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Guided Inquiry Design: A Framework for Your Schoolby Carol C. Kuhlthau, Leslie K. Maniotes, and Ann K. Caspari

Chapter Eight: Gather:


"A clearly articulated question gives direction for the Gather phase. Gather sessions are designed to help students collect information from a variety of sources that engaged them in learning abut their inquiry question. The learning team guides students in locating, evaluating, and using information that leads to deeper learning." (p. 109)


Gather Important Information,


Students frequently have difficulty with inferring, synthesizing, and analyzing information. "Instructions for this task in modeling the strategy could be, "After reading something important related to your question, close the book and think about what you have read. Then write what you recall in your inquiry journal. It is important to close the book when you write your summary and to write from what you remember as important from what you read. Your writing will need to follow shortly after you have read the passage. Then some time later, read what you have written and add anything else you remember as important. You may need to go back and check on some facts." At this point, students can share ad discuss what they have written in their inquiry journals in conversations in their inquiry circles. This exercise can be used following the reading of a text or following an experience such as a video, audio, expert presentation, a museum exhibit, or field excursion." (p. 113).

Go Broad.



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"Gather is a systematic approach to locating a variety of sources to gather information that is pertinent to an inquiry question. A broad comprehensive search is possible because the question sets the boundaries. In Gather, going broad is framed by the inquiry question. " (p. 111)


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"Searching and gathering may be thought of as a journey that creates a path or trail from one source to another." (p. 111)


Go Deep


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"Students need to choose a few core sources and to choose what information that helps them learn more about their question. Going deep in Gather involves choosing several high-quality sources that address their inquiry question in interesting, thought-provoking ways. Most students will need guidance in choosing these core sources from the useful sources they have recorded in their inquiry log. " (p. 112)

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"Going deep involves choosing specific information within the core sources to write about in the inquiry journal." (P. 112)



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"Students need to be able to choose the important information and ideas in their core sources that address their inquiry question. Determining importance is a vital ability in learning from those information sources. Students of all ages often find it difficult to choose what is most important from insignificant details and unimportant facts. They can easily get bogged down attempting to copy down everything from a text. They need to learn how to choose what to use and to feel confident in their choices." (p. 113)

Citing, Quoting, and Paraphrasing

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"Students needs to learn the difference between quoting, paraphrasing, and interpreting and how to cite the source in each case. You children can choose when "its good to use the author's words and when it's better to use your own." And they can learn to note which is which. Older students need to learn to value their own way of expressing an idea and be diligent about giving the originator of works credit through proper citation. Students use inquiry journals for summarizing, paraphrasing, quoting, and interpreting the information the gather. They include their thoughts and interpretations of the information they are gathering." (p. 115)


All quotes taken from:
Kuhlthau, Carol C., Maniotes, Leslie K., Caspari, Ann K. Guided Inquiry Design A Framework for Your School. Libraries Unlimited. Santa Barbara, CA. c. 2012.