Key Concepts for Framing and Scaffolding the Learning of Undergraduate Research

Question-Discover-Use: Framework and Scaffolds for Learning to Do Research
Presented at Spring Breakout, SUNY Oswego, May 31, 2013

To do good research one must form a question that interests one's self and others, discover sources that can help answer the question and use what one learns from those sources in building one's own answer. Question-Discover-Use form the key conceptual framework for learning and teaching the research process. As our students progress from being novices at research to more expert research practice, we need to provide helpful but unobtrusive scaffolds or helps and then to fade those scaffolds out when they are no longer needed. This session will explore how the Question-Discover-Use framework and productive scaffolds can help us design library and information use activities that effectively teach research practice.

Prezi show developed for Spring Breakout--subject to added materials and voice-over.
Presentation (Lecture Capture Video)

Bibliography and other Resources
Collins, Allan, John Seely Brown, and Susan E. Newman. 1987. Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics. Technical Report No. 403. eric.

Collins, Allan, John Seely Brown, and Ann Holum. 1991. “Cognitive Apprenticeship: Making Thinking Visible.” American Educator: 6–11, 38–46.

Fister, Barbara. “Burke’s Parlor Tricks: Introducing Research as Conversation | Inside Higher Ed.” Accessed June 10, 2013.

Lave, Jean, and Wenger, Etienne. Situated Learning: Legitimate Peripheral Participation. Learning in Doing; Cambridge [England] ; New York: Cambridge University Press, 1991.

Lloyd, Annemaree. Information Literacy Landscapes : Information Literacy in Education, Workplace and Everyday Contexts / Annemaree Lloyd. Chandos Pub., 2010.

Nichols, James T. 2009. “The 3 Directions: Situated Information Literacy.” College and Research Libraries 70 (6) (November): 515–530.

Subpages (1): Q-D-U in Brief