This is important for two reasons. Firstly, it identifies the librarian as a teacher and locates them within a learning process – that of constructing knowledge and understanding from information, which is an inquiry learning process. Secondly, it identifies the specialist teaching contribution that the librarian makes to this inquiry learning process – that of enabling students to develop the skills that will empower them to learn by finding out for themselves.
Now inquiry – understood as a stance of wonder and puzzlement that gives rise to a dynamic process of coming to know and understand the world and ourselves in it as the basis for responsible participation in society – is a learning process that depends on these sense-making skills, which are metacognitive, cognitive, affective/ emotional and social. For these skills to be transformational, both inwardly and outwardly, they need to be developed systematically and progressively within a sound instructional model of the inquiry learning process, and in the context of content area teaching.