School librarian and guided inquiry projects

Primož Južnič, Urška Repinc


School librarian's concern is to raise information and reading literacy and in this way contribute to common goal – learning to learn. Research finds out that project based on inquiry activities are successful in this context. They present enrichment for (gifted) pupils and school community. Such projects are led by flexible team of professionals (at least three, better four or more). Among them are the teacher, whose course is connected to a project theme, school librarian, ICT teacher and another professional connected with quality for project final products (language teacher, art teacher etc.). School librarian can take  an initiative and coordinates such cooperative work. Pupils also gain communication skills and improve their social intelligence, and there is a lot of cooperation and adjustment in the work process. Good results are evident by higher level of information literacy which is shown by pupils' achievements at competitions, inclusions of project presentations to different local events and connections established through project activities with different partners and involving different stakeholders. A case study of one such project is presented.

Keywords: Information literacy, guided inquiry, holistic approach, project work, gifted pupils

Full Text:



Chu, S.K.W., Chow, K., Tse, S. &Kuhlthau, C. C. (2008). Grade 4 Students' Developmentof

ResearchSkillsThroughInquiry-Based Learning Projects. SchoolLibrariesWorldwide, 14:


Chu, S.K.W., Chow, K., Tse, S. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library&InformationScienceResearch, 35 (pp.41-53).

Freeman, J., Raffan, J., Warwick, I. (2010). World-wide Provision to Develop Gifts and Talents. RetrievedJul.7th, 2013from

Gordon, C. (2010). The Culture of Inquiry in School Libraries. School Libraries Worldwide, 16(1), 73-88.

Južnič, P.& Urbanija, J. 2003. Developing research skills in library and information science studies. Library managment. Vol. 24, No 6/7. str. 324-331.

Kania, J, Kramer, M., 2013 Embracing Emergence: How Collective Impact Addresses Complexity. Stanford Social Innovation Review, 5. Retrieved Oct.8th, 2013 from

Kulthau, C.C.( 2004). Seeking meaning: a process approach to library and information services. Westport: LibrariesUnlimited.

Kuhltau, C.C. (2010). GuidedInquiry: SchoolLibraries in the 21st Century. SchoolLibrariesWorldwide, 16:1(pp 17-28).

Montiel-Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration (TLC). School Libraries Worldwide, 11(2), 24-48.

Montiel-Overall, P. (2010). Further understanding of collaboration: A case study of how it works with teachers and librarians. School Libraries Worldwide, 16(2), 31-54.

Montiel-Overall, P.&Grimes, K. (2013). Teachersandlibrarianscollaborating on inquiry-basedscienceinstruction: A longitudinalstudy. Library&InformatinScienceResearch, 35 (pp. 41-53).

Moore, P. 2005. An AnalysisofInformationLiteracyEducationWorldwide. RetrievedJul.17th, 2013 from

Oberg, D. 2004. PromotingInformationLiteracies: A Focus on Inquiry. Retrieved Sept. 14th, 2013 from

Repinc, U.& Južnič, P. 2013. Guided Inquiry based Projects: Enrichment for Gifted Pupils. School Libraries Worldwide. 19 (1).

Repinc, U.& Južnič, P. 2010. School librarian and gifted pupils. Socialne in čustvene potrebe nadarjenih in talentiranih: zbornik. II. Mednarodna znanstvena konferenca 2010. Ljubljana: MiB.

Subramaniam, M. &al (2013). The role ofschoollibrarians in enchancingsciencelearning. JournalofLibrarianshipandInformationScience. RetrievedOct 15th 2013 from

Todd, R. J. & Kuhlthau, C. C. (2005). Student learning through Ohio school libraries, part 1: How effective school libraries help students. School Libraries Worldwide, 11(1). 63-88.

Yukawa, J.&Harada, V. H. (2009). Librarian-Teacher Partnership for Inquiry Learning. Measures of Effectiveness for a Practice-Based Model of Professional Development. Evidence Based LibraryandInformationPractice, 4:2. (pp.97-119).


  • There are currently no refbacks.