection of relevant sources


Stage 5Stage 5

• CollectionCollection– Development of a sense of ownership,

personal interest in topic– Feelings: sense of direction/confidence– Thoughts: focused, with an increased

interest– Actions: seeking pertinent information;

documenting and recording; developing outline for presentation


Final stage: 6Final stage: 6

• PresentationPresentation

– Organization of information for communication to others

– Feelings: satisfaction (or disappointment)

– Thoughts: interest, ownership of ideas/information

– Actions: outlining, expansion, final searching


Implication for Implication for mediation by librariansmediation by librarians

• Know the appropriate zone of interventionKnow the appropriate zone of intervention

– “Zone of intervention”: that area in which an information user can do with advice and assistance what he or she cannot do alone or can do only with great difficulty.

– Exact nature of zone and the nature of the help needed must be determined through a reference interview

Extending the ISPExtending the ISP

• Guided InquiryGuided Inquiry– 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. • What is Guided Inquiry?


http://cissl.scils.rutgers.edu/guided_inquiry/introduction.html

http://cissl.scils.rutgers.edu/index.html

Six principles of Guided Six principles of Guided InquiryInquiry

I. Students learn by being actively engaged and reflecting on that experience

II. Students learn by building on what they already know

III. Students develop higher order thinking through guidance at critical points in the learning process

http://cissl.scils.rutgers.edu/guided_inquiry/characteristics.html






Six principlesSix principlesIV. Students have different ways of learning

– Students have different ways and modes of learning

V. Students learn through social interaction with others

VI. Students’ development occurs in a sequence of stages– Children learn through instruction and experience in accord

with their cognitive development

http://cissl.scils.rutgers.edu/guided_inquiry/characteristics.html#item5




Implementing Guided Implementing Guided InquiryInquiry

1.1. Effective inquiry through the school library is Effective inquiry through the school library is guided and structuredguided and structured

2.2. Guided Inquiry revolves around mediation Guided Inquiry revolves around mediation and intervention.and intervention.

3.3. The Information Search Process provides a The Information Search Process provides a useful framework for understanding students’ useful framework for understanding students’ journey of information seeking and use, and a journey of information seeking and use, and a basis for guiding and intervening to ensure basis for guiding and intervening to ensure learning is meaningfullearning is meaningful


Guided Inquiry ImplementationGuided Inquiry Implementation(cont.)(cont.)

4.4. Effective inquiry through the school library is Effective inquiry through the school library is shared.shared.

5.5. Specific interventions are determined by the stage Specific interventions are determined by the stage of the search process, the affective, cognitive and of the search process, the affective, cognitive and behavioral needs of the learners, and the behavioral needs of the learners, and the curriculum standards and goals to be achievedcurriculum standards and goals to be achieved

6.6. Guided Inquiry is an opportunity for the school to Guided Inquiry is an opportunity for the school to provide some comprehensive evidence of how the provide some comprehensive evidence of how the teaching and learning focus of the school library teaching and learning focus of the school library improves student learning outcomesimproves student learning outcomes


Learning Centered Learning Centered ModelModelThird 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 21st Century. Westport, CN: Libraries Unlimited, p. 32.

Creating Third SpaceCreating Third Space• InterthinkingInterthinking

– 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.

http://www.prodait.org/resources/007_Dialogue%20and%20Reflection_artworked050107.pdf

http://www.educ.cam.ac.uk/people/staff/mercer

Teaming philosophyTeaming philosophy• Community of learnersCommunity of learners

– Students who are comfortable conversing and listening freely in small groups

• Community of guidesCommunity of guides

– Teachers who model personal connections and are comfortable with flexible team approaches to planning instructional experiences

https://lu.com/showbook.cfm?isbn=9781591584353

http://www.ssla.ca/conference/building_inquiry_culture_sask_08.ppt




Community of learnersCommunity of learners• Inquiry Circles Inquiry Circles

(AKA (AKA Information Circles))– select relevant non-fiction resources on a specific topic for

the students or guide students to select their own resources

– introduce roles by distributing the role description and modelling their job in action

– organize students into goups of 4 or 5 for a designated block of time; switch roles at the end of the time block or as needed

– provide students with folders to help keep information organized

• Taken from Info Tasks for Successful Learning by Carol Koechlin and Sandi Zwaan.

http://www.saskschools.ca/curr_content/teachlib/read_lit/rlinfocircles.htm

http://books.google.com/books?hl=en&id=HtFNBGwHkzYC&dq=%22Info+Tasks+for+Successful+Learning%22&printsec=frontcover&source=web&ots=IDNehth-uk&sig=Z0-MYSFiQ-Ds6-K_0l5muavecm4&sa=X&oi=book_result&resnum=1&ct=result

http://books.google.com/books?hl=en&id=HtFNBGwHkzYC&dq=%22Info+Tasks+for+Successful+Learning%22&printsec=frontcover&source=web&ots=IDNehth-uk&sig=Z0-MYSFiQ-Ds6-K_0l5muavecm4&sa=X&oi=book_result&resnum=1&ct=result

Roles—or jobs in Roles—or jobs in inquiry circleinquiry circle

guided inquiry

Education

information need

information available

information user

search logs

topic feelings

process approach

writing process sources

final stage