Teachers found that students taught using a research process approach, where the investigative work was integrated with the curriculum, found the students became "more creative, more positive, more independent" (Kühne, 1995, p.25). This was true for poorer students as well as for the stronger students, although the poorer students needed more individual attention during the process. Todd (1995) suggests that teachers and librarians think about their work with students as a conversation, an active interchange through which meaning is constructed. This interchange is discursive, adaptive, interactive and reflective. Students are encouraged to talk about their knowledge and teachers and librarians enter into this conversation with suggestions on how the student can move forward, see things from new perspective, make connections between previous and new knowledge, and see the patterns of their learning.