Guided Inquiry for Students

Two academic researchers and the school librarian collaborated on this study by collecting data from survey questionnaires, focus-group interviews, and students’ work in digital inquiry process journals and final product presentations. Findings indicate students understand important elements of the GID process, including its independent nature, structure, and pacing through stages, and the element of choice. However, they differ on whether these aspects have a positive or negative effect on their learning and research process. An implication for GI practice from this study is a greater focus on allowing students independence and to proceed at their own pace, as expressed in a student’s comment and the title of this paper: “Just let me go at it.”

Garrison, K. L., FitzGerald, L., & Sheerman, A. (2018). Just let me go at it: Exploring students’ use and perceptions of guided inquiry. Research Journal of the American Association of School Librarians, 21(2165-1019). http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol21/SLR_JustLetMeGoAtIt_V21.pdf