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Framework for Information Literacy for Higher Education: Research as Inquiry

Interconnected concepts and ideas about information, research and scholarship.

FRAMEWORK FOCUS: Research as 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. Each question in the research process builds on the previous one and paves way for the next.

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

Knowledge Practices:

Learners who are developing their information literate abilities

  • formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;
  • determine an appropriate scope of investigation;
  • deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
  • use various research methods, based on need, circumstance, and type of inquiry;
  • monitor gathered information and assess for gaps or weaknesses;
  • organize information in meaningful ways;
  • synthesize ideas gathered from multiple sources;
  • draw reasonable conclusions based on the analysis and interpretation of information.

We Teach:

  • Formation of research questions as an essential part of the process
  • Background research and database selection 
  • Searching iteratively and managing results 
  • Organizing information using RefWorks 
  • Searching based on citation metrics 
  • Various specialized disciplinary databases throughout the majors
  • Community needs analysis 
  • Interpretive lenses for Biblical exegesis 
  • Acknowledge experiential limitations 

Works Cited

Select information on this LibGuide used with permission from

ACRL Framework

“Framework for Information Literacy for Higher Education.” Association of College and Research Libraries, 11 Jan. 2016, Accessed 12 June 2017.