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Asking questions is a vital part of information seeking: it begs an answer, it allows for modifi cation in response to fi ndings, it aids in comprehension, it fosters self-regulation, and it invites conversation. The skill of posing questions throughout the information-seeing process is often undervalued and under-taught. To ask quality, higher-level questions requires explicit instruction. Moreover, such instruction needs to take into account age-appropriate developmental processes. This paper examines the questioning behavior of youth, confronts the issue of question locus of control, and offers guidance in helping youth develop effective question strategies for comprehending information and questioning authority.
