In highlighting the importance of information literacy, this study focuses on bringing the notion of ‘voice’ to high school curriculum-based research. It hangs on the theory that when students learn to own their research by writing themselves into it after accessing, analysing, and interpreting related information, they become information literate. The inquiry group provided a working context within which the emergence of voice may be encouraged. This research is qualitative in nature and takes the form of a case study in which the lived experiences of six students, a history teacher, and a school librarian were examined. The application of an action research model saw the student participants completing their own research projects while employing the Big6 skills created by Eisenberg and Berkowitz (1990). The study combined the information search process from Library and Information Studies with social constructivist learning theories from Education. Researchers and scholars in Library and Information Studies and Education will find this study interesting and relevant. It will also add to the limited Caribbean literature on this topic and act as a guide for future curriculum planning and implementation by educational administrators and other key stakeholders.