Information Literacy Guide for Faculty: Frame: Research as Inquiry

Students will be able to:

• contact a librarian for help with their library research.
• locate a resource in the catalog for a given subject.
• identify library services offered to them.
• locate appropriate information resources per discipline.
• 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.
• understand how research topics are often based on societal, personal, and professional needs.
• develop a basic, researchable question.
• cultivate a foundational knowledge base in order to conduct more sophisticated research.
• 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.
• identify key concepts and related terms in order to locate relevant sources for their cumulative projects.
• break down their research question in order to develop an effective database search.
• analyze sections of a research article in order to conceptualize the research process used by experts in the field.
• evaluate an author's use of sources.

• Use a research article to model the research process used by experts.
• Jigsaw groups each tackle one part of a research article summarizing what that section says and what purpose that section serves; then students disperse and 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. Decide what value the source adds to the article. Sort sources into types (books, articles, reports, statistics) using clickers or Kahoot.
• Individual group brainstorming: using Padlet, students share as many synonyms as they can for research question concepts, then the entire class works together to 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.