Fostering Information Literacy Through Autonomy and Guidance in the Inquiry and Maker Learning Environments

The study investigates high school students’ information practices and educators’ guidance during inquiry and maker learning. Self-determination theory and imposed query offer theoretical lenses in exploring
students’ information practices in the learning environments that support learners’ choices and interests within the standards-based curriculums. Students engaged in a variety of information behaviors, such as information seeking, use, evaluating, creating, and sharing. Information searching and credibility judgment were some of the most challenging but helpful activities for students to complete their projects. Students enjoyed production-centered activities. When given a wide range of options for information creation in the maker unit, students seemed to be both excited and overwhelmed. Educators offered different strategies to scaffold students’ information practices and learning, striving to achieve a balance between providing guidance and allowing student autonomy and choice. Overall, students were appreciative and found the guidance beneficial, yet they felt some guidelines were restrictive. The study suggests educators be intentional in providing guidance that is flexible and not too restricted or controlled. The ongoing research investigates the optimal environments for learners to exercise autonomy over their information practices and learning while feeling supported and guided.