Threshold Concepts: Framework for Information Literacy for Higher Education: 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.

-Framework for Information Literacy for Higher Education

Learners who are developing their information literate abilities do the following:

• 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

Learners who are developing their information literate abilities do the following:

• Consider research as open-ended exploration and engagement with information
• Appreciate that a question may appear to be simple but still disruptive and important to research
• Value intellectual curiosity in developing questions and learning new investigative methods
• Maintain an open mind and a critical stance
• Value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process
• Seek multiple perspectives during information gathering and assessment
• Seek appropriate help when needed
• Follow ethical and legal guidelines in gathering and using information
• Demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations

Research as Inquiry (University of Washington)