Firstly, watch this video to get a feel for Guided Inquiry.

Reference O'Dea, V. (2012). Guided inquiry in history. Retreived April 14, 2012 from http://tinyurl.com/7t7tysl

The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively. (ACARA , 2011)

Guided Inquiry is carefully planned, closely supervised targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a currciulum topic, and generally leads to independent learning. It is grounded in a constructivist approach to learning, based on the Information Search Process developed by Emerita Dr Carol Kuhlthau's extensive research over a twenty year period. (Rutgers, 2012)

Inquiry does not stand alone, it engages, interests and challenges students to connect their whole world (digital, local and cultural) with the curriculum.
(O'Connell and Groom, 2010. p.14)

131mte. (2011). teaching inquiry learning. Retrieved 25 April, 2012, from http://youtu.be/lwCmCJ8OhWY
The sequence of inquiry skills for Science, History and Geography (draft) for the Ausralian Curriculum are shared by Dr Mandy Upton on this Scribd link

For the purposes of this Wikispace, the TELSTAR model of Guided Inquiry has been applied to the learning opportunities demonstrated. This model has been explained on the TELSTAR page of this Wikispace.

There are many models and processes for implementing an inquiry approach to learning, many of which are linked on this site
Information Literacy Models and Inquiry Learning Models

Now consider that, as educators, we have a goal to create learners who have certain qualities. The diagram below summarises at the pedagogical benefits of using Guided Inquiry and Web 2 tools, as well as the expectations that are set down by the Australian Curriculum, and the Melbourne Declaration to show how combining these three elements into professional pedagogies will enhance learning and achieve desirable learning outcomes