Research as Inquiry
Key sentence: Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods. Experts see inquiry as a process focused on problems or questions in a discipline or between disciplines that are open, unresolved, and/or debated; use more advanced research methods; and explore diverse disciplinary perspectives.
- formulate questions for research based on information and/or existing information gaps;
- determine an appropriate scope of investigation;
- deal with complex research by breaking complex questions into simple ones;
- use various research methods, based on need, circumstance, and type of inquiry;
- monitor gathered information and assess for gaps or weaknesses;
- organize information in meaningful ways;
- synthesize ideas gathered from multiple sources;
- draw reasonable conclusions based on the analysis and interpretation of information.
- Defining the information need and developing a manageable focus appropriate to criteria of assignment/discipline [most courses]
- Brainstorming keywords and information gathering strategies [most courses]
- Developing research questions [most courses
- Articulating research questions within confines/context of discipline [major, capstone/graduate]
- Conducting background research, selecting appropriate databases, and adjusting topic and approaches as needed after evaluating resources [most courses]
- Identifying and using specialized disciplinary sources [major, capstone/graduate]
- Identifying various sources of help (e.g. library and classroom faculty, library staff, peers, research guides, etc.) [most courses]
“Framework for Information Literacy for Higher Education.” Association of College and Research Libraries, 11 Jan. 2016, http://www.ala.org/acrl/standards/ilframework. Accessed 21 June 2017.