Information Literacy

Guided Inquiry: Learning in the 21st Century, 2nd edition by Carol Kuhlthau, Leslie K. Maniotes and Ann K. Caspari, Libraries Unlimited, 2015 – See introductions to Chapter 6 – Information Literacy and Chapter 7 – Information Literacy Curriculum.

Information Literacy Concepts: A Conversation with Carol Kuhlthau

Bringing Conceptual Frameworks to Life

In 2015, Guided Inquiry: Learning in the 21st Century introduced a fundamentally new approach to information literacy, one grounded not in procedural skills destined to become obsolete, but in enduring concepts that transcend technological change. These concepts offer learners a framework for navigating information throughout their lives, adapting seamlessly as tools and platforms evolve.

Despite the transformative potential of this conceptual approach, few practitioners had fully embraced and implemented these ideas in their work. Recognizing both the promise and the gap, Carol Kuhlthau and Leslie Maniotes embarked on a collaborative project in 2022 to bridge theory and practice in an entirely new way.

The Course: An Invitation to Conversation

Rather than creating a traditional course, we designed an asynchronous learning experience structured as an intimate conversation. Through a series of recorded interviews, Leslie spoke with Carol about the origins, applications, and implications of information literacy concepts. These conversations became the heart of an online course that invites librarians into an ongoing dialogue about the future of information literacy instruction.

The course breathes life into the pages of Guided Inquiry: Learning in the 21st Century. It traces the historical roots of information literacy itself, including Carol’s foundational work with the original ALA Committee on Information Literacy. It explores how conceptual frameworks play out across the inquiry process, and examines why this approach is essential for preparing learners in an age of rapid technological and informational change.

Building Community, Transforming Practice

Since its launch, the course has reached individual librarians and, notably, entire cohorts of Massachusetts school librarians through the Massachusetts Library System’s sponsorship of two cohort rounds. These structured cohorts incorporated live sessions following each course section, fostering rich discussion and building genuine community among participants.

The impact has been significant and sustained. Participants report that the course shifted their thinking about information literacy instruction and helped them prioritize what to teach during inquiry-based learning. The conceptual framework provided clarity and direction in an often overwhelming landscape of skills and tools. Many librarians who completed the course subsequently enrolled in the GID Institute course to deepen their knowledge of the Guided Inquiry Design process, a testament to the course’s power to inspire continued professional growth.

Access and Impact

This course represents more than professional development; it is an entry point into a living tradition of research and practice. It connects librarians directly to decades of rigorous scholarship while demonstrating the practical application of that scholarship in contemporary learning environments. By making Carol’s work accessible in this conversational, applied format, the course serves as a bridge between research and practice, between past insights and future possibilities and across the generations.

Access the Course: The Information Literacy Concepts course is available through the Guided Inquiry Design Academy.

Learn More: For information about participating in the course as an individual or organizing a cohort for your library system or institution, visit the Guided Inquiry Design Academy website.