xi
Preface
There was an enthusiastic response to the first edition of Guided Inquiry: Learning in the
21st Century, which introduced the Guided Inquiry approach. But much has happened since
its publication in 2007. Information technology continues to advance and become even more
pervasive in everyday life. Many states have adopted the Common Core Curriculum State
Standards. School library learning standards have been introduced that center on inquiry. What
hasn’t changed is the pressing need to transform schools for learning in the information envi-
ronment of the 21st century. There has been an increasing groundswell of teachers, librarians,
and administrators using Guided Inquiry for addressing this need in their schools who report
back to us. We are learning a great deal from these innovators.
In 2012 a companion book, Guided Inquiry Design: A Framework for Inquiry in Your
School, explaining how to design and guide student learning through the inquiry process, was
published. As our work deepened and developed, we realized that we needed to write a new
edition of the foundational book to define the Guided Inquiry approach to teaching and learn-
ing. This second edition has been substantially revised and expanded to explain what Guided
Inquiry is, why it is needed now, and what is unique and new about this approach. It is coor-
dinated with the Guided Inquiry Design framework that lays out how to do it. The theoretical
base and the research that underlie Guided Inquiry are presented in Seeking Meaning: A Pro-
cess Approach to Library and Information Services (Kuhlthau, 2004b). Together these three
books provide a full description of why and how to implement Guided Inquiry for contempo-
rary learning.
It has been over 10 years since we began to work together to develop Guided Inquiry, and
each of us is engaged in different aspects of inquiry learning education, bringing a different
perspective to the team. Carol Kuhlthau, senior researcher of students’ information seeking
behavior and Distinguished Professor of Library and Information Science at Rutgers Univer-
sity, brings the perspective of the researcher and school librarian. Leslie Maniotes, as Teacher
Effectiveness Coach, trainer, and consultant with a PhD in curriculum design, master’s in lit-
eracy studies, and administration qualifications, brings the perspective of the teacher, principal,
and school leader. Ann Caspari, as Senior Museum Educator at the Smithsonian with extensive
science expertise, brings the perspective of the outside resource and expert. We continue to
benefit from each other’s experience and gain insight that influences our work.
Many people have contributed to the ideas and content of this book, far too many to
acknowledge here. We want to particularly thank Carol Kuhlthau’s students who over the years
have created innovative school library programs based on the ISP that provided valuable insight
into Guided Inquiry. We appreciate the school librarians and teachers throughout the country
and abroad who have been inspired by the ISP to change their approach to learning and, in turn,
have expanded our vision of school renewal. We appreciate Carol’s many colleagues who have
helped us think creatively about school libraries and inquiry learning. We especially want to
thank Mary George for her insight into information literacy. We are most grateful for the con-
tinuing contribution of the Rutgers University Center for International Scholarship in School
Libraries (CISSL), under the direction of Ross Todd.
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