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Framework for Information Literacy for Higher Education: Frame: Research as Inquiry

A guide to share with colleagues regarding the ACRL Framework for Information Literacy which takes the place of the ACRL Standards

Framework Defined

Research as Inquiry refers to an understanding that research is iterative and depends upon asking increasingly complex or new questions whose answers develop additional questions or lines of inquiry in any field.

Alignment with 2000 ACRL Standards

Standard One: The information literate student determines the nature and extent of the information needed
Standard Two: The information literate student accesses needed information effectively and efficiently.
Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

From: Hovious, Amanda. “Alignment Charts for ACRL Standards and Proposed Framework.” Google Docs, January 23, 2015.

Framework Links

Possible Learning Objectives

  • Students will know whom to go to for help with their library research.
  • Students will be able to locate a resource in the catalog for a given subject.
  • Students will be familiar with services offered to them by the library web page.
  • Students will be able to locate appropriate information resources per discipline.
  • Students will know how to make use of interlibrary loan and the timeline needed to acquire information.
  • Formulate research questions based on curiosity and gaps in information or data available
  • Describe via reflection how the research process is iterative, requiring persistence
  • Apply research methods that are appropriate for the need, context, and type of inquiry
  • Students will be able to identify key concepts and related terms in order to locate relevant sources for their cumulative projects.
  • Students will be able to break down their PICO (research) question in order to develop an effective database search.
  • Students will be able to analyze sections of a research article IOT conceptualize the research process used by experts in the field.
  • Students will be able to evaluate an author's use of sources (original TC identified by workshop participant)

Ideas to Incorporate into Classroom

  • Use research article to model research process used by experts.
  • Jigsaw groups each tackle one part of a research article summarizing what that section says what purpose that section serves then students disperse & share with new formed groups
  • Chalk talk have students list out resource they use & branch out with experiences, feelings, facts, etc.
  • Concept mapping, give class a topic, brainstorm keywords. Use Prezi to have students create a visual map with a list of keywords.
  • Evaluate sources cited in an article, review sources. Decade what value thing add to the article. Sort sources into types (books, articles, reports, statistics) using clickers
  • Individual group brainstorming, using Padlet, students share as many synonyms as they can for research question concepts, then as a group we group them by concept in preparation for boolean searching
  • Keyword brainstorming students write down presentation idea and pass around. What questions do their peers have about the topic ( review to create keywords), roundtable writing.