Question formulation for information literacy: Theory and practice

Scharf, Davida; Dera, Joanne

doi:10.1016/j.acalib.2021.102365

Cited by 5 publications

(2 citation statements)

References 27 publications

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“…According to Scharf and Dera (2021, 1), "Having a good question provides focus and clarity to research and provides organization that helps synthesize the evidence. " Despite the significance of research questions, however, little attention has been paid to the formulation of research questions in the many writing and research handbooks produced by the rhetoric and composition community (Scharf and Dera 2021).…”

Section: Posing Effective Research Questions: a Review Of The Literaturementioning

confidence: 99%

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

2022

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In this open-access book, authors from a range of disciplines—from geosciences to drama—capture how failure manifests and can be productively supported in a range of undergraduate research experiences. Whether the learning environment is a STEM research lab, a course-based undergraduate research experience (CURE), a humanities summer undergraduate research experience, a library, or the stage, students can benefit from support when they experience a gap between an expected/desired result and their lived experience. These perspectives and disciplinary contexts address failure from different vantage points and lenses, with the common focal point of nurturing undergraduate success through leveraging failure as an opportunity to build confidence and resilience. Represented are different institutional types, classroom and non-classroom environments, and programmatic and individual efforts.

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Section: Posing Effective Research Questions: a Review Of The Literaturementioning

confidence: 99%

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

2022

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Section: Posing Effective Research Questions: a Review Of The Literaturementioning

confidence: 99%

Chapter 8. No Such Thing as a Bad Question: Using Rubrics to Help Students Learn from and Strengthen Failed Research Questions

Baril¹,

Post²,

Spieth³

2022

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

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This chapter uses findings from a mixed-methods study of undergraduates’ research experiences in a developmental writing course at a small, private university to suggest that writing bad research questions is a necessary part of the research process and that students can learn valuable lessons from the struggle to pose effective questions if given the necessary support. It offers a set of rubrics that can be used to evaluate the debatability, researchability, and feasibility of students’ research questions to help students turn failed research questions into successful ones.

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