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Library Research Methods: Searching as Strategic Exploration

How to locate Library Resources

Framework Defined

Searching as Strategic Exploration refers to the understanding that information searching is often nonlinear and iterative, requiring the evaluation of a broad range of information sources and the mental flexibility to pursue alternate avenues as new understanding is developed.

In earlier drafts of the Framework this was referred to as Searching as Exploration and Searching is Strategic

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

The act of searching often begins with a question that directs the act of finding needed information. Encompassing inquiry, discovery, and serendipity, searching identifies possible relevant sources and the means to access those sources. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the searcher’s cognitive, affective, and social dimensions. Novice learners may search a limited set of resources, and experts may search more broadly and deeply to determine the most appropriate information within the project scope. Likewise, novice learners tend to use few search strategies; experts select from various search strategies, depending on the sources, scope, and context of the information need.

Consider: How do you approach research in an intentional manner?

Searching as Strategic Exploration Videos

Searching as Strategic Exploration - LibraryITBucknell

This video focuses on the ACRL information literacy frame “Searching as Strategic Exploration.” This frame is closely related to “Research as Inquiry” as it involves the research process, but it is very focused on practical search strategies. You could say, this frame is where the rubber meets the road. (4:52 min.)

Research 101: Searching is Strategic - Anna Eisen

Doing academic research is hard, but there are some ways to make your searching more efficient and productive! For the complete Research 101 toolkit for librarians and instructors, visit http://guides.lib.uw.edu/research/UWr...(3:14 min.)

Alignment with 2000 ACRL Standards

Standard One: The information literate student determines the nature and extent of the information needed.
 
*Standard Two (primary): The information literate student accesses needed information effectively and efficiently.
 
Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

From: Hovious, Amanda. “Alignment Charts for ACRL Standards and Proposed Framework.” Google Docs, January 23, 2015.

Key Aspects

  • Ask yourself questions. Consider the who-what-when-where-how of your topic. Consider more narrow and broad aspects of your topic.
  • Ask others questions. Don’t do it alone. Seek out classmates, professors, and librarians when stumped.
  • Searching is hard work! Search is a trial and error process, and you will run into challenges along the way. Not initially finding sources is not a reason to ditch a topic. Remember to persist (and return to number one and two when necessary).
  • Think outside the box. Searching will consist of flexibility in search terms, topic, and mindset. Look for relationships and interdisciplinary connections.
  • The perfect article doesn’t exist! That’s okay. It is important to live with ambiguity and uncertainty.

Dispositions / Knowledge Practices / Learning Activities

Learners who are developing their information literate abilities

  • exhibit mental flexibility and creativity
  • understand that first attempts at searching do not always produce adequate results
  • realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search
  • seek guidance from experts, such as librarians, researchers, and professionals
  • recognize the value of browsing and other serendipitous methods of information gathering
  • persist in the face of search challenges, and know when they have enough information to complete the information task

Learners who are developing their information literate abilities

  • determine the initial scope of the task required to meet their information needs;
  • identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
  • utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
  • match information needs and search strategies to appropriate search tools;
  • design and refine needs and search strategies as necessary, based on search results;
  • understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;
  • use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
  • manage searching processes and results effectively.

Articulating the information need

  • Identify the scope and limitations of information that the student needs in order to satisfy the requirements of the specific situation in which information is required  (e.g.: must be peer-reviewed; may not be more than X years old; must be a primary source; must be recommended by peers, etc.).
  • When appropriate, identify applicable search strategies per discipline.

Selecting a place to search

  • Identify characteristics of different search tools that make them better or worse choices for specific information needs.
  • Select search tool(s) that are appropriate to the information need (e.g., search engine, library database, discovery layer, library catalog, trusted expert, local authority or resource).
  • Understand potential structural biases with any search tool.

Boolean, keywords, and breaking a topic down into concepts

  • Break a complex topic down into separate concepts as necessary.
  • Identify likely synonyms or truncation opportunities for concepts as appropriate.
  • Combine keywords using Boolean operators AND and OR (optional: NOT).

Searching

  • Manage the technical details of the search interface (e.g., search box[es], limiters or facets, strategies for including Boolean operators, advanced vs. basic search, strategies for searching specific fields, etc.).
  • Flexibly move between examining results and modifying the search strategy, using appropriate tools within the search interface.

Iteration and refining the search

  • As searching progresses, identify synonyms or technical terminology that the student had not previously thought of, and incorporate those terms into subsequent iterations of the search strategy.
  • Evaluate an initial result set in order to identify problems with the search strategy, and then re-iterate the search in order to address those problems.
  • Identify serendipitous findings, as appropriate: those things that you learn about a topic only once you start searching on that topic (e.g., prominent authorities or sites of publication in the field, related topics and terminology, etc.)

More advanced topics and skills

  • Use relevant subject headings, thesauri, or other controlled vocabulary in order to retrieve a more focused and exhaustive set of results.
  • Trace citations in bibliographies of relevant sources.
  • Understand the unique searching structures and systems of archives and special collections.

The following lesson plans are from the ACRL Framework for Information Literacy Sandbox and Project CORA (Community of Online Research Assignments) and exemplify the Searching as Strategic Exploration frame.

  • Roundtable paired with concept mapping
  • Jigsaw to learn facets; regroup to find resources meeting different facet-based criteria on different topics (compiled in Google docs)
  • Brainstorm possible search  terms in pairs
  • Paraphrasing
  • Create a search strategy log using article database.  Start a search with the knowledge you have.  Identify 1 relevant article.  Locate new keywords and authors from citation abstract, subject terms.  Revise search and rerun search.  Continue.
  • Pass out different types of information sources and have students work in pairs to identify types and sources.  Have students introduce the source they analyzed.
  • Develop a concept map of topic, keywords, synonyms.

Searching as Strategic Exploration Infographics

Search Smarter - Questions

Click the button to answer the research questions on Search Smarter?

It's All About the Questions - Questions