Frame 4 Research As Inquiry Information Literacy Teaching

Leo Migdal

-Dec 12, 2025, 7:15 AM

frame 4 research as inquiry information literacy teaching

Lisle: (630) 829-6057 Mesa: (480) 878-7514 Toll Free: (877) 575-6050 Email: libref@ben.edu Book a Research Consultation Library Hours 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. Experts see inquiry as a process that focuses on problems or questions in a discipline or between open or unresolved disciplines. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge.

This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary... Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods. Learners who are developing their information literate abilities Inquiry is another word for curiosity or questioning. Maybe a better title for this concept is “Research as Curiosity,” because it more accurately captures the way our human brains work.

When you think to yourself, “How old is Madonna?” and you google it to find out her age, that’s research! You had a question (how old is Madonna?), you applied a search strategy (googling “Madonna age”) and you found an answer to the question. That’s it! A question and finding an answer, that’s research. But it’s not all research can be. Even after your research question is answered, you may still remain curious and go back to the inquiry step again and ask another question and seek another answer about your topic.

Sometimes we’re never really done even though we’ve answered the initial question and maybe even written a research paper on the topic. If it’s a topic you’re really interested in, you will keep asking and answering questions again and again. If you’re really curious about Madonna, you might think to yourself: How old is Madonna? Wait, really? Her skin looks amazing!

What’s her skincare routine? Seriously, what year was she born? WOW! She wrote children’s books! Does my local public library have any of her books? 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.

From Bucknell University's Framework for Information Literacy for Higher Education (ACRL). 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. This guide was created by a task force of PALNI librarians.

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. Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge. This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary...

Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods. Learners who are developing their information literate abilities Learners who are developing their information literate abilities From the ACRL Framework for Information Literacy for Higher Education (2015): 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. Teacher education students learn how to inquire, formulate research questions, and apply those skills to improve their teaching practice.

As teachers, they work with colleagues to expand their knowledge of pedagogy, students, and teaching skills. With their students, PK-12 educators model intellectual humility to demonstrate how curiosity leads to questions, to research, and to the iterative nature of the search process. Teacher education students and PK-12 educators demonstrate their expertise in Research as Inquiry by developing questions to improve or change their pedagogical practice, determining the appropriate scope and research methods to answer the questions,... As they prepare for service as educators, teacher education students: In their professional practice, educators: "Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines on inquiry in any field."

"Framework for Information Literacy for Higher Education", American Library Association, February 9, 2015. (Accessed July 20, 2020). You may need to log into MyUTampa to read some articles. Put together a collection of research questions taken from published research articles to serve as examples/models of research questions. The spirit of inquiry is the engine of democracy. The democratic process is nothing less than citizens regularly asking what kind of society they want to live in and whom they want to lead them.

But more and more people are avoiding the whole messy business of questioning. Americans are instead being trained to look for ready-made answers, with potentially dire implications for the health of our society. In this impassioned new book, Andrea Batista Schlesinger argues that we're besieged by cultural forces that urge us to avoid independent thought and critical analysis. The media reduces politics to a spectator sport, focusing on polls and personalities rather than issues and ideas. Schools teach to standardized tests - students learn to fill in the bubbles, not open their minds. ''Financial literacy'' courses have replaced civics classes, graduating smart shoppers rather than informed citizens.

Even the Internet promotes habits that discourage inquiry. Regurgitating search-engine results becomes a substitute for genuine research and reflection. Social networks promote connection rather than engagement. With all the information available online, over a third of those younger than twenty-five say they get no news on a typical day, up from 25 percent in 1998. The situation isn't hopeless. Batista Schlesinger spotlights individuals and institutions across the country that are working to renew a healthy sense of curiosity and skepticism, particularly in American's youth.

It is, at this point, an uphill battle but one well worth undertaking. The Death of ''Why?'' offers both a penetrating socio-cultural critique of our current path and a way forward for cultivating inquiry and reinvigorating our democracy. 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. Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge.

This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary... Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods. Learners who are developing their information literate abilities Learners who are developing their information literate abilities Information on this page was borrowed from the Framework for Information Literacy for Higher Education.

Core Idea: Research is an iterative process of asking questions, exploring answers, and generating new questions. It evolves through curiosity, complexity, and critical thinking, and applies to academic, personal, and societal contexts. Association of College & Research Libraries. (n.d.). Framework for Information Literacy for Higher Education. http://www.ala.org/acrl/standards/ilframework.

This work is licensed under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International license. Research is a process that is iterative and depends upon asking increasingly complex questions. View this document which illustrates the cyclical nature of research and contains links to a variety of STLCC Libraries tools and resources. Florissant Valley Campus Library3400 Pershall Rd. Ferguson, MO 63135-1408Phone: 314-513-4514 Forest Park Campus Library 5600 Oakland St.

Louis, MO 63110-1316Phone: 314-644-9210

Frame 4 Research As Inquiry Information Literacy Teaching

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