InfoLit_Inquiry+Research

=Information Literacy=

Inquiry Research
=Questions that Wither on the Vine: Common Flaws to Watch For=

The question:
 * requires only information retrieval. If the question does not require student to interpret data, create ata, or construct new understandings, then it will lead only to information transmission and topical coverage, not topical research and critical inquiry.


 * begs the question. Such questions are fake inquiry questions; students are still playing the game of "guess what the teacher already knows."


 * is leading. This type of question leads students in a particular direction or toward a particular answer, indicating that the topic is not truly a contested problem that can be approached from multiple perspectives.


 * is so general or generic that it is undoable, or simply too big to get a handle on.


 * is so narrow and specific that it can be answered quickly, without requiring in-depth exploration.

(Source: Travers, R. (1998). What is a good guiding question? //Educational Leadership (65)//6, 70-73.

Activity: Read the sample Questions Lesson procedure from 21st Century Literacies, [|Developing Different Types of Questions]

Review "Question Matrix" handout.

Activity: Work in a group and work through the outcomes, procedure and assessment to determine questions for a research project. Brainstorm questions on a topic, identify the type of question, generate three to four questions in each category.

Activity: With partners, revisit the research activity from the beginning of the day. Based on the tools, and knowledge, gained from the discussions above, revise a problem statement to reflect a more inquiry problem. Report to large group when done. (15 minutes)

Notes:

See notes from Previous sessions

Return to Information Literacy Agenda