Research
1. Maniotes, L. K. (2019). Getting to great questions for inquiry and research. Teacher Librarian, 46(3), 17–20. Retrieved from https://www.gale.com
Summary: This article provides an overview on how to use guided inquiry as a means to increase students' capacity to comprehend a text. However, Guided Inquiry Design is often used as an inquiry process for research and ways to gain a deeper understanding and gain information. The article includes resources that provide additional support.
2. Hongisto, H., & Sormunen, E. (2010). The challenges of the first research paper: Observing students and the teacher in the secondary school classroom. In Practising Information Literacy: Bringing Theories of Learning, Practice, and Information Literacy Together. Lloyd and Talja (Eds.). Retrieved from https://books.google.com
Summary: Hongisto and Sormunen base their work of Kuhthau, who defines information literacy as the students' ability to locate, evaluate, and use information. The research uses a cross-disciplinary approach to examining how students develop information literacy skills through teacher-generated assignments. Students use inquiry-based learning (learning by doing) as an approach to gather information from a variety of sources as they are assigned a research paper.
3. Klein, P. D., & Rose, M. A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461. Retrieved from https://dx.doi.org/10.1598/RRQ.45.4.4
Summary: In this study, Klein and Rose examine how students respond to various writing tasks and assignments. The teachers used the process writing approach, which included creating an outline, drafts, and a final paper. The revision and edit process lends itself to implementing teacher and peer oral and written feedback. The study reveals that there are specific as well as varied means to teach the writing process to students. Students must use prior knowledge and have access to relevant external sources (i.e. internet).