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Framework Focus: Inquiry

Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.

4. Research as Inquiry

Key sentence: Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.

Knowledge practices:

  1. formulate questions for research based on information gaps or existing information;
  2. determine an appropriate scope of investigation;
  3. deal with complex research by breaking complex questions into simple ones;
  4. use various research methods, based on need, circumstance, and type of inquiry;
  5. monitor gathered information and assess for gaps or weaknesses;
  6. organize information in meaningful ways;
  7. synthesize ideas gathered from multiple sources;
  8. draw reasonable conclusions based on the analysis and interpretation of information.

We teach:

  • Formation of research questions as an essential part of the process (CUFS 100 and elsewhere)
  • Background research and database selection (CUFS 100, ENGL 102)
  • Searching iteratively and managing results (ENGL 101, 102, throughout the majors)
  • Organizing information using RefWorks (workshops and upper level courses)
  • Searching based on citation metrics (PHSC 451/536)
  • Various specialized disciplinary databases throughout the majors
  • Community needs analysis (BADM 536)
  • Interpretive lenses for Biblical exegesis (various CHRS and DIVI courses)
  • Acknowledge experiential limitations (SPAN 241)

“Framework for Information Literacy for Higher Education.” Association of College and Research Libraries, 11 Jan. 2016, Accessed 21 June 2016.

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