This book is the third publication by the trio of well-known professionals on the topic of guided inquiry and is a must read by every teacher librarian. The purpose of the volume is to explaine the author’s guided inquiry model in enough depth so that teacher librarians can desing learning experiences collaboratively with classroom teachers, themselves, and other specialists in the school. Their model is both fuller and superior to The Big Six model by Eisenberg and Berkowitz and consists of the following steps: Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate. The book begins with an overview of guided inquiry and then has chapters that develp each of the steps of the model complete with various planning tools. And, the book ends with a major recommendation on how the model would play out in an inquiry school and across the grade levels. This last vision is in theoretical rather than practical implementation steps and the reader is encourage to have the leadership team of the school actually design how the model will be implemented across the various content areas. Perhaps the largest contrast with the Big Six is the emphasis on learning how to learn as a means to master content learning. In other words, the model is not a set of skills to be taught in isolation from the classroom like some sort of inoculation against info lit disease. And, while group work was included along the way of a guided inquiry project, the emphasis is on preparing the individual student to approach a learning experience with the model embedded in their brain. This is, of course the result of Kuhlthau’s longitudinal study of students and their information behavior across many years. She sees the resulting advantages across college and careers of those who understand what inquiry is all about. We see a couple of factors not covered in the book and these are the development of collaborative intelligence alongside personal expertise and the need for the final evaluation of an inquiry project to be collaborative between the adult coaches and the students that were involved. Readers are also advised to pay careful attention to the subcategories of the model steps because they are broader than the model step title suggests at first glance. This is one of the most important professional books of the year and ought to be discussed very broadly, particularly by those who are seeking ways to move to the center of Common Core. It is a major step up from the information literacy models of the past. It is much more sophisticated and is essential in a time when information and technology are growing exponentially with no hint of stopping. We think there is an additional very practical book needed alongside this one and that is the operational instillation of this across the grade levels; not necessarily a curriculum guide, but a sophisticational guide based not on age or grade, but upon a learning how to learn continuum. Such a guide would help measure sophistication level across a school year and across both individual and groups of learners. The theory is here; now to the models in practice in various types of urban and rural settings and across differing access to both information and technology. Bravo to these great thinkers.