Research as Inquiry
The resources below relate to the Research as Inquiry frame of the ACRL Framework for Information Literacy for Higher Education. Learning outcomes include, but are not limited to:
-
Form an appropriate research topic or question in order to define the scope of a research need.
- Identify gaps in information and knowledge and understand the importance of these gaps in order to refine a search strategy or research question.
Videos and Tutorials | Instruction and Activities | Assignments
Videos and Tutorials
Introductory
- Picking Your Topic IS Research!Explains that choosing and adjusting a topic is an integral part of the research process.
→ Time: 3 mins - It's All About the QuestionsExplores how to develop and explore complex questions that require in-depth research.
→ Time: 4 mins - Developing a Research QuestionDescribes the importance of developing a research topic with an appropriate scope and provides strategies for choosing a topic.
→ Time: 4 mins - Topics vs. Research QuestionsDescribes the differences between research topics and research questions and explains how they can change during the course of a research project.
→ Time: 2 mins
Intermediate
- Research is a ProcessExplains strategies for performing effective research, including getting familiar with the field, identifying a gap, and articulating the significance of your research topic.
→ Time: 3 mins
Instruction and Activities
Introductory
- Mapping Scholarly ConversationStudents develop their research topics through concept mapping and preliminary research.
→ Time: 50 mins
→ Computers: Required - Narrowing a TopicStudents work in groups to consider concepts related to a broad research topic and identify one aspect of the topic that would be reasonable for a research paper.
→ Time: 40 mins
→ Computers: Not required - Developing Your Research TopicStudents complete a worksheet that helps them to form an appropriate research topic for a course assignment.
→ Time: 60 mins
→ Computers: Required - Revising a Research QuestionAfter learning about the qualities of a strong research question, students complete a worksheet to help refine their own research question and then peer review their questions.
→ Time: 40 mins
→ Computers: Required
Intermediate
- Forming a Strong Research QuestionStudents compare their draft research questions with those of experienced researchers and determine ways to revise and improve their own questions.
→ Time: 40 mins
→ Computers: Not required - Flawed QuestionsStudents evaluate examples of poorly formed research questions and work in pairs or small groups to revise them.
→ Time: 50 mins
→ Computers: Not required - Behind the Headlines: Using Historical Events to Inspire ResearchStudents work in groups to read a provided news article, choose a research topic inspired by the article, and create a research plan.
→ Time: 45-60 mins
→ Computers: Optional - Pause for a Station Break: Applying Constructivist Theory to Strategic ExplorationStudents visit four "learning stations" to explore search strategies for their research topics.
→ Time: 60 mins
→ Computers: Not required - A Bird's Eye View of the Research ProcessStudents create visual representations of their research processes, and then the class discusses and reflects on common aspects and themes.
→ Time: 30 mins
→ Computers: Not required
Advanced
- Know What You Don't Know: Teaching Chemistry Students to Ask Better Research QuestionsStudents learn to conduct background research in order to learn more about their topics and generate manageable research questions.
→ Time: 75 mins
→ Computers: Required
Assignments
Introductory
- Finding Background Information: Wikipedia and the LibraryStudents use Wikipedia to find scholarly articles and then use library resources to find academic background information. They revise their topics based on what they learn.
- Using Student Curiosity to Generate Compelling Research QuestionsStudents choose a TED Talk and consider its topic in order to identify a research topic that they want to explore.