Elements of Question Analysis
by Craig Gibson, Libraries, Associate University Librarian for Research, Instructional, and Outreach Services
Teaching question analysis involves modeling a thought process for students that allows them to
gradually become more independent in their research, and therefore able to position their topics
within the information landscape and to move within it with greater certainty.
When the elements of question analysis are taught repeatedly, students begin to
internalize them and to conduct their own “reference interview” that enables them to
position their topics more strategically and more imaginatively within the information
landscape, and to move from source to source (whether organization, individual,
database, or blog) within that landscape. This process equips the student to become
relatively more self-sufficient, more self-aware, and more confident, and better able
to modify a search process and to conduct more informed research in other papers,
in future courses, and in non-academic pursuits.
- Position (at least initially) within the information landscape:
What is the terrain: pre-bibliographic; traditional bibliographic (library terrain); new
content environment (Web 2.0)? The student can productively conduct research within any
of these sectors, or across them, depending on the topic and how it “maps” into
information resources, their structure, and the flow of information from one part
of the terrain to another.
- Time (currency): How current does the information need to be? This has
significant implications as to where the student will search, even within each part of the landscape.
- Geographical scope: Does the topic suggest an exclusive U.S. focus or
perspectives from other countries? Is there an aspect of the topic that is strictly local or
regional? Answering these questions suggests directions, perspectives, experts,
and formal sources best suited to provide context from a particular culture or locality.
- Type of information needed: Background or overview? Popular or scholarly treatment?
Statistical compilations? Hybrid formats (scholarly texts with simulations, experiments, and the like)?
- Disciplines/experts: Which research communities are most interested in/engaged
with a particular topic, issue, or controversy? Interdisciplinary or multidisciplinary perspectives may be
important.
- Key concepts of the topic: What are the search terms? The actual process of finding
information in most parts of the terrain involves using search words describing the key facets of the topic,
articulated by the student in such a way that the expert consulted or the database searched can produce relevant
sources. The process of refining and combining search terminology, through a recursive process of adjustment,
mirrors key aspects of the writing process.
Click here to read about the terrains of the information landscape.
Click here to return to "Developing Students' Capacity for Informed Research."
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