Library Instruction & Information Literacy @ St. Thomas: Framework 4: Research as Inquiry

Research is iterative and requires us to ask increasingly complex questions that lead to new questions and areas of inquiry. Learners who understand this concept see research as a process and understand that research is used to meet personal, professional, or social, as well as academic needs; they recognize that inquiry ranges from the simple query, to the complex investigation requiring sophisticated research methods and a broad range of information sources.

Learning Outcomes

Students can:

• Form questions based on self-identified gaps in their knowledge
• Determine an appropriate scope of investigation
• Synthesize information from a variety of sources
• Use appropriate research methods based on their information need
• Follow ethical and legal guidelines in gathering and using information

Students will:

• Define research as open-ended exploration
• Value intellectual curiosity in developing questions
• Value persistence, adaptability, and flexibility in their research practices
• Maintain an open mind and a critical stance
• Seek help when needed

(Adapted from MacPhaidin Library/Stonehill college)

• Students in a first year course reflect upon the steps they went through when researching a major purchase or event in their lives (buying a car, selecting a college, etc.). They identify the steps involved in the research behind such a decision, and confront the importance of such a employing a similar strategy in the academic setting.
   
• A researcher/guest speaker attends the class and describes a research project from conception to conclusion. Students attempt to diagram the steps reflected in the description, and then work with the speaker to develop a robust conception of the process (recognizing that the process varies from project to project and researcher to researcher). Students then journal about how their research process relates to that of the researcher, and what changes they might make in order to attempt more authentic, knowledge-generating research experiences.
   
• Assign students to keep research logs in which they note changes in particular research directions as they identify resources, read, and incorporate new learning.
   
• Ask students in professional or career-focused programs to evaluate the role of evidence-based that may move toward changing practice.

(Adapted from Emory Libraries & Info Technology)