Research as Inquiry refers to an understanding that research is an iterative process, and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
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.https://docs.google.com/document/d/1Wt5a2pYqblapfnSZoBBdo28EAgukUXbV0kdL5nSZ5UI/edit?usp=sharing.
Research As Inquiry
Inquiry is a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. The spectrum of inquiry ranges from asking simple questions to increasingly sophisticated abilities to refine research questions, use advanced research methods, and explore more diverse perspectives.
Outcomes
Students should be able to:
• Formulate research questions of an appropriate scope, based on examining existing information.
• Select research methods based on need, circumstance, and type of inquiry.
• Evaluate information from a variety of perspectives in order to shape their own knowledge base.
• Demonstrate persistence, adaptability, and reflection as components of inquiry.
Adapted from:
USC Libraries. (n.d.). Information Literacy Outcomes for Undergraduates. Retrieved from https://libraries.usc.edu/research/instructional-services/learning-outcomes